Goals 2000: Educate America Act
GOALS 2000: EDUCATE AMERICA ACT
Public Law 103–227, as amended
Goals 2000: Educate America Act
227
108–446
Statute Compilation
United States House of Representatives
Office of the Legislative Counsel
text/xml
EN
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Goals 2000: Educate America Act
Educational Research, Development, Dissemination, and Improvement Act of 1994
Safe Schools Act of 1994
Minority-Focused Civics Education Act of 1994
Gun-Free Schools Act of 1994
Pro-Children Act of 1994
Midnight Basketball League Training and Partnership Act
10707
103
1994-03-31
Goals 2000: Educate America Act
[(Public Law 103–227)]
[As Amended Through P.L. 108–446, Enacted December 3, 2004]
[Currency: This publication is a compilation of the text of Public Law 103–227. It was last amended by the public law listed in the As Amended Through note above and below at the bottom of each page of the pdf version and reflects current law through the date of the enactment of the public law listed at https://www.govinfo.gov/app/collection/comps/]
[Note: While this publication does not represent an official version of any Federal statute, substantial efforts have been made to ensure the accuracy of its contents. The official version of Federal law is found in the United States Statutes at Large and in the United States Code. The legal effect to be given to the Statutes at Large and the United States Code is established by statute (1 U.S.C. 112, 204).]

AN ACT
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 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,
SECTION 1.
[20 U.S.C. 5801 note]

SHORT TITLE; TABLE OF CONTENTS.
(a)

Short Title.—
This Act (other than titles V and IX) may be cited as the “Goals 2000: Educate America Act”.
(b)

Table of Contents.—
The table of contents is as follows:
Sec. 1.
Short title; table of contents.
Sec. 2.
Purpose.
Sec. 3.
Definitions.
TITLE I—
NATIONAL EDUCATION GOALS
Sec. 101.
Purpose.
Sec. 102.
National education goals.
TITLE II—
NATIONAL EDUCATION REFORM LEADERSHIP, STANDARDS, AND ASSESSMENTS1
^1
The items relating to parts A and C (including the items relating to sections within those parts) of title II were repealed by section 1012(1) of P.L. 107–110 (115 Stat. 1986).
Part B—
Leadership in Educational Technology
[ Sec. 231. Repealed. ]
[ Sec. 232. Repealed. ]
Sec. 233.
Office of educational technology.
[ Sec. 234. Repealed. ]
[ Sec. 235. Repealed. ]
Sec. 236.
Office of training technology transfer.
TITLE VII—
SAFE SCHOOLS2
^2
The items relating to titles III–VI (including the items relating to sections within those titles) were repealed by section 1012(3) of P.L. 107–110 (115 Stat. 1986).
Sec. 701.
Short title; statement of purpose.
Sec. 702.
Safe schools program authorized.
Sec. 703.
Eligible applicants.
Sec. 704.
Applications and plans.
Sec. 705.
Use of funds.
Sec. 706.
National activities.
Sec. 707.
National cooperative education statistics system.
Sec. 708.
Reports.
Sec. 709.
Coordination of Federal assistance.
TITLE VIII—
MINORITY-FOCUSED CIVICS EDUCATION
Sec. 801.
Short title.
Sec. 802.
Purposes.
Sec. 803.
Grants authorized; authorization of appropriations.
Sec. 804.
Definitions.
Sec. 805.
Applications.
TITLE IX—
EDUCATIONAL RESEARCH AND IMPROVEMENT3
^3
Section 1074 of P.L. 107–110 (115 Stat. 2090) inserts a new part J without making a conforming amendment to the table of contents.
Sec. 901.
Short title.
Sec. 902.
Findings.
Part F—
Star Schools4
^4
Section 404(a) of the Education Sciences Reform Act of 2002 (P.L. 107–279; 116 Stat. 1985) repealed parts A–E.
Sec. 961.
Star schools.
Part G—
Office of Comprehensive School Health Education
Sec. 971.
Office of Comprehensive School Health Education.
Part H—
Field Readers
Sec. 981.
Field readers.
Part I—
Amendments to the Carl D. Perkins Vocational and Applied Technology Education Act
Sec. 991.
National Occupational Information Coordinating Committee.
TITLE X—
MISCELLANEOUS
Part A—
Miscellaneous Provisions
Sec. 1011.
School prayer.
Sec. 1012.
Funding for the Individuals with Disabilities Education Act.
Sec. 1013.
National Board for professional teaching standards.
Sec. 1014.
Forgiveness of certain overpayments.
Sec. 1015.
Study of goals 2000 and students with disabilities.
Sec. 1016.
Amendments to summer youth employment and training program.
Sec. 1017.
Protection of pupils.
Sec. 1018.
Contraceptive devices.
Sec. 1019.
Assessments.
Sec. 1020.
Public schools.
Sec. 1021.
Assessment of educational progress activities.
Sec. 1022.
Sense of the Congress.
Part B—
Gun-free Schools
Sec. 1031.
Short title.
Sec. 1032.
Gun-free requirements in elementary and secondary schools.
Part C—
Environmental Tobacco Smoke
Sec. 1041.
Short title.
Sec. 1042.
Definitions.
Sec. 1043.
Nonsmoking policy for children's services.
Sec. 1044.
Preemption.
Part D—
Midnight Basketball League Training and Partnership
Sec. 1051.
Short title.
Sec. 1052.
Grants for midnight basketball league training and partnership programs.
Sec. 1053.
Public housing midnight basketball league programs.
SEC. 2.
[20 U.S.C. 5801]

PURPOSE.
The purpose of this Act is 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 and in the workplace;
(3)
defining appropriate and coherent Federal, State, and local roles and responsibilities for education reform and lifelong learning;
(4)
establishing valid and reliable 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; and
(C)
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 academic and occupational skill standards and to succeed in the world of employment and civic participation;
(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 and strategies that all students will be expected to achieve;
(C)
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 to prepare them to participate fully as workers, parents, and citizens;
(D)
providing resources to help individual schools, including those serving students with high needs, develop and implement comprehensive improvement plans; and
(E)
promoting the use of technology to enable all students to achieve the National Education Goals;
(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; and
(8)
assisting every elementary and secondary school that receives funds under this Act to actively involve parents and families in supporting the academic work of their children at home and in providing parents with skills to advocate for their children at school.
SEC. 3.
[20 U.S.C. 5802]

DEFINITIONS.
(a)

Titles I, II, III, and X.—
As used in titles I, II, III, and X of this Act—
(1)
the terms “all students” and “all children” mean students or children from a broad range of backgrounds and circumstances, including disadvantaged students and children, students or children with diverse racial, ethnic, and cultural backgrounds, American Indians, Alaska Natives, Native Hawaiians, students or children with disabilities, students or children with limited-English proficiency, school-aged students or children who have dropped out of school, migratory students or children, and academically talented students and children;
(2)
the term “Bureau”, unless otherwise provided, means the Bureau of Indian Affairs;
(3)
the terms “community”, “public”, and “advocacy group” include representatives of organizations advocating for the education of American Indian, Alaska Native, and Native Hawaiian children and Indian tribes;
(4)
the term “content standards” means broad descriptions of the knowledge and skills students should acquire in a particular subject area;
(5)
the term “Governor” means the chief executive of the State;
(6)
the terms “local educational agency” and “State educational agency” have the meaning given such terms in section 14101 of the Elementary and Secondary Education Act of 1965;
(7)
the term “outlying areas” means Guam, American Samoa, the Virgin Islands, the Commonwealth of the Northern Mariana Islands, Palau (until the effective date of the Compact of Free Association with the Government of Palau), the Republic of the Marshall Islands, and the Federated States of Micronesia;
(8)
the term “performance standards” means concrete examples and explicit definitions of what students have to know and be able to do to demonstrate that such students are proficient in the skills and knowledge framed by content standards;
(9)
the term “related services” has the same meaning given such term under section 602 of the Individuals with Disabilities Education Act;
(10)
the term “State assessment” means measures of student performance which include at least 1 instrument of evaluation, and may include other measures of student performance, for a specific purpose and use which are intended to evaluate the progress of all students in the State toward learning the material in State content standards in 1 or more subject areas;
(11)
the term “school” means a public school that is under the authority of the State educational agency or a local educational agency or, for the purpose of carrying out section 315(b), a school that is operated or funded by the Bureau;
(12)
the term “Secretary”, unless otherwise provided, means the Secretary of Education; and
(13)
the term “State”, unless otherwise provided, means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, and each of the outlying areas.
(b)

Titles IV, V, VI, VII, VIII, and IX.—
For the purpose of titles IV, V, VI, VII, VIII, and IX—
(1)
except as provided in paragraph (3) and unless otherwise provided, the terms used in such titles have the same meanings given such terms in section 14101 of the Elementary and Secondary Education Act of 1965;
(2)
the term “Bureau”, unless otherwise provided, means the Bureau of Indian Affairs; and
(3)
the term “Secretary”, unless otherwise provided, means the Secretary of Education.
TITLE I—

NATIONAL EDUCATION GOALS
SEC. 101.
[20 U.S.C. 5811]

PURPOSE.
The purpose of this title is to establish National Education Goals.
SEC. 102.
[20 U.S.C. 5812]

NATIONAL EDUCATION GOALS.
The Congress declares that the National Education Goals are the following:
(1)

School readiness.—
(A)
By the year 2000, all children in America will start school ready to learn.
(B)
The objectives for this goal are that—
(i)
all children will have access to high-quality and developmentally appropriate preschool programs that help prepare children for school;
(ii)
every parent in the United States will be a child's first teacher and devote time each day to helping such parent's preschool child learn, and parents will have access to the training and support parents need; and
(iii)
children will receive the nutrition, physical activity experiences, and health care needed to arrive at school with healthy minds and bodies, and to maintain the mental alertness necessary to be prepared to learn, and the number of low-birthweight babies will be significantly reduced through enhanced prenatal health systems.
(2)

School completion.—
(A)
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 school dropout rate, and 75 percent of the 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)

Student achievement and citizenship.—
(A)
By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics and government, economics, 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 Nation's modern economy.
(B)
The objectives for this goal are that—
(i)
the academic performance of all students at the elementary and secondary level will increase significantly in every quartile, and the distribution of minority students in each quartile will more closely reflect the student population as a whole;
(ii)
the percentage of all 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, good health, community service, and personal responsibility;
(iv)
all students will have access to physical education and health education to ensure they are healthy and fit;
(v)
the percentage of all students who are competent in more than one language will substantially increase; and
(vi)
all students will be knowledgeable about the diverse cultural heritage of this Nation and about the world community.
(4)

Teacher education and professional development.—
(A)
By the year 2000, the Nation's teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century.
(B)
The objectives for this goal are that—
(i)
all teachers will have access to preservice teacher education and continuing professional development activities that will provide such teachers with the knowledge and skills needed to teach to an increasingly diverse student population with a variety of educational, social, and health needs;
(ii)
all teachers will have continuing opportunities to acquire additional knowledge and skills needed to teach challenging subject matter and to use emerging new methods, forms of assessment, and technologies;
(iii)
States and school districts will create integrated strategies to attract, recruit, prepare, retrain, and support the continued professional development of teachers, administrators, and other educators, so that there is a highly talented work force of professional educators to teach challenging subject matter; and
(iv)
partnerships will be established, whenever possible, among local educational agencies, institutions of higher education, parents, and local labor, business, and professional associations to provide and support programs for the professional development of educators.
(5)

Mathematics and science.—
(A)
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)
mathematics and science education, including the metric system of measurement, will be strengthened throughout the system, especially in the early grades;
(ii)
the number of teachers with a substantive background in mathematics and science, including the metric system of measurement, 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.
(6)

Adult literacy and lifelong learning.—
(A)
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 the qualified students, especially minorities, who enter college, who complete at least two years, and who complete their degree programs will increase substantially;
(v)
the proportion of college graduates who demonstrate an advanced ability to think critically, communicate effectively, and solve problems will increase substantially; and
(vi)
schools, in implementing comprehensive parent involvement programs, will offer more adult literacy, parent training and life-long learning opportunities to improve the ties between home and school, and enhance parents' work and home lives.
(7)

Safe, disciplined, and alcohol- and drug-free schools.—
(A)
By the year 2000, every school in the United States will be free of drugs, violence, and the unauthorized presence of firearms and alcohol 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, governmental and community organizations will work together to ensure the rights of students to study in a safe and secure environment that is free of drugs and crime, and that schools provide a healthy environment and are a safe haven for all children;
(iii)
every local educational agency will develop and implement a policy to ensure that all schools are free of violence and the unauthorized presence of weapons;
(iv)
every local educational agency will develop a sequential, comprehensive kindergarten through twelfth grade drug and alcohol prevention education program;
(v)
drug and alcohol curriculum should be taught as an integral part of sequential, comprehensive health education;
(vi)
community-based teams should be organized to provide students and teachers with needed support; and
(vii)
every school should work to eliminate sexual harassment.
(8)

Parental participation.—
(A)
By the year 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children.
(B)
The objectives for this Goal are that—
(i)
every State will develop policies to assist local schools and local educational agencies to establish programs for increasing partnerships that respond to the varying needs of parents and the home, including parents of children who are disadvantaged or bilingual, or parents of children with disabilities;
(ii)
every school will actively engage parents and families in a partnership which supports the academic work of children at home and shared educational decisionmaking at school; and
(iii)
parents and families will help to ensure that schools are adequately supported and will hold schools and teachers to high standards of accountability.
TITLE II—

NATIONAL EDUCATION REFORM LEADERSHIP, STANDARDS, AND ASSESSMENTS5
^5
Parts A and C were repealed by section 1011(4)(A) of P.L. 107–110 (115 Stat. 1986).
PART B—

LEADERSHIP IN EDUCATIONAL TECHNOLOGY
[Sections 231, 232, 234, and 235 repealed by Public Law 103–382, sec. 361, 108 Stat. 3974.]
[Section 233 adds a new section 216 to the Department of Education Organization Act.]
SEC. 236.

OFFICE OF TRAINING TECHNOLOGY TRANSFER.
(a)

Transfer.—
(1)

In general.—
The Office of Training Technology Transfer as established under section 6103 of the Training Technology Transfer Act of 1988 (20 U.S.C. 5093) is transferred to and established in the Office of Educational Technology.
(2)

Technical amendment.—
The first sentence of section 6103(a) of the Training Technology Transfer Act of 1988 (20 U.S.C. 5093(a)) is amended by striking “Office of Educational Research and Improvement” and inserting “Office of Educational Technology”.

[TITLE III—

STATE AND LOCAL EDUCATION SYSTEMIC IMPROVEMENT
[This title was repealed by section 1000(a)(4) [§310(i) of HR 3424.IH] of P.L. 106–113 (113 Stat. 1501A-265), effective September 30, 2000.] ]

[TITLE IV—

PARENTAL ASSISTANCE
[This title was repealed by section 1000(a)(4) [§310(i) of HR 3424.IH] of P.L. 106–113 (113 Stat. 1501A-265), effective September 30, 2000.] ]

[TITLE V—

NATIONAL SKILL STANDARDS BOARD
[Section 509(a) of this title provides that this “title is repealed on September 30, 1999”.] ]

[TITLE VI—

INTERNATIONAL EDUCATION PROGRAM
[This title was repealed by section 1011(4)(B) of P.L. 107–110 (115 Stat. 1986).] ]
TITLE VII—

SAFE SCHOOLS
SEC. 701.
[20 U.S.C. 5961]

SHORT TITLE; STATEMENT OF PURPOSE.
(a)

Short Title.—
This title may be cited as the “Safe Schools Act of 1994”.
(b)

Statement of Purpose.—
It is the purpose of this title to help local school systems achieve Goal Six of the National Education Goals, which provides that by the year 2000, every school in America will be free of drugs and violence and will offer a disciplined environment conducive to learning, by ensuring that all schools are safe and free of violence.
SEC. 702.
[20 U.S.C. 5962]

SAFE SCHOOLS PROGRAM AUTHORIZED.
(a)

Authority.—
(1)

In general.—
From funds appropriated pursuant to the authority of subsection (b)(1), the Secretary shall make competitive grants to eligible local educational agencies to enable such agencies to carry out projects and activities designed to achieve Goal Six of the National Education Goals by helping to ensure that all schools are safe and free of violence.
(2)

Grant duration and amount.—
Grants under this title may not exceed—
(A)
two fiscal years in duration; and
(B)
$3,000,000.
(3)

Geographic distribution.—
To the extent practicable, grants under this title shall be awarded to eligible local educational agencies serving rural, as well as urban, areas.
(b)

Authorization of Appropriations and Reservation.—
(1)

Authorization.—
There are authorized to be appropriated $50,000,000 for fiscal year 1994 to carry out this title.
(2)

Reservation.—
The Secretary is authorized in each fiscal year to reserve not more than 10 percent of the amount appropriated pursuant to the authority of paragraph (1) to carry out national activities described in section 706, of which 50 percent of such amount shall be available in such fiscal year to carry out the program described in section 706(b).
SEC. 703.
[20 U.S.C. 5963]

ELIGIBLE APPLICANTS.
(a)

In General.—
To be eligible to receive a grant under this title, a local educational agency shall demonstrate in the application submitted pursuant to section 704(a) that such agency—
(1)
serves an area in which there is a high rate of—
(A)
homicides committed by persons between the ages 5 to 18, inclusive;
(B)
referrals of youth to juvenile court;
(C)
youth under the supervision of the courts;
(D)
expulsions and suspensions of students from school;
(E)
referrals of youth, for disciplinary reasons, to alternative schools; or
(F)
victimization of youth by violence, crime, or other forms of abuse; and
(2)
has serious school crime, violence, and discipline problems, as indicated by other appropriate data.
(b)

Priority.—
In awarding grants under this title, the Secretary shall give priority to a local educational agency that submits an application that assures a strong local commitment to the projects or activities assisted under this title, such as—
(1)
the formation of partnerships among the local educational agency, a community-based organization, a nonprofit organization with a demonstrated commitment to or expertise in developing education programs or providing educational services to students or the public, a local law enforcement agency, or any combination thereof; and
(2)
a high level of youth participation in such projects or activities.
SEC. 704.
[20 U.S.C. 5964]

APPLICATIONS AND PLANS.
(a)

Application.—
In order to receive a grant under this title, an eligible local educational agency shall submit to the Secretary an application that includes—
(1)
an assessment of the current violence and crime problems in the schools to be served by the grant and in the community to be served by the applicant;
(2)
an assurance that the applicant has written policies regarding school safety, student discipline, and the appropriate handling of violent or disruptive acts;
(3)
a description of the schools and communities to be served by the grant, the activities and projects to be carried out with grant funds, and how these activities and projects will help to reduce the current violence and crime problems in the schools and communities served;
(4)
a description of educational materials to be developed in the first most predominate non-English language of the schools and communities to be served by the grant, if applicable;
(5)
if the local educational agency receives Federal education funds, an explanation of how activities assisted under this title will be coordinated with and support any systemic education improvement plan prepared with such funds;
(6)
the applicant's plan to establish school-level advisory committees, which include faculty, parents, staff, and students, for each school to be served by the grant and a description of how each committee will assist in assessing that school's violence and discipline problems as well as in designing appropriate programs, policies, and practices to combat such problems;
(7)
the applicant's plan for collecting baseline and future data, by individual schools, to monitor violence and discipline problems and to measure the applicant's progress in achieving the purpose of this title;
(8)
a description of how, in subsequent fiscal years, the grantee will integrate the violence prevention activities the grantee carries out with funds under this title with activities carried out under the grantee's comprehensive plan for drug and violence prevention adopted under the Drug-Free Schools and Communities Act of 1986;
(9)
a description of how the grantee will coordinate the grantee's school crime and violence prevention efforts with education, law enforcement, judicial, health, and social service programs supported under the Juvenile Justice and Delinquency Prevention Act of 1974, and other appropriate agencies and organizations serving the community;
(10)
a description of how the grantee will inform parents about the extent of crime and violence in their children's schools and maximize the participation of parents in the grantee's violence prevention activities;
(11)
an assurance that grant funds under this title will be used to supplement and not supplant State and local funds that would, in the absence of funds under this title, be made available by the applicant for the purposes of the grant;
(12)
an assurance that the applicant will cooperate with, and provide assistance to, the Secretary in gathering statistics and other data the Secretary determines are necessary to determine the effectiveness of projects and activities assisted under this title or the extent of school violence and discipline problems throughout the Nation; and
(13)
such other information as the Secretary may require.
(b)

Plan.—
In order to receive funds under this title for a second year, a grantee shall submit to the Secretary a comprehensive, long-term, school safety plan for reducing and preventing school violence and discipline problems. Such plan shall contain a description of how the grantee will coordinate the grantee's school crime and violence prevention efforts with education, law-enforcement, judicial, health, social service, and other appropriate agencies and organizations serving the community.
SEC. 705.
[20 U.S.C. 5965]

USE OF FUNDS.
(a)

In General.—
A local educational agency shall use grant funds received under this title for one or more of the following activities:
(1)
Identifying and assessing school violence and discipline problems, including coordinating needs assessment activities with education, law enforcement, judicial, health, social service, and other appropriate agencies and organizations, juvenile justice programs, and gang prevention activities.
(2)
Conducting school safety reviews or violence prevention reviews of programs, policies, practices, and facilities to determine what changes are needed to reduce or prevent violence and promote safety and discipline.
(3)
Planning for comprehensive, long-term strategies for addressing and preventing school violence and discipline problems through the involvement and coordination of school programs with other education, law enforcement, judicial, health, social service, and other appropriate agencies and organizations.
(4)
Training school personnel in programs of demonstrated effectiveness in addressing violence, including violence prevention, conflict resolution, anger management, peer mediation, and identification of high-risk youth.
(5)
Activities which involve parents in efforts to promote school safety and prevent school violence.
(6)
Community education programs, including video- and technology-based projects, informing parents, businesses, local government, the media and other appropriate entities about—
(A)
the local educational agency's plan to promote school safety and reduce and prevent school violence and discipline problems; and
(B)
the need for community support.
(7)
Coordination of school-based activities designed to promote school safety and reduce or prevent school violence and discipline problems with related efforts of education, law enforcement, judicial, health, social service, and other appropriate agencies and organizations and juvenile justice programs.
(8)
Developing and implementing violence prevention activities and materials, including—
(A)
conflict resolution and social skills development for students, teachers, aides, other school personnel, and parents;
(B)
disciplinary alternatives to expulsion and suspension of students who exhibit violent or antisocial behavior;
(C)
student-led activities such as peer mediation, peer counseling, and student courts; or
(D)
alternative after-school programs that provide safe havens for students, which may include cultural, recreational, educational and instructional activities, and mentoring and community service programs.
(9)
Educating students and parents regarding the dangers of guns and other weapons and the consequences of their use.
(10)
Developing and implementing innovative curricula to prevent violence in schools and training staff how to stop disruptive or violent behavior if such behavior occurs.
(11)
Supporting “safe zones of passage” for students between home and school through such measures as Drug- and Weapon-Free School Zones, enhanced law enforcement, and neighborhood patrols.
(12)
Counseling programs for victims and witnesses of school violence and crime.
(13)
Acquiring and installing metal detectors and hiring security personnel.
(14)
Reimbursing law enforcement authorities for their personnel who participate in school violence prevention activities.
(15)
Evaluating projects and activities assisted under this title.
(16)
The cost of administering projects or activities assisted under this title.
(17)
Other projects or activities that meet the purpose of this title.
(b)

Limitations.—
(1)

In general.—
A local educational agency may use not more than—
(A)
a total of 5 percent of grant funds received under this title in each fiscal year for activities described in paragraphs (11), (13), and (14) of subsection (a); and
(B)
5 percent of grant funds received under this title in each fiscal year for activities described in paragraph (16) of subsection (a).
(2)

Special rule.—
A local educational agency shall only be able to use grant funds received under this title for activities described in paragraphs (11), (13), and (14) of subsection (a) if funding for such activities is not available from other Federal sources.
(3)

Prohibition.—
A local educational agency may not use grant funds received under this title for construction.
SEC. 706.
[20 U.S.C. 5966]

NATIONAL ACTIVITIES.
(a)

National Activities.—
(1)

In general.—
To carry out the purpose of this title, the Secretary—
(A)
is authorized to use funds reserved under section 702(b)(2) to—
(i)
conduct national leadership activities such as research, program development and evaluation, data collection, public awareness activities, training and technical assistance, dissemination (through appropriate research entities assisted by the Department of Education) of information on successful projects, activities, and strategies developed pursuant to this title;
(ii)
provide grants to noncommercial telecommunications entities for the production and distribution of national video-based projects that provide young people with models for conflict resolution and responsible decisionmaking; and
(iii)
conduct peer review of applications under this title; and
(B)
shall develop a written safe schools model so that all schools can develop models that enable all students to participate regardless of any language barrier.
(2)

Special rule.—
The Secretary may carry out the activities described in paragraph (1) directly, through interagency agreements, or through grants, contracts or cooperative agreements.
(b)

National Model City.—
The Secretary shall designate the District of Columbia as a national model city and shall provide funds made available pursuant to section 702(b)(2) in each fiscal year to a local educational agency serving the District of Columbia in an amount sufficient to enable such agency to carry out a comprehensive program to address school and youth violence.
SEC. 707.

NATIONAL COOPERATIVE EDUCATION STATISTICS SYSTEM.
Subparagraph (A) of section 406(h)(2) of the General Education Provisions Act (20 U.S.C. 1221e–1(h)(2)(A)) is amended—
(1)
in clause (vi), by striking “and” after the semicolon; and
(2)
by adding after clause (vii) the following new clause:
“(viii)
school safety policy, and statistics on the incidents of school violence; and”
.
SEC. 708.
[20 U.S.C. 5967]

REPORTS.
(a)

Report to Secretary.—
Each local educational agency that receives funds under this title shall submit to the Secretary a report not later than March 1, 1995, that describes progress achieved in carrying out the plan described in section 704(b).
(b)

Report to Congress.—
The Secretary shall submit to the Committee on Education and Labor of the House of Representatives and the Committee on Labor and Human Resources of the Senate a report not later than October 1, 1995, which shall contain a detailed statement regarding grant awards, activities of grant recipients, a compilation of statistical information submitted by applicants under section 704(a), and an evaluation of programs assisted under this title.
SEC. 709.
[20 U.S.C. 5968]

COORDINATION OF FEDERAL ASSISTANCE.
The Secretary, as a member of the Coordinating Council on Juvenile Justice and Delinquency Prevention of the Department of Justice, shall coordinate the programs and activities carried out under this title with the programs and activities carried out by the departments and offices represented within the Council that provide assistance under other Federal law for purposes that are determined by the Secretary to be similar to the purpose of this title, in order to avoid redundancy and coordinate Federal assistance, research, and programs for youth violence prevention.
TITLE VIII—

MINORITY-FOCUSED CIVICS EDUCATION
SEC. 801.
[20 U.S.C. 5981]

SHORT TITLE.
This title may be cited as the “Minority-Focused Civics Education Act of 1994”.
SEC. 802.
[20 U.S.C. 5982]

PURPOSES.
It is the purpose of this title—
(1)
to encourage improved instruction for minorities and Native Americans in American government and civics through a national program of accredited summer teacher training and staff development seminars or institutes followed by academic year inservice training programs conducted on college and university campuses or other appropriate sites, for—
(A)
social studies and other teachers responsible for American history, government, and civics classes; and
(B)
other educators who work with minority and Native American youth; and
(2)
through such improved instruction to improve minority and Native American student knowledge and understanding of the American system of government.
SEC. 803.
[20 U.S.C. 5983]

GRANTS AUTHORIZED; AUTHORIZATION OF APPROPRIATIONS.
(a)

Grants Authorized.—
(1)

In general.—
The Secretary is authorized to make grants to eligible entities for the development and implementation of seminars in American government and civics for elementary and secondary school teachers and other educators who work with minority and Native American students.
(2)

Award rule.—
In awarding grants under this title, the Secretary shall ensure that there is wide geographic distribution of such grants.
(b)

Authorization of Appropriations.—
There are authorized to be appropriated $5,000,000 for fiscal 1995, and such sums as may be necessary for each of the fiscal years 1996, 1997, and 1998, to carry out this title.
SEC. 804.
[20 U.S.C. 5984]

DEFINITIONS.
For purposes of this title—
(1)
the term “eligible entity” means a State educational agency, an institution of higher education or a State higher education agency, or a public or private nonprofit organization, with experience in coordinating or conducting teacher training seminars in American government and civics education, or a consortium thereof; and
(2)
the term “State higher education agency” means the officer or agency primarily responsible for the State supervision of higher education.
SEC. 805.
[20 U.S.C. 5985]

APPLICATIONS.
(a)

Application Required.—
Each eligible entity desiring a grant under this title shall submit an application to the Secretary, at such time, in such manner and containing or accompanied by such information as the Secretary may reasonably require.
(b)

Contents of Application.—
Each application submitted pursuant to subsection (a) shall—
(1)
define the learning objectives and course content of each seminar to be held and describe the manner in which seminar participants shall receive substantive academic instruction in the principles, institutions and processes of American government;
(2)
provide assurances that educators successfully participating in each seminar will qualify for either graduate credit or professional development or advancement credit according to the criteria established by a State or local educational agency;
(3)
describe the manner in which seminar participants shall receive exposure to a broad array of individuals who are actively involved in the political process, including political party representatives drawn equally from the major political parties, as well as representatives of other organizations involved in the political process;
(4)
provide assurances that the seminars will be conducted on a nonpartisan basis;
(5)
describe the manner in which the seminars will address the role of minorities or Native Americans in the American political process, including such topics as—
(A)
the history and current political state of minorities or Native Americans;
(B)
recent research on minority or Native American political socialization patterns and cognitive learning styles; and
(C)
studies of political participation patterns of minorities or Native Americans;
(6)
describe the pedagogical elements for teachers that will enable teachers to develop effective strategies and lesson plans for teaching minorities or Native American students at the elementary and secondary school levels;
(7)
identify the eligible entities which will conduct the seminars for which assistance is sought;
(8)
in the case that the eligible entity is an institution of higher education, describe the plans for collaborating with national organizations in American government and civics education;
(9)
provide assurances that during the academic year educators participating in the summer seminars will provide inservice training programs based upon what such educators have learned and the curricular materials such educators have developed or acquired for their peers in their school systems with the approval and support of their school administrators; and
(10)
describe the activities or services for which assistance is sought, including activities and services such as—
(A)
development of seminar curricula;
(B)
development and distribution of instructional materials;
(C)
scholarships for participating teachers; and
(D)
program assessment and evaluation.
(c)

Priority.—
The Secretary, in approving applications for assistance under this title, shall give priority to applications which demonstrate that—
(1)
the applicant will serve teachers who teach in schools with a large number or concentration of economically disadvantaged students;
(2)
the applicant has demonstrated national experience in conducting or coordinating accredited summer seminars in American government or civics education for elementary and secondary school teachers;
(3)
the applicant will coordinate or conduct seminars on a national or multistate basis through a collaboration with an institution of higher education, State higher education agency or a public or private nonprofit organization, with experience in coordinating or conducting teacher training programs in American government and civics education;
(4)
the applicant will coordinate or conduct seminars designed for more than one minority student population and for Native Americans; and
(5)
the applicant will coordinate or conduct seminars that offer a combination of academic instruction in American government, exposure to the practical workings of the political system, and training in appropriate pedagogical techniques for working with minority and Native American students.
TITLE IX—

EDUCATIONAL RESEARCH AND IMPROVEMENT
SEC. 901.

SHORT TITLE.
This title may be cited as the “Educational Research, Development, Dissemination, and Improvement Act of 1994”.
[20 U.S.C. 6001]
SEC. 902.

FINDINGS.
The Congress finds as follows with respect to improving education in the United States:
(1)
A majority of public schools in the United States are failing to prepare students to achieve the National Education Goals. The Federal Government should support an extensive program of educational research, development, dissemination, replication and assistance to identify and support the best responses for the challenges ahead. A significant investment in attaining a deeper understanding of the processes of learning and schooling and developing new ideas holds the best hope of making a substantial difference to the lives of every student in the United States. The Office of Educational Research and Improvement within the Department of Education should be at the center of this campaign in order to coordinate such efforts.
(2)
The Federal role in educational research has been closely identified with youths who are socioeconomically disadvantaged, are minorities, belong to a language minority, or have a disability. The Federal commitment to education was sufficient to serve not more than—
(A)
in 1993, 1 out of every 6 low-income children in need of preschool education;
(B)
in 1990, 3 out of every 5 children in need of remediation;
(C)
in 1991, 1 out of every 5 children in need of bilingual education; and
(D)
in 1992, 1 out of every 20 youths eligible for assistance under the Job Training Partnership Act.
(3)
The failure of the Federal Government to adequately invest in educational research and development has denied the United States a sound foundation of knowledge on which to design school improvements. The educational achievement of minority children is of particular concern because at least half of the public school students in 25 of the largest cities of the United States are minority children, and demographers project that, by the year 2005, almost all urban public school students will be minority children or other children in poverty.
(4)
The investment goal of the Federal research, development, and dissemination function should be at least 1 percent of the total amount of funds spent on education.
(5)
Nationwide model programs and reliable interventions should be demonstrated and replicated, and for such purposes, programs should be established to conduct research and evaluations, and to disseminate information.
(6)
The Office should develop a national dissemination policy that will advance the goal of placing a national treasure chest of research results, models, and materials at the disposal of the education decisionmakers of the United States.
(7)
A National Educational Research Policy and Priorities Board should be established to work collaboratively with the Assistant Secretary to forge a national consensus with respect to a long-term agenda for educational research, development, dissemination, and the activities of the Office.
(8)
Existing research and development entities should adopt expanded, proactive roles and new institutions should be created to promote knowledge development necessary to accelerate the application of research findings to high priority areas.
(9)
Greater use should be made of existing technologies in efforts to improve the educational system of the United States, including efforts to disseminate research findings.
(10)
Minority educational researchers are inadequately represented throughout the Department of Education, but particularly in the Office. The Office therefore should assume a leadership position in the recruitment, retention, and promotion of qualified minority educational researchers.
(11)
The coordination of the mission of the Office with that of other components of the Department of Education is critical. The Office should improve the coordination of the educational research, development, and dissemination function with those of other Federal agencies.
[20 U.S.C. 6002]
PART A—

GENERAL PROVISIONS REGARDING THE OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT
SEC. 911.

REPEAL.
(a)

Repeal.—
Section 405 of the General Education Provisions Act (20 U.S.C. 1221e) is repealed.
(b)

Conforming Amendment.—
The second sentence of section 209 of the Department of Education Organization Act (20 U.S.C. 3419) is amended by inserting “and such functions as set forth in the Educational Research, Development, Dissemination, and Improvement Act of 1994” after “delegate”.
SEC. 912.

OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT.
(a)

Declaration of Policy Regarding Educational Opportunity.—
(1)

In general.—
The Congress declares it to be the policy of the United States to provide to every individual an equal opportunity to receive an education of high quality regardless of race, color, religion, sex, age, disability, national origin, or social class. Although the American educational system has pursued this objective, it has not been attained. Inequalities of opportunity to receive high quality education remain pronounced. To achieve the goal of quality education requires the continued pursuit of knowledge about education through research, development, improvement activities, data collection, synthesis, technical assistance, and information dissemination. While the direction of American education remains primarily the responsibility of State and local governments, the Federal Government has a clear responsibility to provide leadership in the conduct and support of scientific inquiry into the educational process.
(2)

Mission of office.—
(A)
The mission of the Office shall be to provide national leadership in—
(i)
expanding fundamental knowledge and understanding of education;
(ii)
promoting excellence and equity in education; and the achievement of the National Educational Goals by spurring reform in the school systems of the United States;
(iii)
promoting the use and application of research and development to improve practice in the classroom; and
(iv)
monitoring the state of education.
(B)
The mission of the Office shall be accomplished in collaboration with researchers, teachers, school administrators, parents, students, employers, and policymakers.
(b)

Purpose and Structure of Office.—
(1)

In general.—
The Secretary, acting through the Office, shall carry out the policies set forth in subsection (a). In carrying out such policies, the Office shall be guided by the Research Priorities Plan developed by the Assistant Secretary working collaboratively with the Board and which has been approved by the Board.
(2)

Administrative structure.—
The Office shall be administered by the Assistant Secretary and shall include—
(A)
the National Educational Research Policy and Priorities Board established by section 921;
(B)
the national research institutes established by section 931;
(C)
the national education dissemination system established by section 941;
(D)
the National Center for Education Statistics; and
(E)
such other units as the Secretary deems appropriate to carry out the purposes of the Office.
(3)

Authorized activities.—
(A)

Office.—
In fulfilling its purposes under this section, the Office is authorized to—
(i)
conduct and support education-related research activities, including basic and applied research, development, planning, surveys, assessments, evaluations, investigations, experiments, and demonstrations of national significance;
(ii)
disseminate the findings of education research, and provide technical assistance to apply such information to specific problems at school sites;
(iii)
collect, analyze, and disseminate data related to education, and to library and information services;
(iv)
promote the use of knowledge gained from research and statistical findings in schools, other educational institutions, and communities;
(v)
provide training in education research; and
(vi)
promote the coordination of education research and research support within the Federal Government, and otherwise assist and foster such research.
(c)

Appointment of Employees.—
(1)

In general.—
The Assistant Secretary may appoint, for terms not to exceed three years (without regard to the provisions of title 5, United States Code, governing appointment in the competitive service) and may compensate (without regard to the provisions of chapter 51 and subchapter III of chapter 53 of such title relating to classification and General Schedule pay rates) such scientific or technical employees of the Office as the Assistant Secretary considers necessary to accomplish its functions, provided that—
(A)
at least 30 days prior to the appointment of any such employee, public notice is given of the availability of such position and an opportunity is provided for qualified individuals to apply and compete for such position;
(B)
the rate of basic pay for such employees does not exceed the maximum rate of basic pay payable for positions at GS–15, as determined in accordance with section 5376 of title 5, United States Code;
(C)
the appointment of such employee is necessary to provide the Office with scientific or technical expertise which could not otherwise be obtained by the Office through the competitive service; and
(D)
the total number of such employees does not exceed one-fifth of the number of full-time, regular scientific or professional employees of the Office.
(2)

Reappointment of employees.—
The Assistant Secretary may reappoint employees described in paragraph (1) upon presentation of a clear and convincing justification of need, for one additional term not to exceed 3 years. All such employees shall work on activities of the Office and shall not be reassigned to other duties outside the Office during their term.
(d)

Authority To Publish.—
(1)

In general.—
The Assistant Secretary is authorized to prepare and publish such information, reports, and documents as may be of value in carrying out the purposes of this title without further clearance or approval by the Secretary or any other office of the Department of Education.
(2)

Quality assurance.—
In carrying out such authority, the Assistant Secretary shall—
(A)
establish such procedures as may be necessary to assure that all reports and publications issued by the Office are of the highest quality; and
(B)
provide other offices of the Department of Education with an opportunity to comment upon any report or publication prior to its publication when its contents relate to matters for which such office has responsibility.
(e)

Biennial Report on Activities of Office.—
The Assistant Secretary shall transmit to the President and the Congress by not later than December 30 of every other year a report which shall consist of—
(1)
a description of the activities carried out by and through each research institute during the fiscal years for which such report is prepared and any recommendations and comments regarding such activities as the Assistant Secretary considers appropriate;
(2)
a description of the activities carried out by and through the national education dissemination system established by section 941 during the fiscal years for which such report is prepared and any recommendations and comments regarding such activities as the Assistant Secretary considers appropriate;
(3)
such written comments and recommendations as may be submitted by the Board concerning the activities carried out by and through each of the institutes and the national education dissemination system during the fiscal years for which such report is prepared;
(4)
a description of the coordination activities undertaken pursuant to subsection (g) during the fiscal years for which such report is prepared;
(5)
recommendations for legislative and administrative changes necessary to improve the coordination of all educational research, development, and dissemination activities carried out within the Federal Government; and
(6)
such additional comments, recommendations, and materials as the Assistant Secretary considers appropriate.
(f)

Research Priorities Plan.—
(1)

In general.—
Working collaboratively with the Board, the Assistant Secretary shall—
(A)
survey and assess the state of knowledge in education research, development and dissemination to identify disciplines and areas of inquiry in which the state of knowledge is insufficient and which warrant further investigation, taking into account the views of both education researchers and practicing educators;
(B)
consult with the National Education Goals Panel and other authorities on education to identify national priorities for the improvement of education;
(C)
actively solicit recommendations from education researchers, teachers, school administrators, cultural leaders, parents, and others throughout the United States through such means as periodic regional forums;
(D)
provide recommendations for the development, maintenance, and assurance of a strong infrastructure for education, research, and development in the United States; and
(E)
on the basis of such recommendations, develop a research priorities program which shall recommend priorities for the investment of the resources of the Office over the next 5-, 10-, and 15-year periods, including as priorities those areas of inquiry in which further research, development and dissemination—
(i)
is necessary to attain the National Education Goals;
(ii)
promises to yield the greatest practical benefits to teachers and other educators in terms of improving education; and
(iii)
will not be undertaken in sufficient scope or intensity by the other Federal and non-Federal entities engaged in education research and development.
(2)

Contents of plan.—
(A)
The research and priorities plan described in paragraph (1) shall, at a minimum—
(i)
set forth specific objectives which can be expected to be achieved as a result of a Federal investment in the priorities set forth in the plan;
(ii)
include recommendations with respect to research and development on cross-cutting issues which should be carried out jointly by 2 or more of the research institutes; and
(iii)
include an evaluative summary of the educational research and development activities undertaken by the Federal Government during the preceding 2 fiscal years, which shall describe—
(I)
what has been learned as a result of such activities;
(II)
how such new knowledge or understanding extends or otherwise relates to what had been previously known or understood;
(III)
the implications of such new knowledge or understanding for educational practice and school reform; and
(IV)
any development, reform, and other assistance activities which have utilized such knowledge or understanding and the effects of such efforts.
(B)

Report.—
(i)
Not later than 6 months after the first meeting of the Board and by October 1 of every second year thereafter, the Assistant Secretary shall publish a report specifying the proposed research priorities of the Office and allow a 60-day period beginning on the date of the publication of the report for public comment and suggestions.
(ii)
Not later than 90 days after the expiration of the 60-day period referred to in clause (i), the Assistant Secretary shall submit to the Board a report specifying the proposed research priorities of the Office and any public comment and suggestions obtained under such subparagraph for the Board's review and approval.
(g)

Coordination.—
With the advice and assistance of the Board, the Assistant Secretary shall work cooperatively with the Secretary and the other Assistant Secretaries of the Department of Education to establish and maintain an ongoing program of activities designed to improve the coordination of education research, development, and dissemination and activities within such Department and within the Federal Government to—
(1)
minimize duplication in education research, development, and dissemination carried out by the Federal Government;
(2)
maximize the value of the total Federal investment in education research, development, and dissemination; and
(3)
enable entities engaged in education research, development, and dissemination within the Federal Government to interact effectively as partners and take full advantage of the diverse resources and proficiencies which each entity has available.
(h)

Activities Required With Respect to Coordination.—
In carrying out such program of coordination, the Assistant Secretary shall compile (and thereafter regularly maintain) and make available a comprehensive inventory of education research, development, dissemination activities, and expenditures being carried out by the Federal Government.
(i)

Standards for the Conduct and Evaluation of Research.—
(1)

In general.—
In consultation with the Board, the Assistant Secretary shall develop such standards as may be necessary to govern the conduct and evaluation of all research, development, and dissemination activities carried out by the Office to assure that such activities meet the highest standards of professional excellence. In developing such standards, the Assistant Secretary shall review the procedures utilized by the National Institutes of Health, the National Science Foundation, and other Federal departments or agencies engaged in research and development and shall also actively solicit recommendations from research organizations and members of the general public.
(2)

Contents of standards.—
Such standards shall at a minimum—
(A)
require that a process of open competition be used in awarding or entering into all grants, contracts, and cooperative agreements under this title;
(B)
require that a system of peer review be utilized by the Office—
(i)
for reviewing and evaluating all applications for grants and cooperative agreements and bids for those contracts which exceed $100,000;
(ii)
for evaluating and assessing the performance of all recipients of grants from and cooperative agreements and contracts with the Office; and
(iii)
for reviewing and designating exemplary and promising programs in accordance with section 941(d);
(C)
describe the general procedures which shall be used by each peer review panel in its operations;
(D)
(i)
describe the procedures which shall be utilized in evaluating applications for grants, proposed cooperative agreements, and contract bids; and
(ii)
specify the criteria and factors which shall be considered in making such evaluations;
(E)
describe the procedures which shall be utilized in reviewing educational programs which have been identified by or submitted to the Secretary for evaluation in accordance with section 941(d); and
(F)
require that the performance of all recipients of grants from and contracts and cooperative agreements with the Office shall be periodically evaluated, both during and at the conclusion of their receipt of assistance.
(3)

Publication and promulgation of standards.—
(A)
The Assistant Secretary shall publish proposed standards—
(i)
which meet the requirements of subparagraphs (A), (B), (C), and (D) of paragraph (2) not later than 1 year after the date of the enactment of this title;
(ii)
which meet the requirements of paragraph (2)(E) not later than 2 years after such date; and
(iii)
which meet the requirements of subparagraph (F) of paragraph (2) not later than 3 years after such date.
(B)
Following the publication of such proposed standards, the Assistant Secretary shall solicit comments from interested members of the public with respect to such proposed standards for a period of not more than 120 days. After giving due consideration to any comments which may have been received, the Assistant Secretary shall transmit such standards to the Board for its review and approval.
(C)
Upon the approval of the Board, the Assistant Secretary shall transmit final standards to the Secretary which meet the requirements of the particular subparagraphs of paragraph (2) for which such standards were developed. Such standards shall be binding upon all activities carried out with funds appropriated pursuant to subsection (m).
(j)

Additional Responsibilities of the Assistant Secretary.—
In carrying out the activities and programs of the Office, the Assistant Secretary—
(1)
shall be guided by the Research Priorities Plan developed by the Assistant Secretary working collaboratively with the Board and which has been approved by the Board;
(2)
shall ensure that there is broad and regular public and professional involvement from the educational field in the planning and carrying out of the Office's activities, including establishing teacher advisory boards for any program office, program or project of the Office as the Assistant Secretary deems necessary and involving Indian and Alaska Native researchers and educators in activities that relate to the education of Indian and Alaska Native people;
(3)
shall ensure that the selection of research topics and the administration of the program are free from undue partisan political influence;
(4)
shall ensure that all statistics and other data collected and reported by the Office shall be collected, cross-tabulated, analyzed, and reported by sex within race or ethnicity and socioeconomic status whenever feasible (and when such data collection or analysis is not feasible, ensure that the relevant report or document includes an explanation as to why such data collection or analysis is not feasible);
(5)
is authorized to administer funds to support a single project when more than 1 Federal agency uses funds to support such project, and the Assistant Secretary may act for all such agencies in administering such funds; and
(6)
is authorized to offer information and technical assistance to State and local educational agencies, school boards, and schools, including schools funded by the Bureau, to ensure that no student is—
(A)
denied access to the same rigorous, challenging curriculum that such student's peers are offered; or
(B)
grouped or otherwise labeled in such a way that may impede such student's achievement.
(k)

Independent Evaluations.—
The Secretary shall enter into one or more contracts for the conduct of an independent evaluation of the effectiveness of the implementation of the provisions of this title. Such evaluations shall be transmitted to the Congress, the President, and the Assistant Secretary not later than 54 months after the date of the enactment of this title.
(l)

Definitions.—
For purposes of this title, the following definitions apply:
(1)

Assistant secretary.—
The term “Assistant Secretary” means the Assistant Secretary for Educational Research and Improvement established by section 202 of the Department of Education Organization Act.
(2)

At-risk student.—
The term “at-risk student” means a student who, because of limited English proficiency, poverty, race, geographic location, or economic disadvantage, faces a greater risk of low educational achievement or reduced academic expectations.
(3)

Board.—
The term “Board” means the National Educational Research Policy and Priorities Board.
(4)

Development.—
The term “development”—
(A)
means the systematic use, adaptation, and transformation of knowledge and understanding gained from research to create alternatives, policies, products, methods, practices, or materials which can contribute to the improvement of educational practice; and
(B)
includes the design and development of prototypes and the testing of such prototypes for the purposes of establishing their feasibility, reliability, and cost-effectiveness.
(5)

Dissemination.—
The term “dissemination” means the communication and transfer, through the provision of technical assistance and other means, of the results of research and proven practice in forms that are understandable, easily accessible and usable or adaptable for use in the improvement of educational practice by teachers, administrators, librarians, other practitioners, researchers, policymakers, and the public.
(6)

Educational research.—
The term “educational research” includes basic and applied research, inquiry with the purpose of applying tested knowledge gained to specific educational settings and problems, development, planning, surveys, assessments, evaluations, investigations, experiments, and demonstrations in the field of education and other fields relating to education.
(7)

Field-initiated research.—
The term “field-initiated research” means education research in which topics and methods of study are generated by investigators, including teachers and other practitioners, not by the source of funding.
(8)

National education dissemination system.—
The term “national education dissemination system” means the activities carried out by the Office of Reform Assistance and Dissemination established by section 941.
(9)

Office.—
The term “Office”, unless otherwise specified, means the Office of Educational Research and Improvement established in section 208 of the Department of Education Organization Act.
(10)

National research institute.—
The term “national research institute” means an institute established in section 931.
(11)

Technical assistance.—
The term “technical assistance” means assistance in identifying, selecting, or designing solutions based on research to address educational problems, planning, and design that leads to adapting research knowledge to school practice, training to implement such solutions, and other assistance necessary to encourage adoption or application of research.
(12)

United states; state.—
The terms “United States” and “State” means each of the 50 States, the District of Columbia, the Commonwealth of Puerto Rico, Guam, American Samoa, the Virgin Islands, the Commonwealth of the Northern Mariana Islands, Palau (until the effective date of the Compact of Free Association with the Government of Palau), the Republic of the Marshall Islands, and the Federated States of Micronesia.
(m)

Authorization of Appropriations.—
(1)

National institutes.—
(A)
For the purpose of carrying out section 931, there is authorized to be appropriated $68,000,000 for fiscal year 1995.
(B)
(i)
For the purpose of carrying out the provisions of section 931 relating to the National Institute on Student Achievement, Curriculum, and Assessment and the National Institute on the Education of At-Risk Students, there are authorized to be appropriated $60,000,000 for fiscal year 1996, and such sums as are necessary for each of fiscal years 1997, 1998, and 1999.
(ii)
Of the total amounts appropriated pursuant to clause (i)—
(I)
50 percent shall be used by the Assistant Secretary for the purpose of carrying out the provisions of section 931 relating to the National Institute on the Education of At-Risk Students; and
(II)
50 percent shall be used for the purpose of carrying out the provisions of section 931 relating to the National Institute on Student Achievement, Curriculum, and Assessment.
(C)
For the purpose of carrying out the provisions of section 931 relating to the National Institute on Educational Governance, Finance, Policy-Making, and Management, there are authorized to be appropriated $10,000,000 for fiscal year 1996, and such sums as are necessary for each of fiscal years 1997, 1998, and 1999.
(D)
For the purpose of carrying out the provisions of section 931 relating to the National Institute on Early Childhood Development and Education, there are authorized to be appropriated $15,000,000 for fiscal year 1996, and such sums as are necessary for each of fiscal years 1997, 1998, and 1999.
(E)
For the purpose of carrying out the provisions of section 931 relating to the National Institute on Postsecondary Education, Libraries, and Lifelong Learning, there are authorized to be appropriated $15,000,000 for fiscal year 1996, and such sums as are necessary for each of fiscal years 1997, 1998, and 1999.
(F)

Coordination and synthesis.—
The Assistant Secretary is authorized to reserve not more than 10 percent of the total amounts appropriated in any fiscal year pursuant to subparagraphs (A) through (E) (but not more than 33 percent of the amount appropriated for any single institute in any fiscal year) for the purposes of supporting coordination and synthesis activities described in section 931(i) or to address other priorities which are consistent with the Research Priorities Plan developed by the Assistant Secretary and approved by the Board.
(2)

National education dissemination system.—
(A)
(i)
For the purpose of carrying out paragraph (2) of subsection (b) and subsections (c) through (g) of section 941, there are authorized to be appropriated $23,000,000 for fiscal year 1995, and such sums as are necessary for each of the fiscal years 1996 through 1999.
(ii)
Of the amount appropriated under clause (i) for any fiscal year, the Secretary shall make available not less than $8,000,000 to carry out subsection (f) of section 941 (relating to Educational Resources Information Center Clearinghouses).
(B)
For the purpose of carrying out subsection (h) of section 941 (relating to regional educational laboratories), there are authorized to be appropriated $41,000,000 for fiscal year 1995, and such sums as are necessary for each of the fiscal years 1996 through 1999. Of the amounts appropriated under the preceding sentence for a fiscal year, the Secretary shall obligate not less than 25 percent to carry out such purpose with respect to rural areas (including schools funded by the Bureau which are located in rural areas).
(C)
For the purpose of carrying out subsection (j) of section 941 (relating to the teacher research dissemination demonstration program) there are authorized to be appropriated $20,000,000 for fiscal year 1995, and such sums as are necessary for each of the fiscal years 1996 through 1999.
(D)
For the purpose of carrying out subsection (i) of section 941 (relating to the Goals 2000 Community Partnerships program), there are authorized to be appropriated $30,000,000 for fiscal year 1995, $50,000,000 for fiscal year 1996, and such sums as are necessary for each of the fiscal years 1997 and 1999.
(3)

National educational research policy and priorities board.—
Of the amounts appropriated under paragraphs (1) and (2) for any fiscal year, the Secretary shall make available 2 percent of such amounts, or $1,000,000, whichever is less, for the purpose of supporting the activities and expenses of the Board and the collaborative development of the Research Priorities Plan by the Assistant Secretary and the Board.
(4)

Allocations for grants, cooperative agreements, and contracts.—
Of the amounts appropriated under paragraph (1) or (2) for any fiscal year, not less than 95 percent shall be expended to carry out the purposes described in such paragraphs through grants, cooperative agreements, or contracts.
(5)

Limitations on appropriations.—
No amounts are authorized to be appropriated under paragraph (1) or (2) for fiscal year 1996 or any fiscal year thereafter unless the Board has been appointed in accordance with section 921.
(6)

Grant authorized.—
(A)

In general.—
From the amounts appropriated pursuant to paragraph (1) for any fiscal year, the Secretary is authorized, in accordance with the provisions of this paragraph, to award a grant of not more than $5,000,000 to a public or private institution, agency or organization for a period not to exceed 5 years for the purpose of conducting a State-by-State poll to determine the perceptions of recent graduates of secondary schools, their instructors in institutions of higher education, parents of recent such graduates, and employers of recent such graduates on how well schools have prepared students for further education or employment.
(B)

Matching requirement.—
The grant described in subparagraph (A) shall be awarded on a competitive basis and shall be matched on a two-to-one basis by the recipient.
[20 U.S.C. 6011]
SEC. 913.

ASSISTANT SECRETARY FOR EDUCATIONAL RESEARCH AND IMPROVEMENT.
Subsection (b) of section 202 of the Department of Education Organization Act is amended—
(1)
in paragraph (1)—
(A)
by striking subparagraph (E); and
(B)
by redesignating subparagraphs (F) and (G) as subparagraphs (E) and (F), respectively; and
(2)
by adding at the end the following new paragraph:
“(3)
There shall be in the Department an Assistant Secretary for Educational Research and Improvement who shall be—
“(A)
appointed by the President, by and with the consent of the Senate; and
“(B)
selected (giving due consideration to recommendations from the National Educational Research Policy and Priorities Board) from among individuals who—
“(i)
are distinguished educational researchers or practitioners;
“(ii)
have proven management ability; and
“(iii)
have substantial knowledge of education within the United States.”
.
SEC. 914.

SAVINGS PROVISION.
Notwithstanding any other provision of law, contracts for the regional educational laboratories, Educational Resources Information Center Clearinghouses and research and development centers and regional educational laboratories assisted under section 405 of the General Education Provisions Act, as such section was in effect on the day before the date of the enactment of this title, shall remain in effect until the termination date of such contracts.
[20 U.S.C. 1221e note]
SEC. 915.

EXISTING GRANTS AND CONTRACTS.
(a)

In General.—
Notwithstanding any other provision of law, grants and contracts for the research and development centers assisted under section 405 of the General Education Provisions Act, as such section was in effect on the day before the date of enactment of this Act, shall remain in effect until the termination date of such grants or contracts, as the case may be, except that such grants and contracts may be extended to implement the provisions of this title.
(b)

Use of Funds.—
In carrying out subsection (a), the Secretary shall use funds appropriated pursuant to section 912(m)(1).
[20 U.S.C. 1221e note]
PART B—

NATIONAL EDUCATIONAL RESEARCH POLICY AND PRIORITIES BOARD
SEC. 921.

ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT.
(a)

In General.—
There is established within the Office a National Educational Research Policy and Priorities Board.
(b)

Functions.—
It shall be the responsibility of the Board to—
(1)
work collaboratively with the Assistant Secretary to determine priorities that should guide the work of the Office and provide guidance to the Congress in its oversight of the Office;
(2)
review and approve the Research Priorities Plan developed by the Assistant Secretary in collaboration with the Board;
(3)
review and approve standards for the conduct and evaluation of all research, development, and dissemination carried out under the auspices of the Office pursuant to this title; and
(4)
review regularly, evaluate, and publicly comment upon, the implementation of its recommended priorities and policies by the Department and the Congress.
(c)

Additional Responsibilities of the Board.—
It shall also be the responsibility of the Board to—
(1)
provide advice and assistance to the Assistant Secretary in carrying out the coordination activities described in section 912;
(2)
make recommendations to the Assistant Secretary of persons qualified to fulfill the responsibilities of the Director of each research institute established by section 931 after making special efforts to identify qualified women and minorities and soliciting and giving due consideration to recommendations from professional associations and interested members of the public;
(3)
advise and make recommendations to the President with respect to individuals who are qualified to fulfill the responsibilities of the Assistant Secretary for the Office;
(4)
review and comment upon proposed contract grant, and cooperative agreement proposals in accordance with section 931(c)(4);
(5)
advise the United States on the Federal educational research and development effort;
(6)
recommend ways for strengthening active partnerships among researchers, educational practitioners, librarians, and policymakers;
(7)
recommend ways to strengthen interaction and collaboration between the various program offices and components;
(8)
solicit advice and information from the educational field, to define research needs and suggestions for research topics, and shall involve educational practitioners, particularly teachers, in this process;
(9)
solicit advice from practitioners, policymakers, and researchers, and recommend missions for the national research centers assisted under this title by identifying topics which require long-term, sustained, systematic, programmatic, and integrated research and dissemination efforts;
(10)
provide recommendations for translating research findings into workable, adaptable models for use in policy and in practice across different settings, and recommendations for other forms of dissemination; and
(11)
provide recommendations for creating incentives to draw talented young people into the field of educational research, including scholars from disadvantaged and minority groups.
(d)

Standing Subcommittees.—
The Board may establish a standing subcommittee for each of the Institutes established by section 931 and for the Office of Reform Assistance and Dissemination established by section 941(b) which shall advise, assist, consult with and make recommendations to the Assistant Secretary, the Board, the Director of such entity and the Congress on matters related to the activities carried out by and through such entities.
(e)

Powers of the Board.—
In carrying out its functions, powers, and responsibilities, the Board—
(1)
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 who shall assist in carrying out and managing the activities of the Board and perform such other functions the Board determines to be necessary and appropriate;
(2)
shall utilize such additional staff as may be appointed or assigned by the Assistant Secretary;
(3)
may arrange for the detail of staff personnel and utilize the services and facilities of any department or agency of the Federal Government;
(4)
may enter into contracts, or make other arrangements as may be necessary to carry out its functions;
(5)
shall participate in any public meetings or other activities carried out by the Assistant Secretary in the development of the Research Priorities Plan;
(6)
may review any grant, contract, or cooperative agreement made or entered into by the Office;
(7)
may, to the extent otherwise permitted by law, obtain directly from any department or agency of the United States such information as the Board deems necessary to carry out its responsibilities;
(8)
may convene workshops and conferences, collect data, and establish subcommittees which may be composed of members of the Board and nonmember consultants (including employees of the Department of Education) with expertise in the particular area addressed by such subcommittees; and
(9)
shall establish such rules and procedures to govern its operations as it considers appropriate, to the extent otherwise permitted by law.
(f)

Membership in General.—
(1)

Qualifications.—
The members of the Board shall be individuals who, by virtue of their training, experience, and background in educational research and the education professions, are exceptionally qualified to appraise the educational research and development effort of the United States and to fulfill the responsibilities described in subsections (b) and (c).
(2)

Broad representation.—
Due consideration shall be given to the gender, race, and ethnicity of appointees to assure that the Board is broadly representative of the diversity of the United States.
(3)

Limitation.—
A voting member of the Board may not serve on any other governing or advisory board within the Department of Education or as a paid consultant of such Department.
(4)

Conflict of interest.—
A voting member of the Board shall be considered a special Government employee for the purposes of the Ethics in Government Act of 1978.
(g)

Secretarial Appointments.—
The Board shall consist of 15 members appointed by the Secretary. Of the members of the Board—
(1)
five shall be appointed from among researchers in the field of education who have been nominated by the National Academy of Sciences;
(2)
five shall be outstanding school-based professional educators; and
(3)
five shall be individuals who are knowledgeable about the educational needs of the United States and may include parents with experience in promoting parental involvement in education, Chief State School Officers, local educational agency superintendents, principals, members of State or local boards of education or Bureau-funded school boards, and individuals from business and industry with experience in promoting private sector involvement in education.
(h)

Requirements for Nominations by the National Academy of Sciences.—
(1)

In general.—
In making nominations for the members of the Board described in subsection (g)(1), the National Academy of Sciences—
(A)
shall give due consideration to recommendations from research and education organizations;
(B)
may not nominate any individual who is an elected officer or employee of such organization; and
(C)
shall nominate not less than 5 individuals for each of the positions on the Board for which such organization has responsibility for making nominations.
(2)

Request for additional nominations.—
In the event that the Secretary determines that none of the individuals nominated by the National Academy of Sciences meets the qualifications for membership on the Board specified in subsection (g), the Secretary may request that such organization make additional nominations.
(i)

Nominations for Board Membership.—
Prior to appointing any member of the Board, the Secretary shall actively solicit and give due consideration to recommendations from organizations such as the National Education Association, the American Federation of Teachers, the National Parent-Teachers Association, the American Library Association, the American Association of School Administrators, the National Association of State Boards of Education, the National Indian School Board Association, the Association of Community Tribal Schools, the National Indian Education Association, and other education-related organizations and interested members of the public.
(j)

Ex Officio Members.—
The ex officio, nonvoting members of the Board shall include the Assistant Secretary and may also include—
(1)
the Director of Research for the Department of Defense;
(2)
the Director of Research for the Department of Labor;
(3)
the Director of the National Science Foundation;
(4)
the Director of the National Institutes of Health;
(5)
the chair of the National Endowment for the Arts;
(6)
the chair of the National Endowment for the Humanities;
(7)
the Librarian of Congress; and
(8)
the Director of the Office of Indian Education Programs of the Department of the Interior.
(k)

Chair.—
The Board shall select a Chair from among its appointed members who shall serve for a renewable term of 2 years.
(l)

Terms of Office.—
(1)

In general.—
Except as provided in paragraphs (2) and (3), the term of office of each voting member of the Board shall be 6 years.
(2)

Exceptions.—
(A)
Any individual appointed to fill a vacancy occurring on the Board prior to the expiration of the term for which the predecessor of the individual was appointed shall be appointed for the remainder of the term. A vacancy shall be filled in the same manner in which the original appointment was made.
(B)
The terms of office of the members of the Board who first take office after the date of the enactment of this title shall, as designated by a random selection process at the time of appointment, be as follows:
(i)
3 years for each of 5 members of the Board.
(ii)
4 years for each of 5 members of the Board.
(iii)
6 years for each of 5 members of the Board.
(3)

Prohibition on certain consecutive terms.—
An individual who has been a member of the Board for 12 consecutive years shall thereafter be ineligible for appointment during the 6-year period beginning on the date of the expiration of the 12th year.
(4)

Prohibition regarding removal.—
The Secretary shall neither remove nor encourage the departure of a member of the Board before the expiration of such member's term.
(m)

Meetings of Board.—
(1)

Initial meeting.—
The Secretary shall ensure that the first meeting of the Board is held not later than May 15, 1995.
(2)

Subsequent meetings.—
The Board shall meet quarterly, at the call of the Chair, and when at least one-third of the members of the Board make a written request to meet.
(3)

Quorum.—
A majority of the Board shall constitute a quorum.
(4)

Open meetings.—
The Government in the Sunshine Act (5 U.S.C. 552b) shall apply to meetings of the Board.
[20 U.S.C. 6021]
PART C—

NATIONAL RESEARCH INSTITUTES
SEC. 931.

ESTABLISHMENT WITHIN THE OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT.
(a)

Establishment of Institutes.—
In order to fulfill the research and development purposes of the Office, and to carry out a program of high-quality and rigorously evaluated research and development that is capable of improving Federal, State, Indian tribal, and local education policies and practices, there are established within the Office the following Institutes:
(1)
The National Institute on Student Achievement, Curriculum, and Assessment.
(2)
The National Institute on the Education of At-Risk Students.
(3)
The National Institute on Educational Governance, Finance, Policy-Making, and Management.
(4)
The National Institute on Early Childhood Development and Education.
(5)
The National Institute on Postsecondary Education, Libraries, and Lifelong Education.
(b)

Directors.—
(1)

In general.—
Each Institute established by subsection (a) shall be headed by a Director who shall be appointed by the Assistant Secretary from among individuals who have significant experience and expertise in the disciplines relevant to the purposes of such Institute. The Assistant Secretary shall give due consideration to recommendations made by the Board of individuals qualified to fill the position.
(2)

Reporting.—
Each Director shall report directly to the Assistant Secretary regarding the activities of the Institute and shall work with the other directors to promote research synthesis across the Institutes.
(c)

Authorities and Duties.—
(1)

In general.—
The Assistant Secretary is authorized to conduct research, development, demonstration, and evaluation activities to carry out the purposes for which such Institute was established—
(A)
directly;
(B)
through grants, contracts, and cooperative agreements with institutions of higher education, regional educational laboratories, public and private organizations, institutions, agencies, and individuals, or a consortium thereof, which may include—
(i)
grants to support research and development centers which are—
(I)
awarded competitively for a period of 5 years and which may be renewed for an additional 5 years;
(II)
of sufficient size, scope, and quality, and funded at not less than $1,500,000 annually in order to support a full range of basic research, applied research and dissemination activities, which may also include development activities; and
(III)
established by institutions of higher education, by institutions of higher education in consortium with public agencies or private nonprofit organizations, or by interstate agencies established by compact which operate subsidiary bodies established to conduct postsecondary educational research and development;
(ii)
meritorious unsolicited proposals for educational research and related activities;
(iii)
proposals that are specifically invited or requested by the Assistant Secretary, on a competitive basis; and
(iv)
dissertation grants, awarded for a period of not more than 2 years and in a total amount not to exceed $20,000 to graduate students in the sciences, humanities, and the arts to support research by such scholars in the field of education;
(C)
through the provision of technical assistance;
(D)
through the award of fellowships to support graduate study in educational research by qualified African-American, Hispanic, American Indian and Alaska Native, and other individuals from groups which have been traditionally underrepresented in the field of educational research which shall—
(i)
be awarded on the basis of merit for a period of 3 years; and
(ii)
provide stipends to each fellow in an amount which shall be set at a level of support comparable to that provided by the National Science Foundation Graduate Fellowships, except that such amounts shall be adjusted as necessary so as not to exceed each fellow's demonstrated level of need; and
(E)
through the award of fellowships in the Office for scholars, researchers, policymakers, education practitioners, librarians, and statisticians engaged in the use, collection, and dissemination of information about education and educational research which—
(i)
shall be awarded following the biennial publication in the Federal Register of proposed research priorities and a period of 60 days for public comments and suggestions with respect to such priorities;
(ii)
shall be awarded competitively following the publication of a notice in the Federal Register inviting the submission of applications; and
(iii)
may include such stipends and allowances, including travel and subsistence expenses provided under title 5, United States Code, as the Assistant Secretary considers appropriate.
(2)

Scope and focus of activities.—
In carrying out the purposes for which each Institute is established, the Assistant Secretary shall—
(A)
maintain an appropriate balance between applied and basic research;
(B)
significantly expand the role of field-initiated research in meeting the education research and development needs of the United States by reserving not less than 20 percent of the amounts available to each Institute in fiscal years 1996 and 1997 and 25 percent in fiscal years 1998 and 1999 to support field-initiated research;
(C)
provide for and maintain a stable foundation of long-term research and development on core issues and concerns conducted through university-based research and development centers by reserving not less than one-third of the amounts available to each Institute in any fiscal year to support such research and development centers;
(D)
support and provide research information that leads to policy formation by State legislatures, State and local boards of education, schools funded by the Bureau, and other policy and governing bodies, to assist such entities in identifying and developing effective policies to promote student achievement and school improvement;
(E)
promote research that is related to the core content areas;
(F)
plan and coordinate syntheses that provide research knowledge related to each level of the education system (from preschool to postsecondary education) to increase understanding of student performance across different educational levels;
(G)
conduct and support research in early childhood, elementary and secondary, vocational, adult and postsecondary education (including the professional development of teachers) to the extent that such research is related to the purposes for which such Institute has been established;
(H)
conduct sustained research and development on improving the educational achievement of poor and minority individuals as an integral part of its work; and
(I)
coordinate the Institute's activities with the activities of the regional educational laboratories and with other educational service organizations in designing the Institute's research agenda and projects in order to increase the responsiveness of such Institute to the needs of teachers and the educational field and to bring research findings directly into schools to ensure greatest access at the local level to the latest research developments.
(3)

Requirements regarding financial assistance.—
No grant, contract, or cooperative agreement may be made under this title unless—
(A)
sufficient notice of the availability of, and opportunity to compete for, assistance has first been provided to potential applicants through notice published in the Federal Register or other appropriate means;
(B)
such grant, contract, or agreement has been evaluated through peer review in accordance with the standards developed pursuant to section 912(i);
(C)
such grant, contract, or agreement will be evaluated in accordance with the standards developed pursuant to section 912(i);
(D)
in the case of a grant, contract, or cooperative agreement which exceeds $500,000 for a single fiscal year or $1,000,000 for more than one fiscal year, the Secretary has complied with the requirements of paragraph (4); and
(E)
in the case of a grant, contract, or cooperative agreement to support a research and development center, all applications for such assistance have been evaluated by independent experts according to standards and criteria which include—
(i)
whether applicants have assembled a group of high quality researchers sufficient to achieve the mission of the center;
(ii)
whether the proposed organizational structure and arrangements will facilitate achievement of the mission of the center;
(iii)
whether there is a substantial staff commitment to the work of the center;
(iv)
whether the directors and support staff will devote a majority of their time to the activities of the center;
(v)
review of the contributions of primary researchers (other than researchers at the proposed center) to evaluate the appropriateness of such primary researcher's experiences and expertise in the context of the proposed center activities, and the adequacy of such primary researcher's time commitment to achievement of the mission of the center; and
(vi)
the manner in which the results of education research will be disseminated for further use, including how the center will work with the Office of Reform Assistance and Dissemination.
(4)

Board review of certain proposed grant and contract actions.—
The Assistant Secretary may not solicit any contract bid or issue a request for proposals or applications for any grant or cooperative agreement the amount of which exceeds $500,000 in any single fiscal year or which exceeds an aggregate amount of $1,000,000 for more than one fiscal year unless the Board has had an opportunity to review such proposed grant, contract, or cooperative agreement and to provide written comments to the Assistant Secretary with respect to whether—
(A)
the purposes and scope of the proposed action are consistent with the Research Priorities Plan; and
(B)
the methodology and approach of the proposed action are sound and adequate to achieve the objectives of such grant, contract, or cooperative agreement.
(5)

Historically underutilized researchers and institutions.—
The Assistant Secretary shall establish and maintain initiatives and programs to increase the participation in the activities of each Institute of groups of researchers and institutions that have been historically underutilized in Federal educational research activities, including—
(A)
researchers who are women, African-American, Hispanic, American Indian and Alaska Native, or other ethnic minorities;
(B)
promising young or new researchers in the field, such as postdoctoral students and recently appointed assistant or associate professors;
(C)
Historically Black Colleges and Universities, Tribally Controlled Community Colleges, and other institutions of higher education with large numbers of minority students;
(D)
institutions of higher education located in rural areas; and
(E)
institutions and researchers located in States and regions of the United States which have historically received the least Federal support for educational research and development.
(6)

Additional authorities.—
The Assistant Secretary—
(A)
may obtain (in accordance with section 3109 of title 5 but without regard to the limitation in such section on the period of service) the services of experts or consultants with scientific or professional qualifications in the disciplines relevant to the purposes of such Institute;
(B)
may use, with their consent, the services, equipment, personnel, information, and facilities of other Federal, State, or local public agencies, with or without reimbursement therefore; and
(C)
may accept voluntary and uncompensated services.
(d)

National Institute on Student Achievement, Curriculum, and Assessment.—
(1)

Findings.—
The Congress finds as follows:
(A)
The current achievement levels of students in the United States are far below those that might indicate competency in challenging subject matter in core content areas.
(B)
During the last 20 years, relatively little changed in how students were taught. Despite much research suggesting better alternatives, classrooms continue to be dominated by textbooks, teacher lectures, short-answer activity sheets, and unequal patterns of student attention.
(C)
Despite progress in narrowing the gaps, the differences in performance between Caucasian students and their minority counterparts remain unacceptably large. While progress has been made in reducing the gender gap in mathematics, such gap still remains at higher levels of problem solving. Too little progress has been made in reducing gender performance gaps favoring males in science and females in writing.
(2)

Purpose.—
The purpose of the National Institute on Student Achievement, Curriculum, and Assessment is to carry out a coordinated and comprehensive program of research and development to provide research-based leadership to the United States as it seeks to improve student achievement in core content areas and the integration of such areas. Such program shall—
(A)
identify, develop, and evaluate innovative and exemplary methods to improve student knowledge at all levels in the core content areas, such as—
(i)
student learning and assessment in various subject matters;
(ii)
the effects of organizational patterns on the delivery of instruction, including issues of grouping and tracking, ungraded classrooms, and on the effects of various pedagogies, including the issues of technology in education;
(iii)
standards for what students should know and be able to do, particularly standards of desired performance set to internationally competitive levels;
(iv)
methods to improve the process of reading, the craft of writing, the growth of reasoning skills, and the development of information-finding skills;
(v)
enabling students to develop higher order thinking skills;
(vi)
methods to teach effectively all students in mixed-ability classrooms;
(vii)
curriculum, instruction, and assessment, in vocational education and school-to-work transition;
(viii)
the impact and effectiveness of Federal, State, and local efforts to provide gender-fair educational opportunities to elementary and secondary students;
(ix)
programs, policies, and approaches which promote gender equity in elementary and secondary education;
(x)
improving the working conditions of teachers and other educational practitioners, which may include such topics as—
(I)
teacher isolation;
(II)
professional resources available to teachers;
(III)
continuing educational and professional opportunities available to teachers;
(IV)
physical facilities and equipment, such as office space, telephone, computer access, and fax machines and television cable access available to teachers in the work environment;
(V)
opportunities for teachers to share information and resources with other teachers and education professionals;
(VI)
opportunities for advanced learning experience; and
(VII)
the reduction of stress in the teaching profession;
(xi)
curriculum development designed to meet challenging standards, including State efforts to develop such curriculum;
(xii)
the need for, and methods of delivering, teacher education, development, and inservice training;
(xiii)
educational methods and activities to reduce and prevent violence in schools;
(xiv)
the use of technology in learning, teaching and testing; and
(xv)
other topics relevant to the mission of the institute;
(B)
conduct basic and applied research in the areas of human learning, cognition, and performance, including research and development on the education contexts which promote excellence in learning and instruction, and motivational issues related to learning;
(C)
identify, develop, and evaluate programs designed to enhance academic achievement and narrow racial and gender performance gaps in a variety of subject areas, including research and development on methods of involving parents in their children's education and ways to involve business, industry and other community partners in promoting excellence in schools; and
(D)
include a comprehensive, coordinated program of research and development in the area of assessment which—
(i)
addresses issues such as—
(I)
the validity, reliability, generalizability, costs, relative merits, and most appropriate uses of various approaches and methods of assessing student learning and achievement;
(II)
methods and approaches to assessing student opportunities to learn (including the quality of instruction and the availability of resources necessary to support learning) and evaluating the quality of school environment;
(III)
the impact of high-stakes uses of assessment on student performance and motivation, narrowing of curriculum, teaching practices, and test integrity;
(IV)
the impact of various methods of assessment on children of different races, ethnicities, gender, socioeconomic status, and English language proficiencies, and children with other special needs;
(V)
standards of performance, quality, and validity for various methods of assessment and the means by which such standards should be developed;
(VI)
current and emerging testing practices of State and local education agencies within the United States, as well as other nations;
(VII)
the diverse effects, both intended and unintended, of assessments as actually used in the schools, including effects on curriculum and instruction, effects on equity in the allocation of resources and opportunities, effects on equity of outcomes, effects on other procedures and standards for judging students and practitioners and possible inflation of test scores;
(VIII)
identifying and evaluating how students with limited-English proficiency and students with disabilities are included and accommodated in the various assessment programs of State and local education agencies;
(IX)
the feasibility and validity of comparing or equating the results of different assessments;
(X)
test security, accountability, validity, reliability, and objectivity;
(XI)
relevant teacher training and instruction in giving a test, scoring a test, and in the use of test results to improve student achievement;
(XII)
developing, identifying, or evaluating new educational assessments, including performance-based and portfolio assessments which demonstrate skill and a command of knowledge; and
(XIII)
other topics relevant to the purposes of the Institute; and
(ii)
may reflect recommendations made by the National Education Goals Panel.
(e)

National Institute On the Education of At-Risk Students.—
(1)

Findings.—
The Congress finds as follows:
(A)
The rate of decline in our urban schools is escalating at a rapid pace. Student performance in most inner city schools grows worse each year. At least half of all students entering ninth grade fail to graduate 4 years later and many more students from high-poverty backgrounds leave school with skills that are inadequate for today's workplace. Student performance in many inner city neighborhoods grows worse each year. At least half of all students entering ninth grade fail to graduate in 4 years. In 1992, the average National Assessment of Educational Progress reading score of Caucasian 17 year-olds was approximately 25 points higher than that of African-American 17 year-olds and 20 points higher than that of Hispanic 17 year-olds.
(B)
Rural schools enroll a disproportionately large share of the poor and at-risk students of the United States and yet often lack the means to address effectively the needs of these children. Intensive efforts should be made to overcome the problems of geographic isolation, declining population, inadequate financial resources and other impediments to the educational success of children residing in rural areas.
(C)
By the year 2000, an estimated 3,400,000 school age children with limited-English proficiency will be entering the school system. The Federal Government should develop effective policies and programs to address the educational needs of this growing population of children who are at increased risk of educational failure.
(D)
An educational emergency exists in those urban and rural areas where there are large concentrations of children who live in poverty. The numbers of disadvantaged children will substantially increase by the year 2020, when the number of impoverished children alone will be 16,500,000, a 33 percent increase over the 12,400,000 children in poverty in 1987.
(E)
American Indian and Alaska Native students have high dropout, illiteracy and poverty rates, and experience cultural, linguistic, social and geographic isolation. The estimated 400,000 Indian and Alaska Native student population from over 500 Indian and Alaska Native tribes, is small and scattered throughout remote reservations and villages in 32 States, and in off-reservation rural and urban communities where Indians constitute but a small percentage of public school student bodies. To meaningfully address the special educational needs of this historically under-served population, the existing research and development system should be opened to Indian and Alaska Native people to identify needs and design ways to address such needs.
(F)
Minority scholars as well as institutions and groups that have been historically committed to the improvement of the education of at-risk students need to be more fully mobilized in the effort to develop a new generation of programs, models, practices, and schools capable of responding to the urgent needs of students who are educationally at-risk.
(2)

Purpose.—
It shall be the purpose of the Institute on the Education of At-Risk Students to carry out a coordinated and comprehensive program of research and development to provide nonpartisan, research-based leadership to the United States as it seeks to improve educational opportunities for at-risk students. Such program shall—
(A)
undertake research necessary to provide a sound basis from which to identify, develop, evaluate, and assist others to replicate and adapt interventions, programs, and models which promote greater achievement and educational success by at-risk students, such as—
(i)
methods of instruction and educational practices (including community services) which improve the achievement and retention of at-risk students;
(ii)
the quality of educational opportunities afforded at-risk students, particularly the quality of educational opportunities afforded such students in highly concentrated urban areas and sparsely populated rural areas;
(iii)
methods for overcoming the barriers to learning that may impede student achievement;
(iv)
innovative teacher training and professional development methods to help at-risk students meet challenging standards;
(v)
methods to improve the quality of the education of American Indian and Alaska Native students not only in schools funded by the Bureau, but also in public elementary and secondary schools located on or near Indian reservations, including—
(I)
research on mechanisms to facilitate the establishment of tribal departments of education that assume responsibility for all education programs of State educational agencies operating on an Indian reservation and all education programs funded by the Bureau on an Indian reservation;
(II)
research on the development of culturally appropriate curriculum for American Indian and Alaska Native students, including American Indian and Alaska Native culture, language, geography, history and social studies, and graduation requirements related to such curriculum;
(III)
research on methods for recruiting, training and retraining qualified teachers from American Indian and Alaska Native communities, including research to promote flexibility in the criteria for certification of such teachers;
(IV)
research on techniques for improving the educational achievement of American Indian and Alaska Native students, including methodologies to reduce dropout rates and increase graduation by such students; and
(V)
research concerning the performance by American Indian and Alaska Native students of limited-English proficiency on standardized achievement tests, and related factors;
(vi)
means by which parents and community resources and institutions (including cultural institutions) can be utilized to support and improve the achievement of at-risk students;
(vii)
the training of teachers and other educational professionals and paraprofessionals to work more effectively with at-risk students;
(viii)
the most effective uses of technology in the education of at-risk students;
(ix)
programs designed to promote gender equity in schools that serve at-risk students;
(x)
improving the ability of classroom teachers and schools to assist new and diverse populations of students in successfully assimilating into the classroom environment;
(xi)
methods of assessing the achievement of students which are sensitive to cultural differences, provide multiple methods of assessing student learning, support student acquisition of higher order capabilities, and enable identification of the effects of inequalities in the resources available to support the learning of children throughout the United States; and
(xii)
other topics relevant to the purpose of the Institute; and
(B)
maximize the participation of those schools and institutions of higher education that serve the greatest number of at-risk students in inner city and rural areas, and on Indian reservations, including model collaborative programs between schools and school systems, institutions of higher education, cultural institutions, and community organizations.
(3)

Consultation with indian and alaska native educators.—
All research and development activities supported by the Institute which relate to the education of Indian and Alaska Native students shall be developed in close consultation with Indian and Alaska Native researchers and educators, Tribally Controlled Community Colleges, tribal departments of education, and others with expertise in the needs of Indian and Native Alaska students.
(f)

National Institute on Early Childhood Development and Education.—
(1)

Findings.—
The Congress finds as follows:
(A)
Despite efforts to expand and improve preschool programs, many children still reach school age unprepared to benefit from formal education programs.
(B)
Early intervention for disadvantaged children from birth to age five has been shown to be a highly cost-effective strategy for reducing later expenditures on a wide variety of health, developmental, and educational problems that often interfere with learning. Long-term studies of the benefits of preschool education have a demonstrated return on investment ranging from three to six dollars for every one dollar spent.
(C)
The Federal Government should play a central role in providing research-based information on early childhood education models which enhance children's development and ultimately their success in school.
(2)

Purpose.—
The purpose of the National Institute on Early Childhood Development and Education is to carry out a comprehensive program of research and development to provide nonpartisan, research-based leadership to the United States as it seeks to improve early childhood development and education. Such program shall undertake research necessary to provide a sound basis from which to identify, develop, evaluate, and assist others to replicate methods and approaches that promise to improve early childhood development and education, such as—
(A)
social and educational development of infants, toddlers, and preschool children;
(B)
the role of parents and the community in promoting the successful social and educational development of children from birth to age five;
(C)
topics relating to children's readiness to learn, such as prenatal care, nutrition, and health services;
(D)
family literacy and parental involvement in student learning;
(E)
methods for integrating learning in settings other than the classroom, particularly within families and communities;
(F)
practices and approaches which sustain the benefits of effective preschool and child care programs;
(G)
effective learning methods and curriculum for early childhood learning, including access to current materials in libraries;
(H)
the importance of family literacy and parental involvement in student learning;
(I)
effective teaching and learning methods, and curriculum;
(J)
instruction that considers the cultural environment of children;
(K)
access to current materials in libraries;
(L)
the impact that outside influences have on learning, including television, and drug and alcohol abuse;
(M)
the structure and environment of early childhood education and child care settings which lead to improved social and educational development;
(N)
training and preparation of teachers and other professional and paraprofessional preschool and child care workers;
(O)
the use of technology, including methods to help parents instruct their children; and
(P)
other topics relevant to the purpose of the Institute.
(3)

Certain requirements.—
In carrying out the activities of the Institute, the Assistant Secretary shall ensure that the Institute's research and development program provides information that can be utilized in improving the major Federal early childhood education programs.
(g)

National Institute on Educational Governance, Finance, Policy-Making, and Management.—
(1)

Findings.—
The Congress finds as follows:
(A)
Many elementary and secondary schools in the United States—
(i)
are structured according to models that are ineffective and rely on notions of management and governance that may be outdated or insufficient for the challenges of the next century; and
(ii)
are unsuccessful in equipping all students with the knowledge and skills needed to succeed as citizens and in the working world.
(B)
New approaches are needed in the governance and management of elementary and secondary education within the United States at the State, local, school building and classroom level.
(C)
Not enough is known about the effects of various systems of school governance and management on student achievement to provide sound guidance to policymakers as such policymakers pursue school restructuring and reform.
(D)
A concentrated Federal effort is needed to support research, development, demonstration, and evaluation of approaches to school governance, finance and management which promise to improve education equity and excellence throughout the United States.
(2)

Purpose.—
It shall be the purpose of the National Institute on Educational Governance, Finance, Policy-Making, and Management to carry out a coordinated and comprehensive program of research and development to provide nonpartisan, research-based leadership to the United States as it seeks to improve student achievement through school restructuring and reform. Such program shall undertake research necessary to provide a sound basis from which to identify, develop and evaluate approaches in elementary and secondary school governance, finance, policy-making, and management at the State, local, tribal, school building and classroom level which promise to improve educational equity and excellence, such as—
(A)
open enrollment programs, public school choice, magnet schools and other systems through which parents may select the public schools and educational programs in which their children are enrolled;
(B)
innovative school design, including lengthening the school day and the school year, reducing class size and building professional development into the weekly school schedule and, as appropriate, conducting such further research as may be recommended or suggested by the report issued by the National Education Commission on Time and Learning pursuant to section 102 of the Education Council Act of 1991 (20 U.S.C. 1221–1 note);
(C)
effective approaches to organizing learning;
(D)
effective ways of grouping students for learning so that a student is not labeled or stigmatized in ways that may impede such student's achievement;
(E)
effective approaches to organizing, structuring, and financing vocational education;
(F)
the provision of financial and other rewards and incentives to schools and educators based on performance to improve student achievement;
(G)
the use of regulatory flexibility on the State or school district level to promote innovation and school restructuring;
(H)
policy decisions at all levels and the impact of such decisions on school achievement and other student outcomes;
(I)
the effective use of dollars for classroom construction;
(J)
expanding the role of teachers in policymaking and administration at the school and school district-wide level;
(K)
disparity in school financing among States, school districts, schools, and schools funded by the Bureau;
(L)
the use of technology in areas such as assisting in school-based management or ameliorating the effects of disparity in school financing among States, school districts, and schools funded by the Bureau;
(M)
the involvement of parents and families in the management and governance of schools and the education of their children;
(N)
effective approaches to increasing the representation of women and minorities among leadership and management positions in education;
(O)
approaches to systemic reforms involving the coordination of multiple policies of each level of government to promote higher levels of student achievement;
(P)
approaches to coordinated services for children;
(Q)
teacher certification at the State and tribal levels;
(R)
school-based management, shared decisionmaking and other innovative school structures, and State and local reforms and educational policies, which show promise for improving student achievement;
(S)
policies related to school-to-work transitions and preparing non-college-bound students; and
(T)
other topics relevant to the mission of the Institute.
(h)

National Institute on Postsecondary Education, Libraries, and Lifelong Learning.—
(1)

Findings.—
The Congress finds as follows:
(A)
The American system of postsecondary education is foremost in the world in such system's achievement of both academic excellence and equity in access, but maintaining that preeminence requires renewed efforts to strengthen the quality of postsecondary education. Disappointing student performance on achievement tests and licensure examinations, declining rates of postsecondary education persistence and completion among minorities, and other troubling trends in the quality of postsecondary education should be addressed by the United States as part of its overall drive to improve American education.
(B)
The need to improve our economic productivity of the United States to meet the competitive challenges of a new, international economy, coupled with high levels of mobility in the United States labor market and demographic changes in the workforce, now demands more and higher quality programs of learning and training in the American workplace.
(C)
The more than 1,000,000 men and women incarcerated in the prisons and jails in the United States are among the most severely educationally disadvantaged in the United States, with high rates of functional illiteracy and extremely low levels of educational attainment. Since an estimated 90 percent of these individuals are expected to be released by the end of the decade, the United States must act to assure that our correctional system has the means to equip these Americans with the knowledge and skills they will need to participate productively in our society.
(D)
The development of a “Nation of Students” capable of and committed to the pursuit of formal and informal lifelong learning and literacy is essential to sustain both national and individual economic success and to provide a nurturing environment in which all children and youth can learn and achieve. Historically the most effective community resource for lifelong learning, the public library system of the United States, should expand and restructure its delivery of services to take full advantage of the potential of new information technologies to meet the needs of learning communities.
(2)

Purpose.—
The purpose of the National Institute on Postsecondary Education, Libraries, and Lifelong Learning is to promote greater coordination of Federal research and development on issues related to adult learning and to carry out a program of research and development in adult learning to provide nonpartisan, research-based leadership to the United States as it seeks to improve libraries, postsecondary education, literacy, and lifelong learning throughout the United States. Such program—
(A)
shall only support research and development in those areas of postsecondary education, libraries, literacy, and lifelong learning which are not being addressed by other entities within the Federal Government;
(B)
may include basic and applied research, development, replication, and evaluation activities in areas such as—
(i)
methods of assessing and evaluating individual, program, and institutional performance;
(ii)
the uses and applications of new technologies to improve program effectiveness and enhance student learning;
(iii)
the most effective training methods for adults to upgrade education and vocational skills;
(iv)
opportunities for adults to continue their education beyond higher education and graduate school, in the context of lifelong learning and information-finding skills;
(v)
adult literacy and effective methods, including technology, to eliminate illiteracy;
(vi)
preparing students for a lifetime of work, the ability to adapt through retraining to the changing needs of the work force and the ability to learn new tasks;
(vii)
the use of technology to develop and deliver effective training methods for adults to upgrade their education and their vocational skills; and
(viii)
institutional and classroom policies and practices at the postsecondary level necessary to improve matriculation, persistence, achievement and graduation by students who are economically disadvantaged, ethnic and racial minorities, women, older, working, and who have children;
(ix)
instructional practices and programs which are effective in correctional settings;
(x)
new models of service delivery for public library systems which expand opportunities for lifelong learning;
(xi)
effective programs and approaches which promote greater access to and success by minorities in postsecondary programs which prepare such minorities for scientific, technical, teaching, and health career fields;
(xii)
effective teaching for the preparation and continuing education of teachers;
(xiii)
the development and evaluation of curricular materials for the initial and continuing education of teachers and teacher educators;
(xiv)
the role of Historically Black Colleges and Universities, Tribally Controlled Indian Community Colleges, women's colleges, and other special mission institutions in providing access, excellence, and equal opportunity in higher education;
(xv)
methods for evaluating the quality of education at different types of institutions of higher education at all levels and the roles and responsibilities of regional and national accrediting agencies;
(xvi)
methods for evaluating the productivity of different types of institutions of higher education;
(xvii)
financial barriers to postsecondary educational opportunity, including—
(I)
the role of Federal programs authorized under title IV of the Higher Education Act of 1965 and State grant and work programs in mitigating such barriers;
(II)
the impact of the rising total cost of postsecondary education on access to higher education; and
(III)
the extent and impact of student reliance on loans to meet the costs of higher education;
(xviii)
opportunities for adults to continue their education beyond higher education and graduate school, in the context of lifelong learning and information-finding skills;
(xix)
preparing students for a lifetime of work, the ability to adapt through retraining to the changing needs of the work force and the ability to learn new tasks; and
(xx)
other topics relevant to the mission of the Institute.
(3)

Involvement of certain agencies and organizations.—
In promoting coordination and collaboration on research and development on issues related to postsecondary education, literacy, libraries, and lifelong learning, the Institute shall, as appropriate, seek the involvement—
(A)
within the Department of Education of—
(i)
the Office of Library Programs;
(ii)
the Office of Correctional Education;
(iii)
the Office of Vocational and Adult Education;
(iv)
the National Institute on Disability and Rehabilitation Research; and
(v)
the Office of Postsecondary Education;
(B)
of the National Institute for Literacy;
(C)
of the National Board for Professional Teaching Standards;
(D)
of the Employment and Training Administration of the Department of Labor;
(E)
of the Administration for Children and Families within the Department of Health and Human Services;
(F)
of the National Institutes of Health;
(G)
of the National Endowment for the Humanities;
(H)
of the National Endowment for the Arts;
(I)
of the Bureau of Prisons of the Department of Justice;
(J)
of the Department of Commerce;
(K)
of the Department of Defense; and
(L)
of the Office of Indian Education Programs of the Department of the Interior.
(4)

Additional responsibilities.—
In addition to the responsibilities described in paragraph (2), the Assistant Secretary shall ensure that the activities of the National Center on Literacy are fully coordinated with those of the National Institute for Literacy.
(i)

Coordination and Research Synthesis.—
The Assistant Secretary shall promote and provide for research syntheses and the coordination of research and development activities among the Institutes established by this section to investigate those cross-cutting disciplines and areas of inquiry which are relevant to the missions of more than one of the Institutes. Such activities—
(1)
may be carried out jointly by any one of the Institutes and—
(A)
one (or more) of the Institutes;
(B)
the National Center for Education Statistics; or
(C)
any research and development entity administered by other offices of the Department of Education or by any other Federal agency or department; and
(2)
shall meet all the standards developed by the Assistant Secretary and approved by the Board for other research and development conducted by the Office.
(j)

Dates for Establishment of Institutes.—
The National Institute on the Education of At-Risk Students, the National Institute on Educational Governance, Finance, Policy-Making, and Management, the National Institute on Early Childhood Development and Education, the National Institute on Student Achievement, Curriculum, and Assessment and the National Institute on Postsecondary Education, Libraries, and Lifelong Learning shall each be established on October 1, 1995.
[20 U.S.C. 6031]
PART D—

NATIONAL EDUCATION DISSEMINATION SYSTEM
SEC. 941.

ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT.
(a)

In General.—
(1)

Findings.—
The Congress finds as follows:
(A)
In order to improve the American educational system for all students, achieve the National Education Goals, and provide for greater educational equity, policymakers, administrators, teachers, and parents must have ready access to the best information and methods available as a result of educational research and development.
(B)
The Office of Educational Research and Improvement should have as one of its primary purposes the dissemination of such information and methods in order to assist the national education reform effort.
(C)
All current resources within the Office, the Department of Education, and other agencies that can help accomplish the purposes described in subparagraph (B) should be coordinated by the Assistant Secretary, to the extent practicable, so as to form a systematic process to accomplish such purposes.
(D)
Education research has the capacity to improve teaching and learning in our Nation's schools, however, teachers need training in the skills necessary to translate research into practice and to allow teachers to become knowledgeable practitioners and leaders in educational improvement.
(E)
Adequate linkages between research and development providers and practitioners are essential to ensuring that research on effective practice is useful, disseminated to and supported with technical assistance for all educators, and that all educators are partners in the research and development process.
(2)

Purpose.—
The purpose of this section is to—
(A)
create a national system of dissemination, development, and educational improvement in order to create, adapt, identify, validate, and disseminate to educators, parents, and policymakers those educational programs that have potential or have been shown to improve educational opportunities for all students; and
(B)
empower and increase the capacity of teachers to participate in the research and development process.
(3)

Definition of educational program.—
For the purposes of this section, the term “educational program” includes educational policies, research findings, practices, and products.
(b)

Establishment of Office.—
(1)

In general.—
There is established within the Office an Office of Reform Assistance and Dissemination (hereafter in this section referred to as the “Dissemination Office”) through which the Secretary shall carry out all functions and activities described in this section. Such office shall be headed by a Director who shall be appointed by the Assistant Secretary and have demonstrated expertise and experience in dissemination, including promoting the effective use of research in the classroom.
(2)

Certain duties.—
The Dissemination Office shall—
(A)
disseminate relevant and useful research, information, products, and publications developed through or supported by the Department of Education to schools, educators, parents, and policymakers throughout the United States;
(B)
operate a depository for all Department of Education publications and products and make available for reproduction such publications and products;
(C)
provide technical and financial assistance to individuals and organizations in the process of developing promising educational programs but who might not, without such assistance, be able to complete necessary development and assessment activities;
(D)
coordinate the dissemination efforts of the Office, the regional educational laboratories, the research institutes, the National Diffusion Network, and the Educational Resources Information Center Clearinghouses;
(E)
provide training and technical assistance regarding the implementation and adoption of exemplary and promising programs by interested entities;
(F)
carry out a program of research on models for successful knowledge dissemination, and utilization, and strategies for reaching education policymakers, practitioners, and others interested in education;
(G)
develop the capacity to connect schools and teachers seeking information with the relevant regional educational laboratories assisted under subsection (h), the National Diffusion Network, the Institutes assisted under this section, and the Educational Resources Information Center Clearinghouses; and
(H)
provide a biennial report to the Secretary regarding the types of information, products, and services that teachers, schools, and school districts have requested and have determined to be most useful, and describe future plans to adapt Department of Education products and services to address the needs of the users of such information, products, and services.
(3)

Additional duties.—
The Dissemination Office shall carry out a process for the identification of educational programs that work, dissemination through electronic networking and new technologies and the functions and activities performed by the following:
(A)
The Educational Resources Information Center Clearinghouses.
(B)
The regional educational laboratories.
(C)
The Teacher Research Dissemination Demonstration Program.
(D)
The Goals 2000 Community Partnerships Program.
(E)
The existing National Diffusion Network and its Developer-Demonstrator and State Facilitator projects.
(F)
Such other programs, activities, or entities the Secretary determines are consistent with purposes for which the Dissemination Office is established.
(c)

Identification of Programs.—
The Assistant Secretary shall coordinate a process through which successful educational programs are actively sought out for possible dissemination through the national educational dissemination system. Such process shall, at a minimum, have the capability to—
(1)
work closely with the Institutes, research and development centers, regional educational laboratories, the National Diffusion Network and its Developer-Demonstrator and State Facilitator projects, learning grant institutions established under the Goals 2000 Community Partnerships Program, Department of Education-supported technical assistance providers, and other entities to identify successful educational programs at the regional, State, local, or classroom level;
(2)
review successful educational programs supported by the Department of Education through all of its programs;
(3)
through cooperative agreements, review for possible inclusion in the system educational programs administered by the Departments of Health and Human Services (particularly the Head Start program), Labor, and Defense, the National Science Foundation, the Department of the Interior (particularly the Office of Indian Education Programs), and any other appropriate Federal agency; and
(4)
provide for an active outreach effort to identify successful educational programs through cooperative arrangements with State and local education agencies, teachers and teacher organizations, curriculum associations, foundations, private schools, institutions of higher education, and other entities that could enhance the ability of the Secretary to identify programs for possible inclusion in the dissemination system.
(d)

Designation of Exemplary and Promising Programs.—
(1)

In general.—
The Assistant Secretary, in consultation with the Board, shall establish 1 or more panels of appropriately qualified experts and practitioners to—
(A)
evaluate educational programs that have been identified by the Secretary under subsection (c) or that have been submitted to the Secretary for such evaluation by some other individual or organization; and
(B)
recommend to the Secretary programs that should be designated as exemplary or promising educational programs.
(2)

Considerations in making recommendations.—
In determining whether an educational program should receive a recommendation under paragraph (1), a panel established under such paragraph shall consider—
(A)
whether, based on empirical data, which may include test results, the program is effective and should be designated as exemplary and disseminated through the national dissemination system; or
(B)
whether there is sufficient evidence to lead a panel of experts and practitioners to believe that the program shows promise for improving student achievement and should be designated as promising and disseminated through the national dissemination system while the program continues to be evaluated.
(3)

Requirement regarding approval of programs.—
In seeking out programs for approval under paragraph (2), the Assistant Secretary shall seek programs that may be implemented at the State, local, and classroom level.
(4)

Requirements regarding panels.—
(A)
A panel shall not eliminate a program from consideration under this subsection based solely on the fact that the program does not have one specific type of supporting data, such as test scores.
(B)
The Assistant Secretary may not designate a program as exemplary or promising unless a panel established under paragraph (1) has recommended that the program be so designated.
(C)
The Secretary shall establish such panels under paragraph (1) as may be necessary to ensure that each program identified or submitted for evaluation is evaluated.
(D)
Not less than ⅔ of the membership of a panel established under paragraph (1) shall consist of individuals who are not officers or employees of the United States. Members of panels under paragraph (1) who are not employees of the United States shall receive compensation for each day they are engaged in carrying out the duties of the panel as well as compensation for their expenses.
(e)

Dissemination of Exemplary and Promising Programs.—
In order to ensure that programs identified as exemplary or promising are available for adoption by the greatest number of teachers, schools, local and State education agencies, and Bureau-funded schools, the Assistant Secretary shall utilize the capabilities of—
(1)
the Educational Resources Information Center Clearinghouses;
(2)
electronic networking;
(3)
the regional educational laboratories;
(4)
the National Diffusion Network;
(5)
entities established under the Goals 2000 Community Partnerships Program;
(6)
department-supported technical assistance providers;
(7)
the National Library of Education; and
(8)
other public and private nonprofit entities, including existing education associations and networks, that have the capability to assist educators in adopting exemplary and promising programs.
(f)

Educational Resources Information Center Clearinghouses.—
(1)

In general.—
The Assistant Secretary shall establish a system of 16 clearinghouses having, at a minimum, the functions and scope of work as the clearinghouses had on the day preceding the date of the enactment of this title. The Assistant Secretary shall establish for the clearinghouses a policy for the abstraction from, and inclusion in, the Educational Resources Information Center Clearinghouses system for books, periodicals, reports, and other materials related to education.
(2)

Additional functions.—
In addition to those functions carried out by the clearinghouses on the day preceding the date of the enactment of this title, such clearinghouses may—
(A)
periodically produce interpretive summaries, digests, and syntheses of the results and findings of education-related research and development; and
(B)
contain and make available to users information concerning those programs designated as exemplary and promising under subsection (d).
(3)

Coordination of activities.—
The Assistant Secretary shall assure that the functions and activities of such clearinghouses are coordinated with the activities of the Institutes, the regional educational laboratories, learning grant institutions, other clearinghouses supported by the Department of Education, the National Diffusion Network, and other appropriate entities within the Office and such Department.
(4)

Special responsibilities of the secretary.—
To assure that the information provided through such clearinghouses is fully comprehensive, the Secretary shall—
(A)
require that all reports, studies, and other resources produced directly or by grant or contract with the Department of Education are made available to clearinghouses;
(B)
establish cooperative agreements with the Departments of Defense, Health and Human Services, Interior, and other Federal departments and agencies to assure that all education-related reports, studies, and other resources produced directly or by grant from or contract with the Federal Government are made available to such clearinghouses; and
(C)
devise an effective system for maximizing the identification, synthesis, and dissemination of information related to the needs of Indian and Alaska Native children.
(5)

Copyright prohibited.—
(A)
No clearinghouse or other entity receiving assistance under this subsection may copyright or otherwise charge a royalty or other fee that—
(i)
is for the use or redissemination of any database, index, abstract, report, or other information produced with assistance under this subsection; and
(ii)
exceeds the incremental cost of disseminating such information.
(B)
For purposes of subparagraph (A), the incremental cost of dissemination does not include any portion of the cost of collecting, organizing, or processing the information which is disseminated.
(g)

Dissemination Through New Technologies.—
(1)

In general.—
The Assistant Secretary is authorized to award grants or contracts in accordance with this subsection to support the development of materials, programs, and resources which utilize new technologies and techniques to synthesize and disseminate research and development findings and other information which can be used to support educational improvement.
(2)

Electronic networking.—
(A)

Electronic network.—
The Assistant Secretary, acting through the Office of Reform Assistance and Dissemination, shall establish and maintain an electronic network which shall, at a minimum, link—
(i)
each office of the Department of Education;
(ii)
the Institutes established by section 931;
(iii)
the National Center for Education Statistics;
(iv)
the National Library of Education; and
(v)
entities engaged in research, development, dissemination, and technical assistance under grant from, or contract, or cooperative agreement with, the Department of Education.
(B)

Certain requirements for network.—
The network described in subparagraph (A) shall—
(i)
to the extent feasible, build upon existing national, regional, and State electronic networks and support video, telecomputing, and interactive communications;
(ii)
at a minimum, have the capability to support electronic mail and file transfer services;
(iii)
be linked to and accessible to other users, including State and local education agencies, institutions of higher education, museums, libraries, and others through the Internet and the National Research and Education Network; and
(iv)
be provided at no cost (excluding the costs of necessary hardware) to the contractors and grantees described in clause (v) of subparagraph (A) and to educational institutions accessing such network through the Internet and the National Research and Education Network.
(C)

Information resources.—
The Assistant Secretary, acting through the Office of Reform Assistance and Dissemination, may make available through the network described in subparagraph (A)—
(i)
information about grant and contract assistance available through the Department of Education;
(ii)
an annotated directory of current research and development activities and projects being undertaken with the assistance of the Department of Education;
(iii)
information about publications published by the Department of Education and, to the extent feasible, the full text of such publications;
(iv)
statistics and data published by the National Center for Education Statistics;
(v)
syntheses of research and development findings;
(vi)
a directory of other education-related electronic networks and databases, including information about the means by which such networks and databases may be accessed;
(vii)
a descriptive listing of materials and courses of instruction provided by telecommunications partnerships assisted under the Star Schools program;
(viii)
resources developed by the Educational Resources Information Center Clearinghouses;
(ix)
education-related software (including video) which is in the public domain;
(x)
a listing of instructional materials available through telecommunications to local education agencies through the Public Broadcasting Service and State educational television networks; and
(xi)
such other information and resources the Assistant Secretary considers useful and appropriate.
(D)

Evaluations regarding other functions of network.—
The Assistant Secretary shall also undertake projects to test and evaluate the feasibility of using the network described in subparagraph (A) for—
(i)
the submission of applications for assistance to the Department of Education; and
(ii)
the collection of data and other statistics through the National Center for Education Statistics.
(E)

Training and technical assistance.—
The Assistant Secretary, acting through the Office of Reform Assistance and Dissemination, shall—
(i)
provide such training and technical assistance as may be necessary to enable the contractors and grantees described in clause (v) of subparagraph (A) to participate in the electronic network described in such subparagraph; and
(ii)
work with the National Science Foundation to provide, upon request, assistance to State and local educational agencies, the Department of the Interior's Office of Indian Education Programs, tribal departments of education, State library agencies, libraries, museums, and other educational institutions in obtaining access to the Internet and the National Research and Education Network.
(h)

Regional Educational Laboratories for Research, Development, Dissemination, and Technical Assistance.—
(1)

Regional educational laboratories.—
The Assistant Secretary shall enter into contracts with public or private nonprofit entities to establish a networked system of not less than 10 and not more than 12 regional educational laboratories which serve the needs of each region of the United States in accordance with the provisions of this subsection. The amount of assistance allocated to each laboratory by the Assistant Secretary shall reflect the number of local educational agencies and the number of school-age children within the region served by such laboratory, as well as the cost of providing services within the geographic area encompassed by the region.
(2)

Regions.—
The regions served by the regional educational laboratories shall be the 10 geographic regions in existence on the day preceding the date of the enactment of this title, except that in fiscal year 1996, the Assistant Secretary may support not more than 2 additional regional educational laboratories serving regions not in existence on the day preceding the date of enactment of this Act, provided that—
(A)
the amount appropriated for the regional educational laboratories in fiscal year 1996 exceeds the amount appropriated for the regional educational laboratories in fiscal year 1995 by not less than $2,000,000;
(B)
each such additional regional laboratory shall be supported by not less than $2,000,000 annually;
(C)
the creation of any such additional laboratory region is announced at the time of the announcement of the competition for contracts for all regional educational laboratories;
(D)
the creation of a regional educational laboratory that involves the combination or subdivision of a region or regions in existence on the day preceding the date of enactment of this Act in which States in 1 such region are combined with States in another such region does not result in any region in existence on such date permanently becoming part of a larger region, nor result in any such region permanently subsuming another region, nor creates within the continental United States a region that is smaller than 4 contiguous States, nor partitions a region in existence on the day preceding the date of the enactment of this Act to include less than 4 contiguous States included in the region on the day preceding the date of enactment of this Act;
(E)
the Assistant Secretary has published a notice in the Federal Register inviting the public, for a period of not less than 60 days, to make recommendations with respect to the creation of 1 or 2 additional regional educational laboratories;
(F)
the Assistant Secretary has solicited and received letters of support for the creation of any new region from the Chief State School Officers and State boards of education in each of the contiguous States that would be included in such new region.
(3)

Duties.—
Each regional educational laboratory receiving assistance under this section shall promote the implementation of broad-based systemic school improvement strategies and shall have as such laboratory's central mission and primary function to—
(A)
develop and disseminate educational research products and processes to schools, teachers, local educational agencies, State educational agencies, librarians, and schools funded by the Bureau, as appropriate, and through such development and dissemination, and provide technical assistance, to help all students meet standards;
(B)
develop a plan for identifying and serving the needs of the region by conducting a continuing survey of the educational needs, strengths, and weaknesses within the region, including a process of open hearings to solicit the views of schools, teachers, administrators, parents, local educational agencies, librarians, and State educational agencies within the region;
(C)
provide technical assistance to State and local educational agencies, school boards, schools funded by the Bureau, as appropriate, State boards of education, schools, and librarians;
(D)
facilitate school restructuring at the individual school level, including technical assistance for adapting model demonstration grant programs to each school;
(E)
serve the educational development needs of the region by providing education research in usable forms in order to promote school improvement and academic achievement and to correct educational deficiencies;
(F)
facilitate communication between educational experts, school officials, and teachers, parents, and librarians, to enable such individuals to assist schools to develop a plan to meet the National Education Goals;
(G)
provide training in—
(i)
the field of education research and related areas;
(ii)
the use of new educational methods; and
(iii)
the use of information-finding methods, practices, techniques, and products developed in connection with such training for which the regional educational laboratory may support internships and fellowships and provide stipends;
(H)
use applied educational research to assist in solving site-specific problems and to assist in development activities;
(I)
conduct applied research projects designed to serve the particular needs of the region only in the event that such quality applied research does not exist as determined by the regional education laboratory or the Department of Education;
(J)
collaborate and coordinate services with other technical assistance providers funded by the Department of Education;
(K)
provide support and technical assistance in—
(i)
replicating and adapting exemplary and promising practices;
(ii)
the development of high-quality, challenging curriculum frameworks;
(iii)
the development of valid, reliable assessments which are linked to State, local, or Bureau-funded content and student performance standards and reflect recent advances in the field of educational assessment;
(iv)
the improvement of professional development strategies to assure that all teachers are prepared to teach a challenging curriculum;
(v)
expanding and improving the use of technology in education to improve teaching and learning;
(vi)
the development of alternatives for restructuring school finance systems to promote greater equity in the distribution of resources; and
(vii)
the development of alternative administrative structures which are more conducive to planning, implementing, and sustaining school reform and improved educational outcomes; and
(L)
bring teams of experts together to develop and implement school improvement plans and strategies.
(4)

Networking.—
In order to improve the efficiency and effectiveness of the regional laboratories, the governing boards of the regional laboratories shall establish and maintain a network to—
(A)
share information about the activities each laboratory is carrying out;
(B)
plan joint activities that would meet the needs of multiple regions;
(C)
create a strategic plan for the development of activities undertaken by the laboratories to reduce redundancy and increase collaboration and resource-sharing in such activities; and
(D)
otherwise devise means by which the work of the individual laboratories could serve national, as well as regional, needs.
(5)

Additional duties.—
Each regional education laboratory receiving assistance under this subsection shall carry out the following activities:
(A)
Collaborate with the Institutes established under section 931 in order to—
(i)
maximize the use of research conducted through the Institutes in the work of such laboratory;
(ii)
keep the Institutes apprised of the work of the regional educational laboratory in the field; and
(iii)
inform the Institutes about additional research needs identified in the field.
(B)
Consult with the State educational agencies and library agencies in the region in developing the plan for serving the region.
(C)
Develop strategies to utilize schools as critical components in reforming education and revitalizing rural communities in the United States.
(D)
Report and disseminate information on overcoming the obstacles faced by rural educators and rural schools.
(E)
Identify successful educational programs that have either been developed by such laboratory in carrying out such laboratory's functions or that have been developed or used by others within the region served by the laboratory and make such information available to the Secretary and the network of regional laboratories so that such programs may be considered for inclusion in the national education dissemination system.
(6)

Certain requirements.—
In carrying out its responsibilities, each regional educational laboratory shall—
(A)
establish a governing board that—
(i)
reflects a balanced representation of the States in the region, as well as the interests and concerns of regional constituencies, and that includes teachers and education researchers;
(ii)
is the sole entity that—
(I)
guides and directs the laboratory in carrying out the provisions of this subsection and satisfying the terms and conditions of the contract award;
(II)
determines the regional agenda of the laboratory;
(III)
engages in an ongoing dialogue with the Assistant Secretary concerning the laboratory's goals, activities, and priorities; and
(IV)
determines at the start of the contract period, subject to the requirements of this section and in consultation with the Assistant Secretary, the mission of the regional educational laboratory for the duration of the contract period;
(iii)
ensures that the regional educational laboratory attains and maintains a high level of quality in the laboratory's work and products;
(iv)
establishes standards to ensure that the regional educational laboratory has strong and effective governance, organization, management, and administration, and employs qualified staff;
(v)
directs the regional educational laboratory to carry out the laboratory's duties in a manner as will make progress toward achieving the National Education Goals and reforming schools and educational systems; and
(vi)
conducts a continuing survey of the educational needs, strengths, and weaknesses within the region, including a process of open hearings to solicit the views of schools and teachers.
(B)
Comply with the standards developed by the Assistant Secretary and approved by the Board under section 912.
(C)
Coordinate its activities, collaborate, and regularly exchange information with the Institutes established under section 941, the National Diffusion Network, and its Developer-Demonstrator and State Facilitator projects, learning grant institutions and district education agents assisted under subsection (i), the Educational Resources Information Center Clearinghouses, and other entities engaged in technical assistance and dissemination activities which are supported by other offices of the Department of Education.
(D)
Allocate the regional educational laboratory's resources to and within each State in a manner which reflects the need for assistance, taking into account such factors as the proportion of economically disadvantaged students, the increased cost burden of service delivery in areas of sparse populations, and any special initiatives being undertaken by State, intermediate, local educational agencies, or Bureau-funded schools, as appropriate, which may require special assistance from the laboratory.
(7)

Evaluations.—
The Assistant Secretary shall provide for independent evaluations of each of the regional educational laboratories in carrying out the duties described in paragraph (1) in the third year that such laboratory receives assistance under this subsection in accordance with the standards developed by the Assistant Secretary and approved by the Board and shall transmit the results of such evaluations to the relevant committees of the Congress, the Board, and the appropriate regional educational laboratory board.
(8)

Invitation regarding competition for awards of assistance.—
Prior to awarding a grant or entering into a contract under this section, the Secretary shall invite applicants, including the regional educational laboratories in existence on the day preceding the date of enactment of this Act, to compete for such award through notice in the Federal Register and in the publication of the Department of Commerce known as the Commerce Business Daily.
(9)

Application for assistance.—
Each application for assistance under this subsection shall—
(A)
cover not less than a 5-year period;
(B)
describe how the applicant would carry out the activities required by this subsection; and
(C)
contain such additional information as the Secretary may reasonably require.
(10)

Rule of construction.—
No regional educational laboratory receiving assistance under this subsection shall, by reason of the receipt of that assistance, be ineligible to receive any other assistance from the Department of Education as authorized by law or be prohibited from engaging in activities involving international projects or endeavors.
(11)

Advance payment system.—
Each regional educational laboratory shall participate in the advance payment system at the Department of Education.
(12)

Additional projects.—
In addition to activities described in paragraph (3), the Assistant Secretary, from amounts appropriated pursuant to subsection (h), is authorized to enter into agreements with a regional educational laboratory for the purpose of carrying out additional projects to enable such regional educational laboratory to assist in efforts to achieve the National Education Goals and for other purposes.
(13)

Plan.—
Not later than July 1 of each year, each regional educational laboratory shall submit to the Assistant Secretary a plan covering the succeeding fiscal year, in which such laboratory's mission, activities, and scope of work are described, including a general description of—
(A)
the plans such laboratory expects to submit in the remaining years of such laboratory's contract; and
(B)
an assessment of how well such laboratory is meeting the needs of the region.
(14)

Construction.—
Nothing in this subsection shall be construed to require any modifications in the regional educational laboratory contracts in effect on the day preceding the date of enactment of this title.
(i)

Goals 2000 Community Partnerships Program.—
(1)

Purpose.—
The purpose of the Goals 2000 Community Partnerships program is to improve the quality of learning and teaching in the most impoverished urban and rural communities of the United States by supporting sustained collaborations between universities, schools, businesses, and communities which apply and utilize the results of educational research and development.
(2)

Grants for goals 2000 community partnerships.—
The Assistant Secretary is authorized to make grants to eligible entities to support the establishment of Learning Grant Institutions and District Education Agents and the activities authorized under this subsection within eligible communities.
(3)

Definition of eligible entity and eligible community.—
For the purposes of this subsection:
(A)
The term “eligible entity” includes any institution of higher education, regional educational laboratory, National Diffusion Network project, national research and development center, public or private nonprofit corporation, or any consortium thereof, that—
(i)
has demonstrated experience, expertise and commitment in serving the educational needs of at-risk students; and
(ii)
is, by virtue of its previous activities, knowledgeable about the unique needs and characteristics of the community to be served.
(B)
The term “eligible community” means a unit of general purpose local government (such as a city, township, or village), a nonmetropolitan county, tribal village, or a geographically distinct area (such as a school district, school attendance area, ward, precinct or neighborhood), or any group of such entities that—
(i)
has a population of not less than 200,000 and not more than 300,000; and
(ii)
in which not less than one-half of the school-age children have family incomes which are below the poverty line, as determined by the 1990 United States Census, participation in the National School Lunch program, or other current, reliable data concerning family income.
(4)

Goals 2000 community partnerships.—
Each learning grant institution receiving assistance under this subsection shall establish a Goals 2000 community partnership to carry out the activities authorized under this subsection. Such partnership—
(A)
shall include the participation of one or more local educational agencies, institutions of higher education, community-based organizations, parents, teachers, and the business community;
(B)
may include the participation of human, social service and health care agencies, Head Start and child care agencies, libraries, museums, employment and training agencies, and the State educational agency or tribal department of education; and
(C)
shall be broadly representative of all segments of the community in which the activities will be carried out.
(5)

Comprehensive goals 2000 plan.—
Each Goals 2000 Community Partnership shall develop a comprehensive plan for assuring educational success and high achievement for all students in the community. Each such plan shall—
(A)
adopt the National Education Goals;
(B)
identify additional needs and goals for educational improvement within the community;
(C)
focus on helping all students reach challenging content and student performance standards;
(D)
be consistent with the State and local improvement plans for system-wide education improvement developed pursuant to title III;
(E)
establish a comprehensive community-wide plan for achieving such goals; and
(F)
develop a means for measuring the progress of the community in meeting such goals for improvement.
(6)

Implementation of community-wide plan.—
Each Goals 2000 Community Partnership shall, utilizing the District Education Agent, provide assistance in implementing the community-wide plan for educational improvement by—
(A)
supporting innovation, restructuring, and continuous improvement in educational practice by—
(i)
disseminating information throughout the community about exemplary and promising educational programs, practices, products, and policies;
(ii)
evaluating the effectiveness of federally funded educational programs within the community and identifying changes in such programs which are likely to improve student achievement;
(iii)
identifying, selecting and replicating exemplary and promising educational programs, practices, products, and policies in both in- and out-of-school settings;
(iv)
applying educational research to solve specific problems in the classroom, home and community which impede learning and student achievement; and
(v)
supporting research and development by teachers, school administrators, and other practitioners which promise to improve teaching and learning and the organization of schools;
(B)
improving the capacity of educators, school administrators, child care providers and other practitioners to prepare all students to reach challenging standards and to attain the goals set out in the comprehensive community-wide plan through such means as—
(i)
the training of prospective and novice teachers (including preschool and early childhood educators) in a school setting under the guidance of master teachers and teacher educators;
(ii)
training and other activities to promote the continued learning and professional development of experienced teachers, related services personnel, school administrators to assure that such teachers develop the subject matter and pedagogical expertise needed to prepare all students to reach challenging standards;
(iii)
training and other activities to increase the ability of prospective, novice, and experienced teachers to teach effectively at-risk students, students with disabilities, students with limited-English proficiency, and students from diverse cultural backgrounds; and
(iv)
programs to enhance teaching and classroom management skills, including school-based management skills, of novice, prospective, and experienced teachers;
(C)
promoting the development of an integrated system of service delivery to children from birth through age 18 and their families by facilitating linkages and cooperation among—
(i)
local educational agencies;
(ii)
health and social services agencies and providers;
(iii)
juvenile justice and criminal justice agencies;
(iv)
providers of employment training; and
(v)
child care, Head Start, and other early childhood agencies; and
(D)
mobilizing the resources of the community in support of student learning and high achievement by facilitating effective partnerships and collaboration among—
(i)
local educational agencies;
(ii)
postsecondary educational institutions;
(iii)
public libraries;
(iv)
parents;
(v)
community-based organizations, neighborhood associations, and other civic and community organizations;
(vi)
child care, Head Start, and other early childhood agencies;
(vii)
churches, synagogues and other religious institutions;
(viii)
labor organizations; and
(ix)
business and industry.
(7)

Additional requirements.—
In carrying out its responsibilities under this subsection, each partnership receiving assistance under this subsection shall—
(A)
appoint a District Education Agent who shall be responsible, on a full-time basis, for directing the implementation of the community-wide plan, who shall have significant experience and expertise in the field of education in—
(i)
addressing the needs of at-risk students; and
(ii)
conducting educational research and promoting the application of the results of such research to educational practice;
(B)
provide for such other professional and support personnel as may be necessary to implement the community-wide plan under the direction of the District Education Agent; and
(C)
coordinate the partnership's activities and work cooperatively with the National Diffusion Network State facilitators, regional educational laboratories, and other components of the Office to utilize most effectively Federal research, development, and dissemination resources in implementing the community-wide plan.
(8)

Application for grants.—
Any eligible entity desiring a grant under this subsection shall submit an application to the Assistant Secretary at such time, in such manner, and accompanied by such information as the Assistant Secretary may reasonably require. Each such application shall—
(A)
include a comprehensive plan for meeting the objectives and requirements of this subsection; and
(B)
provide evidence of support for the application from local elected officials, the State educational agency, the local educational agency, parents, local community leaders, businesses, and other appropriate organizations.
(9)

Priority in making grants; duration and amount of grant.—
Each grant made under this subsection shall be—
(A)
awarded on a competitive basis, with first priority given to those applications from communities with the greatest percentage of school-age children in families with poverty-level incomes;
(B)
made for a 5-year period, with funding for the second and each succeeding year in such period conditioned upon a determination by the Assistant Secretary that the grant recipient has complied with the conditions of the grants during the previous year; and
(C)
an amount equal to not less than $1,000,000 per year.
(10)

Limitation of one grant per congressional district.—
Not more than one grant under this subsection shall be awarded within a single congressional district.
(11)

Technical assistance; evaluations.—
In administering the program authorized under this subsection, the Assistant Secretary shall, either directly or through grant or contract with an eligible nonprofit agency—
(A)
upon request, provide technical assistance to eligible entities to assist in the development of a comprehensive community-wide plan to meet the requirements of this subsection and in the preparation of applications for assistance;
(B)
regularly provide technical assistance to learning grant institutions receiving assistance under this subsection to assist with the development and implementation of the comprehensive community-wide plan for educational improvement;
(C)
provide for an independent evaluation of the activities assisted under this subsection, including—
(i)
the impact of the Goals 2000 Community Partnerships program on children and families within each community, including effects on the extent of educational achievement, rates of school retention and completion, and enrollment in postsecondary educational programs; and
(ii)
whether an intensified effort to apply and utilize educational research within a limited geographic area significantly improves student learning and achievement; and
(D)
plan for the expansion of the Goals 2000 Community Partnerships program throughout the remainder of the United States beginning in fiscal year 1999.
(j)

Teacher Research Dissemination Demonstration Program.—
(1)

Findings.—
The Congress finds that—
(A)
education research, including research funded by the Office, is not having the impact on the schools of the United States that such research should;
(B)
relevant education research and resulting solutions are not being adequately disseminated to and used by the teachers that need such research and solutions;
(C)
there are insufficient linkages between the research and development centers assisted under this section, the regional educational laboratories described in subsection (h), the National Diffusion Network State facilitators, the Educational Resources Information Center Clearinghouses, the comprehensive technical assistance centers assisted under the Elementary and Secondary Education Act of 1965, and the public schools to ensure that research on effective practice is disseminated and technical assistance provided to all teachers;
(D)
the average teacher has little time to plan or engage in a professional dialogue with peers about strategies for improved learning;
(E)
teachers do not have direct access to information systems or networks;
(F)
teachers have little control over what inservice education teachers will be offered; and
(G)
individual teachers are not encouraged to move beyond the walls of their school buildings to identify and use outside resources.
(2)

Establishment.—
(A)

In general.—
The Secretary is authorized to make grants to, and enter into contracts or cooperative agreements with, public and private agencies and organizations, including institutions of higher education, the regional education laboratories, and the research and development centers, or consortia thereof—
(i)
to develop and carry out projects that demonstrate effective strategies for helping elementary and secondary education teachers, in both urban and rural areas, become knowledgeable about, assist in the design and use of, and use, education research, including education research carried out under this section; and
(ii)
to develop, implement, and evaluate models for creation of teacher research dissemination networks.
(B)

Priority.—
In awarding grants and entering into contracts and cooperative agreements under subparagraph (A) the Secretary shall give priority to entities that have received Federal funds for research and dissemination.
(3)

Applications.—
(A)

In general.—
An entity desiring to receive assistance under this subsection shall submit an application to the Secretary in such form, at such time, and containing such information and assurances as the Secretary may require.
(B)

Contents.—
Each such application shall describe how the project described in the application—
(i)
was developed with the active participation of elementary and secondary school teachers;
(ii)
will include the continuing participation of elementary and secondary school teachers in the management of the project;
(iii)
is organized around one or more significant research topics;
(iv)
will involve collaboration with entities that have received Federal funds for research and dissemination; and
(v)
will sustain over time teacher research dissemination networks after Federal funding for such networks terminates.
(4)

Use of funds.—
Funds provided under this subsection may be used—
(A)
to train elementary and secondary education teachers (particularly new teachers) about the sources of education research findings, including research findings available through activities supported by the Office, and how to access and use such findings to improve the quality of instruction;
(B)
to develop simple formats, both administrative and technological, that allow elementary and secondary education teachers easy access to and use of education research findings;
(C)
to share strategies and materials;
(D)
to support professional networks;
(E)
to survey teacher needs in the areas of research and development; and
(F)
for other activities designed to support elementary and secondary education teachers in becoming knowledgeable about, assisting in the design of, and using, educational research.
(5)

Stipends.—
The Secretary may provide for the payment of such stipends (including allowances for subsistence and other expenses for elementary and secondary teachers), as the Secretary determines to be appropriate, to teachers participating in the projects authorized under this subsection.
(6)

Coordination.—
Recipients of funds under this subsection shall, to the greatest extent possible, coordinate their activities with related activities under the Elementary and Secondary Education Act of 1965.
(7)

Report.—
The Secretary shall, within 5 years of the date of enactment of this Act, submit to the Congress a report on the effectiveness of activities assisted under this subsection.
[20 U.S.C. 6041]
PART E—

NATIONAL LIBRARY OF EDUCATION
SEC. 951.

ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT.
(a)

In General.—
There is established within the Department of Education a National Library of Education (hereafter in this section referred to as the “Library”), which shall be maintained by the Department of Education as a governmental activity.
(b)

Functions of Library.—
The functions of the Library are—
(1)
to provide a central location within the Federal Government for information about education;
(2)
to provide comprehensive reference services on matters related to education to employees of the Department of Education and its contractors and grantees, other Federal employees, and members of the public; and
(3)
to promote greater cooperation and resource sharing among providers and repositories of education information in the United States.
(c)

Mission.—
The mission of the Library shall be to—
(1)
become a principal center for the collection, preservation, and effective utilization of the research and other information related to education and to the improvement of educational achievement;
(2)
strive to ensure widespread access to the Library's facilities and materials, coverage of all education issues and subjects, and quality control;
(3)
have an expert library staff; and
(4)
use modern information technology that holds the potential to link major libraries, schools, and educational centers across the United States into a network of national education resources.
(d)

One-Stop Information and Referral Service.—
The Library shall establish and maintain a central information and referral service to respond to telephonic, mail and electronic and other inquiries from the public concerning—
(1)
programs and activities of the Department of Education;
(2)
publications produced by the Department of Education and, to the extent feasible, education related publications produced by the Departments of Labor, Health and Human Services, and other Federal departments and agencies;
(3)
services and resources available to the public through the Office, including the Educational Resources Information Center Clearinghouses, the research institutes, and the national education dissemination system;
(4)
statistics and other information produced by the National Center for Education Statistics; and
(5)
referrals to additional sources of information and expertise about educational issues which may be available through educational associations and foundations, the private sector, colleges and universities, libraries and bibliographic databases.
The Library shall maintain and actively publicize a toll-free telephone number through which public inquiries to the Library may be made.
(e)

Comprehensive Reference Services.—
(1)

In general.—
The Library shall, to the extent feasible, provide for the delivery of a full range of reference services on subjects related to education to employees of the Department of Education and such Department's contractors and grantees, other Federal employees, and members of the general public. Such services may include—
(A)
specialized subject searches;
(B)
search and retrieval of electronic databases;
(C)
document delivery by mail and facsimile transmission;
(D)
research counseling, bibliographic instruction, and other training services;
(E)
interlibrary loan services; and
(F)
selective dissemination of information services.
(2)

Priority.—
The Library shall first give priority in the provision of reference services to requests made by employees of the Department of Education.
(f)

Cooperation and Resource Sharing.—
The Library shall promote greater cooperation and resource sharing among libraries and archives with significant collections in the area of education through means such as—
(1)
the establishment of information and resource sharing networks among such entities;
(2)
the development of a national union list of education journals held by education libraries throughout the United States;
(3)
the development of directories and indexes to textbook and other specialized collections held by education libraries throughout the United States; and
(4)
cooperative efforts to preserve, maintain and promote access to items of special historical value or interest.
(g)

Administration.—
The Library shall be administered by an Executive Director who shall—
(1)
be appointed by the Assistant Secretary from among persons with significant training or experience in library and information science; and
(2)
be paid at not less than the minimum rate of basic pay payable for GS–15 of the General Schedule.
(h)

Task Force.—
(1)

In general.—
The Assistant Secretary shall appoint a task force of librarians, scholars, teachers, parents, and school leaders (hereafter in this paragraph referred to as the “Task Force”) to provide advice on the establishment of the Library.
(2)

Preparation of plan.—
The Task Force shall prepare a workable plan to establish the Library and to implement the requirements of this section.
(3)

Certain authorities.—
The Task Force may identify other activities and functions for the Library to carry out, except that such functions shall not be carried out until the Library is established and has implemented the requirements of this section.
(4)

Report.—
The Task Force shall prepare and submit to the Assistant Secretary not later than 6 months after the first meeting of the Task Force a report on the activities of the Library.
(i)

Transfer of Functions.—
There are hereby transferred to the Library all functions of—
(1)
the Department of Education Research Library;
(2)
the Department of Education Reference Section; and
(3)
the Department of Education Information Branch.
(j)

Collection Development Policy.—
Not later than 180 days after the date of the enactment of this title, the Assistant Secretary shall promulgate a comprehensive collection development policy to govern the Library's operations, acquisitions, and services to users. Such collection development policy shall—
(1)
be consistent with the functions of the Library described in subsection (b);
(2)
emphasize the acquisition and maintenance of a comprehensive collection of reference materials; and
(3)
avoid unnecessary duplication by putting a priority on meeting the information needs of the Library's users through cooperation and resource-sharing with other entities with significant collections in the field of education.
(k)

Arrearage and Preservation.—
On the basis of the collection development policy promulgated under subsection (j), the Executive Director shall develop a multiyear plan which shall set forth goals and priorities for actions needed to—
(1)
eliminate within 3 years the arrearage of uncataloged books and other materials in the Library's collections; and
(2)
respond effectively and systematically to the preservation needs of the Library's collections, relying, whenever possible, upon cooperative efforts with other institutions to preserve and maintain the usability of books and materials in the Library's collections.
[20 U.S.C. 6051]
PART F—

STAR SCHOOLS
SEC. 961.

STAR SCHOOLS.
Subsection (a) of section 908 of the Star Schools Assistance Act (20 U.S.C. 4085b(a)) is amended by striking “greater” and inserting “lesser”.
PART G—

OFFICE OF COMPREHENSIVE SCHOOL HEALTH EDUCATION
SEC. 971.

OFFICE OF COMPREHENSIVE SCHOOL HEALTH EDUCATION.
(a)

In General.—
Subsection (c) of section 4605 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 3155(c)) is amended—
(1)
in the matter preceding paragraph (1), by striking “Office of the Secretary” and inserting “Office of Elementary and Secondary Education”; and
(2)
by adding at the end the following new paragraph:
“(4)
To act as a liaison office for the coordination of the activities undertaken by the Office under this section with related activities of the Department of Health and Human Services and to expand school health education research grant programs under this section.”
.
(b)

Transition.—
The Secretary shall take all appropriate actions to facilitate the transfer of the Office of Comprehensive School Health Education pursuant to the amendment made by subsection (a).
[20 U.S.C. 3155 note]
PART H—

FIELD READERS
SEC. 981.

FIELD READERS.
Section 402 of the Department of Education Organization Act (20 U.S.C. 3462) is amended—
(1)
by inserting “(a) In General.—” before “The Secretary”; and
(2)
by adding at the end the following new subsection:
“(b)

Special Rule.—
“(1)

In general.—
Notwithstanding any other provision of law, the Secretary may use not more than 1 percent of the funds appropriated for any education program that awards such funds on a competitive basis to pay the expenses and fees of non-Federal experts necessary to review applications and proposals for such funds.
“(2)

Applicability.—
The provisions of paragraph (1) shall not apply to any education program under which funds are authorized to be appropriated to pay the fees and expenses of non-Federal experts to review applications and proposals for such funds.”
.
PART I—

AMENDMENTS TO THE CARL D. PERKINS VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION ACT
SEC. 991.

NATIONAL OCCUPATIONAL INFORMATION COORDINATING COMMITTEE.
Section 422 of the Carl D. Perkins Vocational and Applied Technology Education Act (20 U.S.C. 2422) is amended—
(1)
in paragraph (2) of subsection (a), by inserting “(including postsecondary employment and training programs)” after “training programs”; and
(2)
in subsection (b)—
(A)
by redesignating subparagraphs (A) and (B) as paragraphs (1) and (2), respectively;
(B)
in the matter preceding paragraph (1) (as redesignated in subparagraph (A)), by inserting “the State board or agency governing higher education,” after “coordinating council,”; and
(C)
in paragraph (1) (as redesignated in subparagraph (A))—
(i)
by striking “Act and of” and inserting “Act, of”; and
(ii)
by inserting “and of the State board or agency governing higher education” after “Job Training Partnership Act”;
(3)
by redesignating subsection (d) as subsection (e); and
(4)
by inserting after subsection (c) the following new subsection:
“(d)

Data Collection System.—
In the development and design of a system to provide data on graduation or completion rates, job placement rates from occupationally specific programs, licensing rates, and awards of high school graduate equivalency diplomas (GED), each State board for higher education shall develop a data collection system the results of which can be integrated into the occupational information system developed under this section.”
.
TITLE X—

MISCELLANEOUS
PART A—

MISCELLANEOUS PROVISIONS
SEC. 1011.
[20 U.S.C. 6061]

SCHOOL PRAYER.
No funds authorized to be appropriated under this Act may be used by any State or local educational agency to adopt policies that prevent voluntary prayer and meditation in public schools.
SEC. 1012.
[20 U.S.C. 6062]

FUNDING FOR THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT.
(a)

Findings.—
The Congress finds that—
(1)
the Individuals with Disabilities Education Act was established with the commitment of forty percent Federal funding but currently receives only eight percent Federal funding;
(2)
this funding shortfall is particularly burdensome to school districts and schools in low-income areas which serve higher than average proportions of students with disabilities and have fewer local resources to contribute; and
(3)
it would cost the Federal Government approximately $10,000,000,000 each year to fully fund the Individuals with Disabilities Education Act.
(b)

Sense of Congress.—
It is the sense of the Congress that the Federal Government should provide States and communities with adequate resources under the Individuals with Disabilities Education Act as soon as reasonably possible, through the reallocation of noneducation funds within the current budget monetary constraints.
[Section 1013 made amendments to section 551 of the Higher Education Act of 1965 (20 U.S.C. 1107).]
SEC. 1014.

FORGIVENESS OF CERTAIN OVERPAYMENTS.
(a)

In General.—
Notwithstanding section 1401 of the Elementary and Secondary Education Act of 1965 or any other provision of law—
(1)
the allocation of funds appropriated for fiscal year 1993 under the Department of Education Appropriations Act, 1993, to Colfax County, New Mexico under section 1005 of the Elementary and Secondary Education Act of 1965, and any other allocations or grants for such fiscal year resulting from such allocation to such county under any program administered by the Secretary of Education, shall be deemed to be authorized by law; and
(2)
in any program for which allocations are based on fiscal year 1993 allocations under section 1005 of such Act, the fiscal year 1993 allocations under such section deemed to be authorized by law in accordance with paragraph (1) shall be used.
(b)

Special Rule.—
Notwithstanding subsection (a)(1) of this section, in carrying out section 1403(a) of the Elementary and Secondary Education Act of 1965 for fiscal year 1994, the amount allocated to Colfax County, New Mexico under section 1005 of such Act for fiscal year 1993 shall be deemed to be the amount that the Secretary determines would have been allocated under such section 1005 had the correct data been used for fiscal year 1993.
SEC. 1015.
[20 U.S.C. 6063]

STUDY OF GOALS 2000 AND STUDENTS WITH DISABILITIES.
(a)

Study Required.—
(1)

In general.—
Not later than 180 days after the date of enactment of this Act, the Secretary shall make appropriate arrangements with the National Academy of Sciences or the National Academy of Education to conduct a comprehensive study of the inclusion of children with disabilities in school reform activities assisted under the Goals 2000: Educate America Act.
(2)

Definition.—
For purposes of this section, the term “children with disabilities” has the same meaning given such term in section 602 of the Individuals with Disabilities Education Act.
(b)

Study Components.—
The study conducted under subsection (a) shall include—
(1)
an evaluation of the National Education Goals and objectives, curriculum reforms, standards, and other programs and activities intended to achieve those goals;
(2)
a review of the adequacy of assessments and measures used to gauge progress towards meeting National Education Goals and any national and State standards, and an examination of other methods or accommodations necessary or desirable to collect data on the educational progress of children with disabilities, and the costs of such methods and accommodations;
(3)
an examination of what incentives or assistance might be provided to States to develop improvement plans that adequately address the needs of children with disabilities;
(4)
the relation of the Goals 2000: Educate America Act to other Federal laws governing or affecting the education of children with disabilities; and
(5)
such other issues as the National Academy of Sciences or the National Academy of Education considers appropriate.
(c)

Study Panel Membership.—
Any panel constituted in furtherance of the study to be conducted under subsection (a) shall include consumer representatives.
(d)

Findings and Recommendations.—
The Secretary shall request the National Academy of Sciences or the National Academy of Education to submit an interim report of its findings and recommendations to the President and Congress not later than 12 months, and a final report not later than 24 months, from the date of the completion of procurement relating to the study.
(e)

Funding.—
From funds appropriated to the Secretary for research related to individuals with disabilities the Secretary shall make available $600,000 for fiscal year 1994, and such sums as may be necessary for fiscal year 1995, to carry out this section. Amounts made available under this subsection shall remain available until expended.
[Section 1016 made amendments to sections 253, 254, and 256 of the Job Training Partnership Act (20 U.S.C. 1632(a)).]
[Section 1017 made an amendment to section 439 of the General Education Provisions Act (20 U.S.C. 1232g).]
SEC. 1018.
[20 U.S.C. 6064]

CONTRACEPTIVE DEVICES.
The Department of Health and Human Services and the Department of Education shall ensure that all federally funded programs which provide for the distribution of contraceptive devices to unemancipated minors develop procedures to encourage, to the extent practical, family participation in such programs.
SEC. 1019.
[20 U.S.C. 6065]

ASSESSMENTS.
(a)

Title II.—
No funds provided under title II of this Act shall be used to develop or undertake assessments that will be used to make decisions regarding the graduation, grade promotion, or retention of students for 5 years after the date of enactment of this Act.
(b)

Title III.—
Assessments developed with funds under title III of this Act may be used for decisions regarding graduation, grade promotion, or retention of students only on the condition that students have been prepared in the content for which the students are being assessed.
SEC. 1020.
[20 U.S.C. 6066]

PUBLIC SCHOOLS.
Except as provided in section 310, nothing in this Act shall be construed to authorize the use of funds under title III of this Act to directly or indirectly benefit any school other than a public school.
[Section 1021 made amendments to section 421(h) of the Carl D. Perkins Vocational and Applied Technology Education Act (20 U.S.C. 2421(h)).]
SEC. 1022.
[20 U.S.C. 6067]

SENSE OF THE CONGRESS.
It is the sense of the Congress that—
(1)
no funds appropriated pursuant to this Act should be expended by an entity unless the entity agrees that in expending the assistance the entity will comply with sections 2 through 4 of the Act of March 3, 1993 (41 U.S.C. 10a–10c, popularly known as the “Buy American Act”);
(2)
in the case of any equipment or products that may be authorized to be purchased with financial assistance provided under this Act, entities receiving such assistance should, in expending the assistance, purchase only American-made equipment and products;
(3)
in providing financial assistance under this Act, the head of each Federal agency should provide to each recipient of the assistance a notice describing the statement made in subsection (a) by the Congress; and
(4)
if it has been finally determined by a court or Federal agency that any person intentionally affixed a label bearing a “Made in America” inscription, or any inscription with the same meaning to any product sold in or shipped to the United States that is not made in the United States, such person should be ineligible to receive any contract or subcontract made with funds provided pursuant to this Act, pursuant to the debarment, suspension, and ineligibility procedures described in sections 9.400 through 9.409 of title 48, Code of Federal Regulations, as such sections existed on the date of enactment of this Act.
PART B—

GUN-FREE SCHOOLS
SEC. 1031.
[20 U.S.C. 2701 note]

SHORT TITLE.
This part may be cited as the “Gun-Free Schools Act of 1994”.
[Section 1032 made amendments to the Elementary and Secondary Education Act of 1965 (20 U.S.C. 2701 et seq.) by redesignating title X as title IX, redesignating sections 8001 through 8005 as sections 9001 through 9005, repectively, and adding after title VII a new title VIII.]
PART C—

ENVIRONMENTAL TOBACCO SMOKE
SEC. 1041.
[20 U.S.C. 6081]

SHORT TITLE.
This part may be cited as the “Pro-Children Act of 1994”.
SEC. 1042.
[20 U.S.C. 6082]

DEFINITIONS.
As used in this part:
(1)

Children.—
The term “children” means individuals who have not attained the age of 18.
(2)

Children's services.—
The term “children's services” means the provision on a routine or regular basis of health, day care, education, or library services—
(A)
that are funded, after the date of the enactment of this Act, directly by the Federal Government or through State or local governments, by Federal grant, loan, loan guarantee, or contract programs—
(i)
administered by either the Secretary of Health and Human Services or the Secretary of Education (other than services provided and funded solely under titles XVIII and XIX of the Social Security Act); or
(ii)
administered by the Secretary of Agriculture in the case of a clinic (as defined in 7 CFR 246.2) under section 17(b)(6) of the Child Nutrition Act of 1966 (42 U.S.C. 1786(b)(6)), or
(B)
that are provided in indoor facilities that are constructed, operated, or maintained with such Federal funds, as determined by the appropriate Secretary in any enforcement action under this title,
except that nothing in clause (ii) of subparagraph (A) is intended to include facilities (other than clinics) where coupons are redeemed under the Child Nutrition Act of 1966.
(3)

Person.—
The term “person” means any State or local subdivision thereof, agency of such State or subdivision, corporation, or partnership that owns or operates or otherwise controls and provides children's services or any individual who owns or operates or otherwise controls and provides such services.
(4)

Indoor facility.—
The term “indoor facility” means a building that is enclosed.
(5)

Secretary.—
The term “Secretary” means the Secretary of Health and Human Services.
SEC. 1043.
[20 U.S.C. 6083]

NONSMOKING POLICY FOR CHILDREN'S SERVICES.
(a)

Prohibition.—
After the date of the enactment of this Act, no person shall permit smoking within any indoor facility owned or leased or contracted for and utilized by such person for provision of routine or regular kindergarten, elementary, or secondary education or library services to children.
(b)

Additional Prohibition.—
After the date of the enactment of this Act, no person shall permit smoking within any indoor facility (or portion thereof) owned or leased or contracted for by such person for the provision by such person of regular or routine health care or day care or early childhood development (Head Start) services to children or for the use of the employees of such person who provides such services, except that this subsection shall not apply to—
(1)
any portion of such facility that is used for inpatient hospital treatment of individuals dependent on, or addicted to, drugs or alcohol; and
(2)
any private residence.
(c)

Federal Agencies.—
(1)

Kindergarten, elementary, or secondary education or library services.—
After the date of the enactment of this Act, no Federal agency shall permit smoking within any indoor facility in the United States operated by such agency, directly or by contract, to provide routine or regular kindergarten, elementary, or secondary education or library services to children.
(2)

Health or day care or early childhood development services.—
After the date of the enactment of this Act, no Federal agency shall permit smoking within any indoor facility (or portion thereof) operated by such agency, directly or by contract, to provide routine or regular health or day care or early childhood development (Head Start) services to children, except that this paragraph shall not apply to—
(A)
any portion of such facility that is used for inpatient hospital treatment of individuals dependent on, or addicted to, drugs or alcohol; and
(B)
any private residence.
(3)

Application of provisions.—
The provisions of paragraph (2) shall also apply to the provision of such routine or regular kindergarten, elementary or secondary education or library services in the facilities described in paragraph (2) not subject to paragraph (1).
(d)

Notice.—
The prohibitions in subsections (a) through (c) shall be incorporated by publication of a notice in the Federal Register by the Secretary (in consultation with the heads of other affected agencies) and by such agency heads in funding arrangements involving the provision of children's services administered by such heads. Such prohibitions shall be effective 90 days after such notice is published, or 270 days after the date of the enactment of this Act, whichever occurs first.
(e)

Special Waiver.—
(1)

In general.—
On receipt of an application, the head of the Federal agency may grant a special waiver to a person described in subsection (a) who employs individuals who are members of a labor organization and provide children's services pursuant to a collective bargaining agreement that—
(A)
took effect before the date of enactment of this Act; and
(B)
includes provisions relating to smoking privileges that are in violation of the requirements of this section.
(2)

Termination of waiver.—
A special waiver granted under this subsection shall terminate on the earlier of—
(A)
the first expiration date (after the date of enactment of this Act) of the collective bargaining agreement containing the provisions relating to smoking privileges; or
(B)
the date that is 1 year after the date of the enactment of this Act.
(f)

Civil Penalties.—
(1)

In general.—
Any failure to comply with a prohibition in this section shall be a violation of this section and any person subject to such prohibition who commits such violation may be liable to the United States for a civil penalty in an amount not to exceed $1,000 for each violation, or may be subject to an administrative compliance order, or both, as determined by the Secretary. Each day a violation continues shall constitute a separate violation. In the case of any civil penalty under this section, the total amount shall not exceed the amount of Federal funds received by such person for the fiscal year in which the continuing violations occurred. For the purpose of the prohibition in subsection (c), the term “person” shall mean the head of the applicable Federal agency or the contractor of such agency providing the services to children.
(2)

Administrative proceeding.—
A civil penalty may be assessed in a written notice, or an administrative compliance order may be issued, by the Secretary only after an opportunity for a hearing in accordance with section 554 of title 5, United States Code. Before making such assessment or issuing such order, or both, the Secretary shall give written notice thereof to such person by certified mail with return receipt and provide therein an opportunity to request in writing not later than 30 days after the date of receipt of such notice such hearing. The notice shall reasonably describe the violation and be accompanied with the procedures for such hearing and a simple form to request such hearing if such person desires to use such form. If a hearing is requested, the Secretary shall establish by such certified notice the time and place for such hearing which should be located, to the greatest extent possible, at a location convenient to such person. The Secretary (or the Secretary's designee) and such person may consult to arrange a suitable date and location where appropriate.
(3)

Circumstances affecting penalty or order.—
In determining the amount of the civil penalty or the nature of the administrative compliance order, the Secretary shall take into account, as appropriate—
(A)
the nature, circumstances, extent, and gravity of the violation;
(B)
with respect to the violator, any good faith efforts to comply, the importance of achieving early and permanent compliance, the ability to pay or comply, the effect of the penalty or order on the ability to continue operation, any prior history of the same kind of violation, the degree of culpability, and any demonstration of willingness to comply with the prohibitions of this section in a timely manner; and
(C)
such other matters as justice may require.
(4)

Modification.—
The Secretary may, as appropriate, compromise, modify, or remit, with or without conditions, any civil penalty or administrative compliance order. In the case of a civil penalty, the amount, as finally determined by the Secretary or agreed upon in compromise, may be deducted from any sums that the United States or its agencies or instrumentalities owes to the person against whom the penalty is assessed.
(5)

Petition for review.—
Any person aggrieved by a penalty assessed or an order issued, or both, by the Secretary under this section may file a petition for judicial review thereof with the United States Court of Appeals for the District of Columbia Circuit or for any other circuit in which the person resides or transacts business. Such person shall provide a copy thereof to the Secretary or the Secretary's designee. The petition shall be filed within 30 days after the Secretary's assessment or order, or both, are final and have been provided to such person by certified mail. The Secretary shall promptly provide to the court a certified copy of the transcript of any hearing held under this section and a copy of the notice or order.
(6)

Failure to comply.—
If a person fails to pay an assessment of a civil penalty or comply with an order, after either or both are final under this section, or after a court under paragraph (5) has entered a final judgment in favor of the Secretary, the Attorney General, at the request of the Secretary, shall recover the amount of the civil penalty (plus interest at then currently prevailing rates from the day either or both are final) or enforce the order in an action brought in the appropriate district court of the United States. In such action, the validity and appropriateness of the penalty or order or the amount of the penalty shall not be subject to review.
SEC. 1044.
[20 U.S.C. 6084]

PREEMPTION.
Nothing in this part is intended to preempt any provision of law of a State or political subdivision of a State that is more restrictive than a provision of this part.
PART D—

MIDNIGHT BASKETBALL LEAGUE TRAINING AND PARTNERSHIP
SEC. 1051.
[42 U.S.C. 11901 note]

SHORT TITLE.
This part may be cited as the “Midnight Basketball League Training and Partnership Act”.
[Sections 1052 and 1053 made amendments to section 520 of the Cranston-Gonzalez National Affordable Housing Act (42 U.S.C. 11903a).]