[Congressional Record Volume 140, Number 10 (Monday, February 7, 1994)]
[Senate]
[Page S]
From the Congressional Record Online through the Government Printing Office [www.gpo.gov]


[Congressional Record: February 7, 1994]
From the Congressional Record Online via GPO Access [wais.access.gpo.gov]

 
                    SCHOOL-TO-WORK OPPORTUNITIES ACT

  The ACTING PRESIDENT pro tempore. Under the previous order, the 
Senate will now proceed to the consideration of S. 1361, which the 
clerk will report.
  The legislative clerk read as follows:

       A bill (S. 1361) to establish a national framework for the 
     development of school-to-work opportunities systems in all 
     States and for other purposes.

  The Senate proceeded to consider the bill, which had been reported 
from the Committee on Labor and Human Resources with an amendment to 
strike out all after the enacting clause and inserting in lieu thereof 
the following:

     SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

       (a) Short Title.--This Act may be cited as the ``School-to-
     Work Opportunities Act of 1993''.
       (b) Table of Contents.--The table of contents is as 
     follows:

Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Purposes and congressional intent.
Sec. 4. Definitions.
Sec. 5. Federal administration.

     TITLE I--SCHOOL-TO-WORK OPPORTUNITIES BASIC PROGRAM COMPONENTS

Sec. 101. General program requirements.
Sec. 102. Work-based learning component.
Sec. 103. School-based learning component.
Sec. 104. Connecting activities component.

TITLE II--SCHOOL-TO-WORK OPPORTUNI- TIES SYSTEM DEVELOPMENT 
                  AND IMPLEMENTATION GRANTS TO STATES

                  Subtitle A--State Development Grants

Sec. 201. Purpose.
Sec. 202. State development grants.

                Subtitle B--State Implementation Grants

Sec. 211. Purpose.
Sec. 212. State implementation grants.
Sec. 213. Limitation on administrative costs.

        TITLE III--FEDERAL IMPLEMENTATION GRANTS TO PARTNERSHIPS

Sec. 301. Purposes.
Sec. 302. Federal implementation grants to partnerships.
Sec. 303. School-to-work opportunities program grants in high poverty 
              areas.

                      TITLE IV--NATIONAL PROGRAMS

Sec. 401. Research, demonstration, and other projects.
Sec. 402. Performance outcomes and evaluation.
Sec. 403. Training and technical assistance.

                      TITLE V--GENERAL PROVISIONS

Sec. 501. State request and responsibilities for a waiver of statutory 
              and regulatory requirements.
Sec. 502. Waivers of statutory and regulatory requirements by the 
              Secretary of Education.
Sec. 503. Waivers of statutory and regulatory requirements by the 
              Secretary of Labor.
Sec. 504. Requirements.
Sec. 505. Sanctions.
Sec. 506. Authorization of appropriations.
Sec. 507. Acceptance of gifts, and other matters.
Sec. 508. State authority.
Sec. 509. Construction.
Sec. 510. Effective date.
Sec. 511. Sunset.

     SEC. 2. FINDINGS.

       Congress finds that--
       (1) three-fourths of America's high school students enter 
     the work force without baccalaureate degrees, and many do not 
     possess the academic and entry-level occupational skills 
     necessary to succeed in the changing American workplace;
       (2) a substantial number of American youth, especially 
     disadvantaged students, students of diverse racial, ethnic, 
     and cultural backgrounds, and students with disabilities, do 
     not complete school;
       (3) unemployment among American youth is intolerably high, 
     and earnings of high school graduates have been falling 
     relative to earnings of persons with more education;
       (4) the American workplace is changing in response to 
     heightened international competition and new technologies, 
     and such forces, which are ultimately beneficial to the 
     Nation, are shrinking the demand for and undermining the 
     earning power of unskilled labor;
       (5) the United States lacks a comprehensive and coherent 
     system to help its youth acquire the knowledge, skills, 
     abilities, and information about and access to the labor 
     market necessary to make an effective transition from school 
     to career-oriented work or to further education and training;
       (6) American students can achieve to high standards, and 
     many learn better and retain more when the students learn in 
     context, rather than in the abstract;
       (7) while many American students have part-time jobs, there 
     is infrequent linkage between--
       (A) such jobs; and
       (B) the career planning or exploration, or the school-based 
     learning, of such students;
       (8) the work-based learning approach, which is modeled 
     after the time-honored apprenticeship concept, integrates 
     theoretical instruction with structured on-the-job training, 
     and this approach, combined with school-based learning, can 
     be very effective in engaging student interest, enhancing 
     skill acquisition, developing positive work attitudes, and 
     preparing youth for high-skill, high-wage careers; and
       (9) Federal resources currently fund a series of 
     categorical, work-related education and training programs, 
     many of which serve disadvantaged youth, that are not 
     administered as a coherent whole.

     SEC. 3. PURPOSES AND CONGRESSIONAL INTENT.

       (a) Purposes.--The purposes of this Act are to--
       (1) establish a national framework within which all States 
     can create statewide School-to-Work Opportunities systems 
     that--
       (A) are a part of comprehensive education reform;
       (B) are integrated with the State education systems 
     reformed under the Goals 2000: Educate America Act; and
       (C) offer opportunities for all students to participate in 
     a performance-based education and training program that 
     will--
       (i) enable the students to earn portable credentials;
       (ii) prepare the students for first jobs in high-skill, 
     high-wage careers; and
       (iii) increase their opportunities for further education, 
     including education in a 4-year college or university;
       (2) create a universal, high-quality school-to-work 
     transition system that enables all young Americans to 
     identify and navigate paths to productive and progressively 
     more rewarding roles in the workplace;
       (3) utilize workplaces as active learning environments in 
     the educational process by making employers joint partners 
     with educators in providing opportunities for all students to 
     participate in high-quality, work-based learning experiences;
       (4) use Federal funds under this Act as venture capital, to 
     underwrite the initial costs of planning and establishing 
     statewide School-to-Work Opportunities systems that will be 
     maintained with other Federal, State, and local resources;
       (5) promote the formation of partnerships that are 
     dedicated to linking the worlds of school and work, among 
     secondary schools and postsecondary education institutions, 
     private and public employers, labor organizations, 
     government, community-based organizations, parents, students, 
     State educational agencies, local educational agencies, and 
     training and human service agencies;
       (6) help all students attain high academic and occupational 
     standards;
       (7) build on and advance a range of promising school-to-
     work transition programs, such as tech-prep education 
     programs, career academies, school-to-apprenticeship 
     programs, cooperative education programs, youth 
     apprenticeship programs, school-sponsored enterprises, and 
     business-education compacts, that can be developed into 
     programs funded under this Act;
       (8) improve the knowledge and skills of youth by 
     integrating academic and occupational learning, integrating 
     school-based and work-based learning, and building effective 
     linkages between secondary and postsecondary education;
       (9) motivate all youth, including low-achieving youth, 
     youth who have dropped out of school, and youth with 
     disabilities, to stay in or return to school or a classroom 
     setting and strive to succeed, by providing enriched learning 
     experiences and assistance in obtaining good jobs and 
     continuing their education in postsecondary education 
     institutions;
       (10) expose students to a vast array of career 
     opportunities, and facilitate the selection of career majors, 
     based on individual interests, goals, strengths, and 
     abilities; and
       (11) further the National Education Goals set forth in 
     title I of the Goals 2000: Educate America Act.
       (b) Congressional Intent.--It is the intent of Congress 
     that the Secretary of Labor and the Secretary of Education 
     jointly administer this Act, in consultation with the 
     Secretary of Commerce, in a flexible manner that--
       (1) promotes State and local discretion in establishing and 
     implementing School-to-Work Opportunities systems and 
     programs; and
       (2) contributes to reinventing government by--
       (A) building on State and local capacity;
       (B) eliminating duplication in education and training 
     programs for youth by integrating such programs into one 
     comprehensive system;
       (C) maximizing the effective use of resources;
       (D) supporting locally established initiatives;
       (E) requiring measurable goals for performance; and
       (F) offering flexibility in meeting such goals.

     SEC. 4. DEFINITIONS.

       As used in this Act--
       (1) the term ``all aspects of the industry'' means all 
     aspects of the industry or industry sector a student is 
     preparing to enter, including planning, management, finances, 
     technical and production skills, underlying principles of 
     technology, labor and community issues, health and safety 
     issues, and environmental issues, related to such industry or 
     industry sector;
       (2) the term ``all students'' means students from a broad 
     range of backgrounds and circumstances, including 
     disadvantaged students, students with diverse racial, ethnic, 
     or cultural backgrounds, students with disabilities, students 
     with limited-English proficiency, students who have dropped 
     out of school, and academically talented students;
       (3) the term ``approved plan'' means a School-to-Work 
     Opportunities system plan that is submitted by a State under 
     section 212(a), is determined by the Secretaries to include 
     the program components described in sections 102 through 104 
     and otherwise meet the requirements of this Act, and is 
     consistent with the improvement plan of the State, if any, 
     under the Goals 2000: Educate America Act;
       (4) the term ``career major'' means a coherent sequence of 
     courses or field of study that prepares a student for a first 
     job and that--
       (A) integrates academic and occupational learning, 
     integrates school-based and work-based learning, establishes 
     linkages between secondary and postsecondary education, and 
     prepares students for admission to 2-year or 4-year 
     postsecondary education institutions;
       (B) prepares the student for employment in broad 
     occupational clusters or industry sectors;
       (C) typically includes at least 2 years of secondary 
     education and at least 1 or 2 years of postsecondary 
     education;
       (D) provides the students, to the extent practicable, with 
     strong experience in and understanding of all aspects of the 
     industry the students are planning to enter;
       (E) results in the award of--
       (i) a high school diploma or its equivalent, such as--

       (I) a general equivalency diploma; or
       (II) an alternative diploma or certificate for students 
     with disabilities for whom such alternative diploma or 
     certificate is appropriate;

       (ii) a certificate or diploma recognizing successful 
     completion of 1 or 2 years of postsecondary education (if 
     appropriate); and
       (iii) a skill certificate; and
       (F) may lead to further education and training, such as 
     entry into a registered apprenticeship program, or may lead 
     to admission to a 4-year college or university;
       (5) the term ``employer'' includes both public and private 
     employers;
       (6) the term ``Governor'' means the chief executive of a 
     State;
       (7) the term ``local educational agency'' has the meaning 
     given the term in section 1471(12) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 2891(12));
       (8) the term ``partnership'' means a local entity that--
       (A) is responsible for carrying out local School-to-Work 
     Opportunities programs;
       (B) consists of employers or employer organizations, public 
     secondary schools and postsecondary educational institutions 
     (or representatives, such as teachers, counselors, and 
     administrators), and labor organizations or nonmanagerial 
     employee representatives; and
       (C) may include other entities, such as community-based 
     organizations, national trade associations working at local 
     levels, rehabilitation agencies and organizations, registered 
     apprenticeship agencies, local vocational education entities, 
     proprietary institutions of higher education as defined in 
     section 481(b) of the Higher Education Act of 1965 (20 U.S.C. 
     1088(b)) (so long as such institutions meet the requirements 
     specified in section 498 of such Act), local government 
     agencies, parent organizations and teacher organizations, 
     vocational student organizations, private industry councils 
     established under section 102 of the Job Training Partnership 
     Act (29 U.S.C. 1512), and Indian tribes, as defined in 
     section 1 of the Tribally Controlled Community College 
     Assistance Act of 1978 (25 U.S.C. 1801);
       (9) the term ``postsecondary education institution'' means 
     a public or private institution that is authorized within a 
     State to provide a program of education beyond secondary 
     education, and includes a community college, a technical 
     college, a postsecondary vocational institution, a tribally 
     controlled community college, as defined in section 1 of the 
     Tribally Controlled Community College Assistance Act of 1978, 
     and a 4-year college or university;
       (10) the term ``registered apprenticeship agency'' means 
     the Bureau of Apprenticeship and Training in the Department 
     of Labor or a State apprenticeship agency recognized and 
     approved by the Bureau of Apprenticeship and Training as the 
     appropriate body for State registration or approval of local 
     apprenticeship programs and agreements for Federal purposes;
       (11) the term ``registered apprenticeship program'' means a 
     program registered by a registered apprenticeship agency;
       (12) the term ``related services'' includes the types of 
     services described in section 602(17) of the Individuals with 
     Disabilities Education Act (20 U.S.C. 1401(17));
       (13) the term ``school site mentor'' means a professional 
     employed at a school who is designated as the advocate for a 
     particular student, and who works in consultation with 
     classroom teachers, counselors, related services personnel, 
     and the employer of the student to design and monitor the 
     progress of the School-to-Work Opportunities program of the 
     student;
       (14) the term ``School-to-Work Opportunities program'' 
     means a program that meets the requirements of this Act, 
     other than a program described in section 401(a);
       (15) the term ``secondary school'' has the meaning given 
     the term in section 1201(d) of the Higher Education Act of 
     1965 (20 U.S.C. 1141(d));
       (16) the term ``Secretaries'' means the Secretary of 
     Education and the Secretary of Labor;
       (17) the term ``skill certificate'' means a portable, 
     industry-recognized credential issued by a School-to-Work 
     Opportunities program under an approved plan, that certifies 
     that a student has mastered skills at levels that are at 
     least as challenging as skill standards endorsed by the 
     National Skill Standards Board established under the National 
     Skill Standards Act of 1993, except that until such skill 
     standards are developed, the term ``skill certificate'' means 
     a credential issued under a process described in the approved 
     plan of a State;
       (18) the term ``State'' means each of the several States, 
     the District of Columbia, and the Commonwealth of Puerto 
     Rico;
       (19) the term ``State educational agency'' has the meaning 
     given the term in section 1471(23) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 2891(23)); and
       (20) the term ``workplace mentor'' means an employee or 
     other individual, approved by the employer at a workplace, 
     who possesses the skills and knowledge to be mastered by a 
     student, and who instructs the student, critiques the 
     performance of the student, challenges the student to perform 
     well, and works in consultation with classroom teachers and 
     the employer of the student.

     SEC. 5. FEDERAL ADMINISTRATION.

       (a) Joint Administration.--Notwithstanding the Department 
     of Education Organization Act (20 U.S.C. 3401 et seq.), the 
     General Education Provisions Act (20 U.S.C. 1221 et seq.), 
     the Act entitled ``An Act To Create a Department of Labor'', 
     approved March 4, 1913 (29 U.S.C. 551 et seq.), and section 
     166 of the Job Training Partnership Act (29 U.S.C. 1576), the 
     Secretaries shall jointly provide for the administration of 
     the programs established by this Act. The Secretaries shall 
     jointly issue such uniform procedures, guidelines, and 
     regulations, in accordance with section 553 of title 5, 
     United States Code, as the Secretaries determine to be 
     necessary and appropriate to administer and enforce the 
     provisions of this Act.
       (b) Regulations.--Section 431 of the General Education 
     Provisions Act (20 U.S.C. 1232) shall not apply to 
     regulations issued with respect to any programs under this 
     Act.
       (c) Plan.--Within 120 days after the date of enactment of 
     this Act, the Secretaries shall prepare a plan for the joint 
     administration of this Act and submit such plan to the 
     appropriate Committees of Congress for review and comment.
     TITLE I--SCHOOL-TO-WORK OPPORTUNITIES BASIC PROGRAM COMPONENTS

     SEC. 101. GENERAL PROGRAM REQUIREMENTS.

       A School-to-Work Opportunities program under this Act 
     shall--
       (1) integrate school-based learning and work-based 
     learning, as provided for in sections 102 and 103, integrate 
     academic and occupational learning, and establish effective 
     linkages between secondary and postsecondary education;
       (2) provide participating students with the opportunity to 
     complete career majors;
       (3) incorporate the program components provided in sections 
     102 through 104;
       (4) provide participating students, to the extent 
     practicable, with strong experience in and understanding of 
     all aspects of the industry the students are preparing to 
     enter; and
       (5) provide all students with equal access to the full 
     range of such program components (including both school- and 
     work-based learning components) and related activities and to 
     recruitment, enrollment, and placement activities.

     SEC. 102. WORK-BASED LEARNING COMPONENT.

       (a) Mandatory Activities.--The work-based learning 
     component of a School-to-Work Opportunities program shall 
     include--
       (1) paid work experience;
       (2) a planned program of job training and work experiences 
     (including training related to preemployment and employment 
     skills to be mastered at progressively higher levels) that 
     are coordinated with learning in the school-based learning 
     component described in section 103 and are relevant to the 
     career majors of students and lead to the award of skill 
     certificates;
       (3) workplace mentoring; and
       (4) instruction in general workplace competencies, 
     including instruction and activities developing positive work 
     attitudes, and employability and participative skills.
       (b) Permissible Activities.--Such component may include 
     such activities as job shadowing, school-sponsored 
     enterprises, or on-the-job training for academic credit.

     SEC. 103. SCHOOL-BASED LEARNING COMPONENT.

       The school-based learning component of a School-to-Work 
     Opportunities program shall include--
       (1) career exploration and counseling, beginning prior to 
     the 11th grade year of the students, in order to help 
     students who may be interested to identify, and select or 
     reconsider, their interests, goals, and career majors;
       (2) initial selection by interested students of career 
     majors not later than the beginning of the 11th grade;
       (3) a program of study designed to meet academic standards 
     established by the State for all students, including, where 
     applicable, any content standards developed under the Goals 
     2000: Educate America Act, and to meet the requirements 
     necessary to prepare students for postsecondary education and 
     to earn skill certificates; and
       (4) regularly scheduled evaluations involving ongoing 
     consultation and problem solving with students to identify 
     academic strengths and weaknesses, academic progress, 
     workplace knowledge, goals, and the need for additional 
     learning opportunities to master core academic and vocational 
     skills.

     SEC. 104. CONNECTING ACTIVITIES COMPONENT.

       The connecting activities component of a School-to-Work 
     Opportunities program shall include--
       (1) matching students with the work-based learning 
     opportunities of employers;
       (2) serving, with respect to each student, as a liaison 
     among the student and the employer, school, teacher, and 
     parent of the student, and, if appropriate, other community 
     partners;
       (3) providing technical assistance and services to 
     employers, including small- and medium-sized businesses, and 
     other parties in--
       (A) designing work-based learning components described in 
     section 102 and counseling and case management services; and
       (B) training teachers, workplace mentors, school site 
     mentors, and counselors;
       (4) providing assistance to schools and employers to 
     integrate school-based and work-based learning and integrate 
     academic and occupational learning in the program;
       (5)(A) providing assistance to participants who have 
     completed the program in finding an appropriate job, 
     continuing their education, or entering into an additional 
     training program; and
       (B) linking the participants with other community services 
     that may be necessary to assure a successful transition from 
     school to work;
       (6) collecting and analyzing information regarding post-
     program outcomes of participants in the School-to-Work 
     Opportunities program, including disadvantaged students, 
     students with diverse racial, ethnic, or cultural 
     backgrounds, students with disabilities, students with 
     limited-English proficiency, students who have dropped out of 
     school, and academically talented students; and
       (7) linking youth development activities under this Act 
     with employer and industry strategies for upgrading the 
     skills of their workers.
     TITLE II--SCHOOL-TO-WORK OPPORTUNITIES SYSTEM DEVELOPMENT AND 
                    IMPLEMENTATION GRANTS TO STATES
                  Subtitle A--State Development Grants

     SEC. 201. PURPOSE.

       The purpose of this subtitle is to assist States in 
     planning and developing comprehensive, statewide systems for 
     school-to-work opportunities.

     SEC. 202. STATE DEVELOPMENT GRANTS.

       (a) In General.--
       (1) Award.--On the application of the Governor on behalf of 
     a State, the Secretaries may award a development grant to the 
     State in such amount as the Secretaries determine to be 
     necessary to enable the State to complete development of a 
     comprehensive, statewide School-to-Work Opportunities system.
       (2) Amount.--The amount of a development grant under this 
     subtitle may not exceed $1,000,000 for any fiscal year.
       (3) Completion.--The Secretaries may award such grant to 
     complete development initiated with funds awarded under the 
     Job Training Partnership Act (29 U.S.C. 1501 et seq.) or the 
     Carl D. Perkins Vocational and Applied Technology Education 
     Act (20 U.S.C. 2301 et seq.).
       (b) Application Contents.--To be eligible to receive a 
     grant under subsection (a), a State shall submit an 
     application to the Secretaries that shall--
       (1) include a timetable and an estimate of the amount of 
     funding needed to complete the planning and development 
     necessary to implement a comprehensive, statewide School-to-
     Work Opportunities system, for all students;
       (2) describe the manner in which--
       (A) the Governor;
       (B) the State educational agency;
       (C) the State agency officials responsible for job training 
     and employment;
       (D) the State agency officials responsible for economic 
     development;
       (E) the State agency officials responsible for 
     postsecondary education; and
       (F) other appropriate officials,
     will collaborate in the planning and development of the 
     statewide School-to-Work Opportunities system;
       (3) describe the manner in which the State has obtained and 
     will continue to obtain the active and continued 
     participation, in the planning and development of the 
     statewide School-to-Work Opportunities system, of employers 
     and other interested parties such as locally elected 
     officials, secondary schools and postsecondary educational 
     institutions (or related agencies), business associations, 
     employees, labor organizations or associations of such 
     organizations, teachers, related services personnel, 
     students, parents, community-based organizations, 
     rehabilitation agencies and organizations, registered 
     apprenticeship agencies, vocational educational agencies, 
     vocational student organizations, and human service agencies;
       (4) describe the manner in which the State will coordinate 
     planning activities with any local school-to-work programs, 
     including programs that have received a grant under title 
     III, if any;
       (5) designate a fiscal agent to receive and be accountable 
     for funds awarded under this subtitle;
       (6) include such other information as the Secretaries may 
     require;
       (7) provide evidence of the support of the officials and 
     agencies described in paragraph (2) for the application; and
       (8) be submitted at such time and in such manner as the 
     Secretaries may require.
       (c) State Development Activities.--Funds awarded under this 
     section shall be expended by a State only for activities 
     undertaken to develop a statewide School-to-Work 
     Opportunities system, which may include--
       (1) identifying or establishing an appropriate State 
     structure to administer the School-to-Work Opportunities 
     system;
       (2) identifying secondary and postsecondary school-to-work 
     programs that might be incorporated into the State system;
       (3) identifying or establishing broad-based partnerships 
     among employers, labor, education, government, and other 
     community and parent organizations to participate in the 
     design, development, and administration of School-to-Work 
     Opportunities programs;
       (4) developing a marketing plan to build consensus and 
     support for School-to-Work Opportunities programs;
       (5) promoting the active involvement of business, including 
     small- and medium-sized businesses, in planning, developing, 
     and implementing local School-to-Work Opportunities programs;
       (6) identifying ways that local school-to-work programs 
     could be coordinated with the statewide School-to-Work 
     Opportunities system;
       (7) supporting local planning and development activities to 
     provide guidance, training, and technical assistance in the 
     development of School-to-Work Opportunities programs;
       (8) identifying or establishing mechanisms for providing 
     training and technical assistance to enhance the development 
     of a statewide School-to-Work Opportunities system;
       (9) initiating pilot programs for testing key components of 
     the program design of programs under the system;
       (10) developing a State process for issuing skill 
     certificates that is, to the extent feasible, consistent with 
     the efforts of the National Skill Standards Board and the 
     skill standards endorsed under the National Skill Standards 
     Act of 1993;
       (11) designing challenging curricula, in cooperation with 
     representatives of local partnerships, that take into account 
     the diverse learning needs and abilities of the student 
     population served by the system;
       (12) developing a system for labor market analysis and 
     strategic planning for local targeting, of industry sectors 
     or broad occupational clusters, that can provide students 
     with placements in high-skill workplaces;
       (13) analyzing the post-high school employment experiences 
     of recent high school graduates and students who have dropped 
     out of school;
       (14) preparing the plan described in section 212(b); and
       (15) developing a training and technical support system for 
     teachers, employers, mentors, counselors, related services 
     personnel, and other parties.
                Subtitle B--State Implementation Grants

     SEC. 211. PURPOSE.

       The purpose of this subtitle is to assist States in the 
     implementation of comprehensive, statewide School-to-Work 
     Opportunities systems.

     SEC. 212. STATE IMPLEMENTATION GRANTS.

       (a) In General.--
       (1) Eligibility.--On the application of the Governor on 
     behalf of a State, the Secretaries may award, on a 
     competitive basis, a 5-year implementation grant to the 
     State.
       (2) Application.--To be eligible to receive a grant under 
     paragraph (1), a State shall submit an application to the 
     Secretaries that shall--
       (A) contain--
       (i) a plan for a comprehensive, statewide School-to-Work 
     Opportunities system that meets the requirements of 
     subsection (b);
       (ii) a description of the manner in which the State will 
     allocate funds made available through such a grant to local 
     School-to-Work Opportunities partnerships under subsection 
     (g);
       (iii) a request, if the State decides to submit such a 
     request, for one or more waivers of certain statutory or 
     regulatory requirements, as provided for under title V;
       (iv) a description of the manner in which--

       (I) the Governor;
       (II) the State educational agency;
       (III) the State agency officials responsible for job 
     training and employment;
       (IV) the State agency officials responsible for economic 
     development;
       (V) the State agency officials responsible for 
     postsecondary education;
       (VI) other appropriate officials; and
       (VII) the private sector,

     collaborated in the development of the application; and
       (v) such other information as the Secretaries may require; 
     and
       (B) be submitted at such time and in such manner as the 
     Secretaries may require.
       (b) Contents of State Plan.--A State plan referred to in 
     subsection (a)(2)(A)(i) shall--
       (1) designate the geographical areas to be served by 
     partnerships that receive grants under subsection (g), which 
     shall, to the extent feasible, reflect local labor market 
     areas;
       (2) describe the manner in which the State will stimulate 
     and support local School-to-Work Opportunities programs that 
     meet the requirements of this Act, and the manner in which 
     the statewide School-to-Work Opportunities system will be 
     expanded over time to cover all geographic areas in the 
     State;
       (3) describe the procedure by which--
       (A) the Governor;
       (B) the State educational agency;
       (C) the State agency officials responsible for job training 
     and employment;
       (D) the State agency officials responsible for economic 
     development;
       (E) the State agency officials responsible for 
     postsecondary education; and
       (F) other appropriate officials,
     will collaborate in the implementation of the statewide 
     School-to-Work Opportunities system;
       (4) describe the manner in which the State has obtained and 
     will continue to obtain the active and continued involvement, 
     in the statewide School-to-Work Opportunities system, of 
     employers and other interested parties such as locally 
     elected officials, secondary schools and postsecondary 
     educational institutions (or related agencies), business 
     associations, employees, labor organizations or associations 
     of such organizations, teachers, related services personnel, 
     students, parents, community-based organizations, 
     rehabilitation agencies and organizations, registered 
     apprenticeship agencies, vocational educational agencies, 
     vocational student organizations, State or regional 
     cooperative education associations, and human service 
     agencies;
       (5) describe the manner in which the School-to-Work 
     Opportunities system will coordinate with or integrate local 
     school-to-work programs, including programs financed from 
     State and private sources, with funds available from such 
     related Federal programs as programs under the Adult 
     Education Act (20 U.S.C. 1201 et seq.), the Carl D. Perkins 
     Vocational and Applied Technology Education Act (20 U.S.C. 
     2301, et seq.), the Elementary and Secondary Education Act of 
     1965 (20 U.S.C. 2701 et seq.), the Higher Education Act of 
     1965 (20 U.S.C. 1001 et seq.), part F of title IV of the 
     Social Security Act (42 U.S.C. 681 et seq.), the Goals 2000: 
     Educate America Act, the National Skills Standards Act of 
     1993, the Individuals with Disabilities Education Act (20 
     U.S.C. 1400 et seq.), the Job Training Partnership Act (29 
     U.S.C. 1501 et seq.), the Act of August 16, 1937 (commonly 
     known as the ``National Apprenticeship Act''; 50 Stat. 664, 
     chapter 663; 29 U.S.C. 50 et seq.); the Rehabilitation Act of 
     1973 (29 U.S.C. 701 et seq.), and the National and Community 
     Service Act of 1990 (42 U.S.C. 12501 et seq.);
       (6) describe the strategy of the State for providing 
     training for teachers, employers, mentors, counselors, 
     related services personnel, and other parties;
       (7) describe the strategy of the State for incorporating 
     project-oriented, experiential learning programs which 
     integrate theory and academic knowledge with hands-on skills 
     and applications into the school curriculum for all students 
     in the State;
       (8) describe the resources, including private sector 
     resources, that the State intends to employ in maintaining 
     the School-to-Work Opportunities system when funds under this 
     Act are no longer available;
       (9) describe the manner in which the State will ensure 
     effective and meaningful opportunities for all students in 
     the State to participate in School-to-Work Opportunities 
     programs;
       (10) describe the goals of the State and the methods the 
     State will use, such as awareness and outreach, to ensure 
     opportunities for young women to participate in School-to-
     Work Opportunities programs in a manner that leads to 
     employment in high-performance, high-paying jobs, including 
     nontraditional employment;
       (11) describe the manner in which the State will ensure 
     opportunities for low-achieving students, students with 
     disabilities, and former students who have dropped out of 
     school, to participate in School-to-Work Opportunities 
     programs;
       (12) describe the process of the State for assessing the 
     skills and knowledge required in career majors, and the 
     process for awarding skill certificates that is consistent 
     with the efforts of the National Skill Standards Board and 
     the skill standards endorsed under the National Skill 
     Standards Act of 1993;
       (13) describe the manner in which the State will ensure 
     that students participating in the programs are provided, to 
     the greatest extent possible, with flexibility to develop new 
     career goals over time and to change career majors without 
     adverse consequences;
       (14) describe the manner in which the State will, to the 
     extent feasible, continue programs funded under section 302 
     in the statewide School-to-Work Opportunities system;
       (15) describe the manner in which local school-to-work 
     programs, including programs funded under section 302, if 
     any, will be integrated into the statewide School-to-Work 
     Opportunities system;
       (16) describe the performance standards that the State 
     intends to meet;
       (17) designate a fiscal agent to receive and be accountable 
     for funds awarded under this subtitle; and
       (18) provide evidence of the support of the officials and 
     agencies described in paragraph (3) for the plan, and their 
     agreement with the plan.
       (c) Review of Applications.--In reviewing each application 
     submitted under subsection (a), the Secretaries shall submit 
     the application to a peer review process, determine whether 
     to approve the plan described in subsection (b), and, if such 
     determination is affirmative, further determine whether to 
     take one or more of the following actions:
       (1) Award an implementation grant described in subsection 
     (a) to the State submitting the application.
       (2) Approve the request of the State, if any, for a waiver 
     in accordance with the procedures set forth in title V.
       (3) Inform the State of the opportunity to apply for 
     further development funds under subtitle A, by submitting to 
     the Secretaries an application that includes a timetable and 
     an estimate of the amount of funding needed to complete the 
     planning and development necessary to implement a 
     comprehensive, statewide School-to-Work Opportunities system, 
     except that further development funds may not be awarded to a 
     State that receives an implementation grant under subsection 
     (e).
       (d) Review Considerations.--In evaluating an application 
     submitted under subsection (a), the Secretaries shall--
       (1) take into consideration the quality of the application, 
     including the replicability, sustainability, and innovation 
     of programs described in the application;
       (2) give priority to applications, based on the extent to 
     which the system described in the application would limit 
     administrative costs and increase amounts spent on delivery 
     of services to students enrolled in programs carried out 
     through the system under this Act; and
       (3) give priority to applications that describe systems 
     that demonstrate the highest levels of collaboration among 
     appropriate State agencies and officials and the private 
     sector in the planning, development, and implementation of 
     the systems.
       (e) Grant Amount and Duration of Grant.--
       (1) Amount.--The Secretaries shall establish the minimum 
     and maximum amounts available for an implementation grant 
     under subsection (a), and shall determine the actual amount 
     granted to any State under such subsection, based on such 
     criteria as the scope and quality of the plan described in 
     subsection (b) and the number of projected participants in 
     programs carried out through the system.
       (2) Duration.--No State shall be awarded more than one 
     implementation grant.
       (f) State Implementation Activities.--A State shall expend 
     funds awarded through grants under subsection (a) only for 
     activities undertaken to implement the School-to-Work 
     Opportunities system of the State, which may include--
       (1) recruiting and providing assistance to employers to 
     provide work-based learning for all students;
       (2) conducting outreach activities to promote and support 
     collaboration, in School-to-Work Opportunities programs, by 
     businesses, labor organizations, and other organizations;
       (3) providing training for teachers, employers, workplace 
     mentors, school site mentors, counselors, related services 
     personnel, and other parties;
       (4) providing labor market information to local 
     partnerships that is useful in determining which high-skill, 
     high-wage occupations are in demand;
       (5) designing or adapting model curricula that can be used 
     to integrate academic and occupational learning, school-based 
     and work-based learning, and secondary and postsecondary 
     education, for all students in the State;
       (6) designing or adapting model work-based learning 
     programs and identifying best practices for such programs;
       (7) conducting outreach activities and providing technical 
     assistance to other States that are developing or 
     implementing School-to-Work Opportunities systems;
       (8) reorganizing and streamlining School-to-Work 
     Opportunities systems in the State to facilitate the 
     development of a comprehensive statewide School-to-Work 
     Opportunities system;
       (9) identifying ways that existing local school-to-work 
     programs could be integrated with the statewide School-to-
     Work Opportunities system;
       (10) designing career awareness and exploration activities, 
     which may begin as early as the elementary grades, such as 
     job shadowing, job site visits, school visits by individuals 
     in various occupations, and mentoring;
       (11) designing and implementing school-sponsored work 
     experiences, such as school-sponsored enterprises and 
     community development projects; and
       (12) providing career exploration and awareness services, 
     counseling and mentoring services, college awareness and 
     preparation services, and other services to prepare students 
     for the transition from school to work.
       (g) Allocation of Funds to Partnerships.--A State that 
     receives a grant under subsection (a) shall award grants, 
     according to criteria established by the State, to 
     partnerships to carry out local School-to-Work Opportunities 
     programs. In awarding such grants, the State shall use not 
     less than 65 percent of the sums awarded to the State under 
     subsection (a) in the first year in which the State awards 
     such grants, 75 percent of such sums in the second such year, 
     and 85 percent of such sums in each such year thereafter.
       (h) State Subgrants to Partnerships.--
       (1) Application.--A partnership that seeks a grant to carry 
     out a local School-to-Work Opportunities program, including a 
     program initiated under section 302, shall submit an 
     application to the State that--
       (A) describes how the program would include the program 
     components described in sections 102, 103, and 104 and 
     otherwise meet the requirements of this Act;
       (B) sets forth measurable program goals and outcomes;
       (C) describes the local strategies and timetables of the 
     partnership to provide School-to-Work Opportunities program 
     opportunities for all students in the area served;
       (D) provides such other information as the State may 
     require; and
       (E) is submitted at such time and in such manner as the 
     State may require.
       (2) Allowable activities.--A partnership shall expend funds 
     awarded through grants under this subsection only for 
     activities undertaken to carry out local School-to-Work 
     Opportunities programs, and such activities may include, for 
     each such program--
       (A) recruiting and providing assistance to employers, 
     including small- and medium-size businesses, to provide the 
     work-based learning components described in section 102 in 
     the School-to-Work Opportunities program;
       (B) establishing consortia of employers to support the 
     School-to-Work Opportunities program and provide access to 
     jobs related to the career majors of students;
       (C) supporting or establishing intermediaries (selected 
     from among the members of the partnership) to perform the 
     activities described in section 104 and to provide assistance 
     to students in obtaining jobs and further education and 
     training;
       (D) designing or adapting school curricula that can be used 
     to integrate academic and occupational learning, school-based 
     and work-based learning, and secondary and postsecondary 
     education for all students in the area served;
       (E) providing training to work-based and school-based staff 
     on new curricula, student assessments, student guidance, and 
     feedback to the school regarding student performance;
       (F) establishing, in schools participating in the School-
     to-Work Opportunities program, a graduation assistance 
     program to assist at-risk students, low-achieving students, 
     and students with disabilities, in graduating from high 
     school, enrolling in postsecondary education or training, and 
     finding or advancing in jobs;
       (G) conducting or obtaining an indepth analysis of the 
     local labor market and the generic and specific skill needs 
     of employers to identify high-demand, high-wage careers to 
     target;
       (H) integrating work-based and school-based learning into 
     existing job training programs for youth who have dropped out 
     of school;
       (I) establishing or expanding school-to-apprenticeship 
     programs in cooperation with registered apprenticeship 
     agencies and apprenticeship sponsors;
       (J) assisting participating employers, including small- and 
     medium-size businesses, to identify and train workplace 
     mentors and to develop work-based learning components;
       (K) designing local strategies to provide adequate planning 
     time and staff development activities for teachers, school 
     counselors, related services personnel, and school site 
     mentors;
       (L) enhancing linkages between--
       (i) after-school, weekend, and summer jobs; and
       (ii) opportunities for career exploration and school-based 
     learning; and
       (M) providing career exploration and awareness services, 
     counseling and mentoring services, college awareness and 
     preparation services, and other services to prepare students 
     for the transition from school to work.

     SEC. 213. LIMITATION ON ADMINISTRATIVE COSTS.

       (a) State System.--A State that receives an implementation 
     grant under section 212 may not use more than 15 percent of 
     the amounts received through the grant for any fiscal year 
     for administrative costs associated with implementing the 
     School-to-Work Opportunities system of the State for such 
     fiscal year.
       (b) Local Program.--A partnership that receives a grant 
     under section 212 may not use more than 15 percent of the 
     amounts received through the grant for any fiscal year for 
     administrative costs associated with carrying out the School-
     to-Work Opportunities programs of the partnership for such 
     fiscal year.
        TITLE III--FEDERAL IMPLEMENTATION GRANTS TO PARTNERSHIPS

     SEC. 301. PURPOSES.

       The purposes of this title are--
       (1) to authorize the Secretaries to award competitive 
     grants to partnerships in States that have not received, or 
     have only recently received, implementation grants under 
     section 212(a), in order to provide funding for communities 
     that have established a sound planning and development base 
     for School-to-Work Opportunities programs and are ready to 
     begin implementing a local School-to-Work Opportunities 
     program; and
       (2) to authorize the Secretaries to award competitive 
     grants to implement School-to-Work Opportunities programs in 
     high poverty areas of urban and rural communities to provide 
     support for a comprehensive range of education, training, and 
     support services for youth residing in designated high 
     poverty areas.

     SEC. 302. FEDERAL IMPLEMENTATION GRANTS TO PARTNERSHIPS.

       (a) In General.--The Secretaries may award Federal 
     implementation grants, in accordance with competitive 
     criteria established by the Secretaries, to partnerships in 
     States that have not received an implementation grant under 
     section 212, or are carrying out activities for an initial 
     year of an initial grant under such section, in order to 
     enable the partnerships to begin implementing local School-
     to-Work Opportunities programs.
       (b) Application Procedure.--A partnership that desires to 
     receive or extend a Federal implementation grant under this 
     section shall submit an application to the Secretaries at 
     such time and in such manner as the Secretaries may require. 
     The partnership shall submit the application to the State for 
     review and comment before submitting the application to the 
     Secretaries. The Secretaries shall submit the application to 
     a peer review process.
       (c) Application Contents.--The application described in 
     subsection (b) shall include a plan for local School-to-Work 
     Opportunities programs that--
       (1) describes the manner in which the partnership will meet 
     the requirements of this Act;
       (2) includes the comments of the State on the plan, if any;
       (3) contains information that is consistent with the 
     information required to be submitted as part of a State plan 
     in accordance with paragraphs (4) through (10) of section 
     212(b);
       (4) designates a fiscal agent to receive and be accountable 
     for funds under this section; and
       (5) provides such other information as the Secretaries may 
     require.
       (d) Conformity With Approved Plan.--The Secretaries shall 
     not award a grant under this section to a partnership in a 
     State that has an approved plan unless the Secretaries 
     determine, after consultation with the State, that the plan 
     submitted by the partnership is in accordance with the 
     approved plan.
       (e) Implementation Activities.--A partnership shall expend 
     funds awarded under this section only for activities 
     undertaken to implement School-to-Work Opportunities 
     programs, which may include the activities specified in 
     section 212(f).

     SEC. 303. SCHOOL-TO-WORK OPPORTUNITIES PROGRAM GRANTS IN HIGH 
                   POVERTY AREAS.

       (a) In General.--
       (1) Award of grants.--From the funds reserved under section 
     506(b), the Secretaries are authorized to award grants, in 
     accordance with competitive criteria established by the 
     Secretaries, to partnerships to implement School-to-Work 
     Opportunities programs that include the program components 
     described in sections 102, 103, and 104 and otherwise meet 
     the requirements of title I, in high poverty areas.
       (2) Definition.--For purposes of this subsection, the term 
     ``high poverty area'' means an urban census tract, the block 
     number area in a nonmetropolitan county, or an Indian 
     reservation (as defined in section 403(9) of the Indian Child 
     Protection and Family Violence Prevention Act (25 U.S.C. 
     3202(9)), with a poverty rate of 20 percent or more among 
     youth aged 5 to 17, inclusive, as determined by the Bureau of 
     the Census.
       (b) Application Procedure.--A partnership that desires to 
     receive a grant under this section, in addition to any funds 
     received under section 212 or 302, shall submit an 
     application to the Secretaries at such time and in such 
     manner as the Secretaries may require. The partnership shall 
     submit the application to the State for review and comment 
     before submitting the application to the Secretaries. The 
     Secretaries shall submit the application to a peer review 
     process.
       (c) Application Contents.--The application described in 
     subsection (b) shall include a plan for local School-to-Work 
     Opportunities programs that--
       (1) describes the manner in which the partnership will meet 
     the requirements of this Act;
       (2) includes the comments of the State on the plan, if any;
       (3) contains information that is consistent with the 
     information required to be submitted as part of a State plan 
     in accordance with paragraphs (4) through (10) of section 
     212(b);
       (4) designates a fiscal agent to receive and be accountable 
     for funds under this section; and
       (5) provides such other information as the Secretaries may 
     require.
       (d) Conformity With Approved Plan.--The Secretaries shall 
     not award a grant under this section to a partnership in a 
     State that has an approved plan unless the Secretaries 
     determine, after consultation with the State, that the plan 
     submitted by the partnership is in accordance with the 
     approved plan.
       (e) Implementation Activities.--A partnership shall expend 
     funds awarded under this section only for activities 
     undertaken to implement School-to-Work Opportunities 
     programs, including the activities specified in section 
     212(h)(2).
       (f) Use of Funds.--Funds awarded under this section may be 
     awarded in combination with funds awarded under the Youth 
     Fair Chance Program set forth in part H of title IV of the 
     Job Training Partnership Act (29 U.S.C. 1782 et seq.).
                      TITLE IV--NATIONAL PROGRAMS

     SEC. 401. RESEARCH, DEMONSTRATION, AND OTHER PROJECTS.

       (a) In General.--With funds reserved under section 506(c), 
     the Secretaries shall conduct research and development 
     projects and establish a program of experimental and 
     demonstration projects, to further the purposes of this Act.
       (b) Additional Use of Funds.--Funds reserved under section 
     506(c) may be used for programs or services authorized under 
     any other provision of this Act that are most appropriately 
     administered at the national level and that will operate in, 
     or benefit, more than one State.

     SEC. 402. PERFORMANCE OUTCOMES AND EVALUATION.

       (a) In General.--Using funds reserved under section 506(c), 
     the Secretaries, in collaboration with the States, shall 
     establish a system of performance measures for assessing 
     State and local School-to-Work Opportunities programs 
     regarding--
       (1) progress in the development and implementation of State 
     plans described in section 212(b) with respect to programs 
     that include the program components described in sections 
     102, 103, and 104 and otherwise meet the requirements of 
     title I;
       (2) participation in School-to-Work Opportunities programs 
     by employers, schools, and students;
       (3) progress in developing and implementing strategies for 
     addressing the needs of all students in the State;
       (4) progress in meeting the goals of the State to ensure 
     opportunities for young women to participate in School-to-
     Work Opportunities programs, including participation in 
     nontraditional employment;
       (5) outcomes for students in the programs (including 
     disadvantaged students, students with diverse racial, ethnic, 
     or cultural backgrounds, students with disabilities, students 
     with limited-English proficiency, students who have dropped 
     out of school, and academically talented students), which 
     outcomes shall include--
       (A) academic learning gains;
       (B) progress in staying in school and attaining--
       (i) a high school diploma or its equivalent, such as--

       (I) a general equivalency diploma; or
       (II) an alternative diploma or certificate for students 
     with disabilities for whom such alternative diploma or 
     certificate is appropriate;

       (ii) a skill certificate; and
       (iii) a postsecondary degree;
       (C) attainment of strong experience in and understanding of 
     all aspects of the industry the students are preparing to 
     enter;
       (D) placement and retention in further education or 
     training, particularly in the career major of the student; 
     and
       (E) job placement, retention, and earnings, particularly in 
     the career major of the student; and
       (6) the extent to which the program has met the needs of 
     employers.
       (b) Evaluation.--Using funds reserved under section 506(c), 
     the Secretaries shall conduct, through grants, contracts, or 
     other arrangements, a national evaluation of School-to-Work 
     Opportunities programs funded under this Act that will track 
     and assess the progress of implementation of State and local 
     School-to-Work Opportunities programs and their effectiveness 
     based on measures such as the measures described in 
     subsection (a).
       (c) Reports to the Secretaries.--
       (1) In general.--Each State shall prepare and submit to the 
     Secretaries periodic reports, at such intervals as the 
     Secretaries may determine, containing information described 
     in paragraphs (1) through (5) of subsection (a).
       (2) Federal programs.--Each State shall prepare and submit 
     reports to the Secretaries, at such intervals as the 
     Secretaries may determine, containing information on the 
     extent to which Federal programs implemented at the State and 
     local level may be duplicative, outdated, overly restrictive, 
     or otherwise counterproductive to the development of 
     comprehensive statewide School-to-Work Opportunities systems.
       (d) Report to the Congress.--Using funds reserved under 
     section 506(c), not later than 24 months after the date of 
     enactment of this Act, the Secretaries shall submit a report 
     to the Congress on School-to-Work Opportunities programs and 
     shall, at a minimum, include in such report--
       (1) information concerning the programs that receive 
     assistance under this Act;
       (2) a summary of the information contained in the State 
     reports submitted under subsection (c); and
       (3) information regarding the findings and actions taken as 
     a result of any evaluation conducted by the Secretaries.

     SEC. 403. TRAINING AND TECHNICAL ASSISTANCE.

       (a) Purpose.--The Secretaries shall work in cooperation 
     with States, employers and associations of employers, 
     secondary schools and postsecondary education institutions, 
     student and teacher organizations, labor organizations, and 
     community-based organizations, to increase their capacity to 
     develop and implement effective School-to-Work Opportunities 
     programs.
       (b) Authorized Activities.--Using funds reserved under 
     section 506(c), the Secretaries shall provide, through 
     grants, contracts, or other arrangements--
       (1) training, technical assistance, and other activities 
     that will--
       (A) enhance the skills, knowledge, and expertise of the 
     personnel involved in planning and implementing State and 
     local School-to-Work Opportunities programs; and
       (B) improve the quality of services provided to individuals 
     served under this Act;
       (2) assistance to States and partnerships involved in 
     carrying out School-to-Work Opportunities programs in order 
     to integrate resources available under this Act with 
     resources available under other Federal, State, and local 
     authorities;
       (3) assistance to States and such partnerships to recruit 
     employers to provide the work-based learning component, 
     described in section 102, of School-to-Work Opportunities 
     programs; and
       (4) assistance to States and such partnerships to design 
     and implement school-sponsored enterprises.
       (c) Peer Review.--The Secretaries may use funds reserved 
     under section 506(c) for the peer review of State 
     applications and plans under section 212 and applications 
     under title III.
       (d) Networks and Clearinghouses.--
       (1) Establishment.--To carry out their responsibilities 
     under subsection (b), the Secretaries shall establish, 
     through grants, contracts, or other arrangements, a 
     Clearinghouse and Capacity Building Network (hereafter 
     referred to in this subsection as the ``Clearinghouse'').
       (2) Functions.--The Clearinghouse shall--
       (A) collect and disseminate information on successful 
     school-to-work programs, and innovative school-based and 
     work-based curricula;
       (B) collect and disseminate information on research and 
     evaluation conducted concerning activities carried out 
     through School-to-Work Opportunities programs;
       (C) collect and disseminate information that will assist 
     States and partnerships in undertaking labor market analysis, 
     surveys, or other activities related to economic development;
       (D) collect and disseminate information on skill 
     certificates, skill standards, and related assessment 
     technologies;
       (E) collect and disseminate information on methods for 
     recruiting and building the capacity of employers to provide 
     work-based learning opportunities;
       (F) facilitate communication and the exchange of 
     information and ideas among States and partnerships carrying 
     out School-to-Work Opportunities programs; and
       (G) carry out such other activities as the Secretaries 
     determine to be appropriate.
       (3) Coordination.--The Secretaries shall coordinate the 
     activities of the Clearinghouse with the activities of other 
     similar entities to avoid duplication and enhance the sharing 
     of relevant information.
                      TITLE V--GENERAL PROVISIONS

     SEC. 501. STATE REQUEST AND RESPONSIBILITIES FOR A WAIVER OF 
                   STATUTORY AND REGULATORY REQUIREMENTS.

       (a) State Request for Waiver.--A State with an approved 
     plan may, at any point during the development or 
     implementation of a School-to-Work Opportunities program, 
     request a waiver of one or more statutory or regulatory 
     provisions from the Secretaries in order to carry out the 
     purposes of this Act, and such requests for waivers shall be 
     submitted as part of the plan or as amendments to the plan.
       (b) Partnership Request for Waiver.--A partnership that 
     seeks a waiver of any of the provisions specified in sections 
     502 and 503 shall submit an application for such waiver to 
     the State, and the State shall determine whether to submit a 
     request for a waiver to the Secretaries, as provided in 
     subsection (a).
       (c) Waiver Criteria.--Any such request by the State shall 
     meet the criteria contained in section 502 or 503 and shall 
     specify the provisions or regulations referred to in such 
     sections with respect to which the State seeks a waiver.
       (d) Support by Appropriate State Agencies.--In requesting 
     such a waiver, the State shall provide evidence of support 
     for the waiver request by the State agencies or officials 
     with jurisdiction over the provisions or regulations that 
     would be waived.

     SEC. 502. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS BY 
                   THE SECRETARY OF EDUCATION.

       (a) In General.--
       (1) Waiver.--Except as provided in subsection (c), the 
     Secretary of Education may waive any requirement of any 
     provisions specified in subsection (b) or of the regulations 
     issued under such provisions for a State that requests such a 
     waiver--
       (A) if, and only to the extent that, the Secretary of 
     Education determines that such requirement impedes the 
     ability of the State or a partnership to carry out the 
     purposes of this Act;
       (B) if the State waives, or agrees to waive, similar 
     requirements of State law; and
       (C) if the State--
       (i) has provided all partnerships that carry out programs 
     under this Act, and local educational agencies participating 
     in such a partnership, in the State with notice and an 
     opportunity to comment on the proposal of the State to seek a 
     waiver; and
       (ii) has submitted the comments of the partnerships and 
     local educational agencies to the Secretary of Education.
       (2) Action.--The Secretary of Education shall act promptly 
     on any request submitted pursuant to paragraph (1).
       (3) Term.--Each waiver approved pursuant to this subsection 
     shall be for a period not to exceed 5 years, except that the 
     Secretary of Education may extend such period if the 
     Secretary of Education determines that the waiver has been 
     effective in enabling the State or partnership to carry out 
     the purposes of this Act.
       (b) Included Programs.--The provisions subject to the 
     waiver authority of this section are--
       (1) chapter 1 of title I of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 2701 et seq.), including the 
     Even Start programs carried out under part B of such chapter 
     (20 U.S.C. 2741 et seq.);
       (2) part A of chapter 2 of title I of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 2921 et seq.);
       (3) part A of title II of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 2981 et seq.);
       (4) part D of title IV of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 3121 et seq.);
       (5) title V of the Elementary and Secondary Education Act 
     of 1965 (20 U.S.C. 3171 et seq.); and
       (6) the Carl D. Perkins Vocational and Applied Technology 
     Education Act (20 U.S.C. 2301 et seq.).
       (c) Waivers Not Authorized.--The Secretary of Education may 
     not waive any statutory or regulatory requirement of the 
     provisions specified in subsection (b) relating to--
       (1) the basic purposes or goals of the affected programs 
     under such provisions;
       (2) maintenance of effort;
       (3) comparability of services;
       (4) the equitable participation of students attending 
     private schools;
       (5) student and parental participation and involvement;
       (6) the distribution of funds to State or to local 
     educational agencies;
       (7) the eligibility of an individual for participation in 
     the affected programs;
       (8) public health or safety, labor, civil rights, 
     occupational safety and health, or environmental protection; 
     or
       (9) prohibitions or restrictions relating to the 
     construction of buildings or facilities.
       (d) Termination of Waivers.--The Secretary of Education 
     shall periodically review the performance of any State or 
     partnership for which the Secretary of Education has granted 
     a waiver under this section and shall terminate the waiver 
     under this section if the Secretary determines that the 
     performance of the State, partnership, or local educational 
     agency affected by the waiver has been inadequate to justify 
     a continuation of the waiver, or the State fails to waive 
     similar requirements of State law as required or agreed to in 
     accordance with subsection (a)(1)(B).

     SEC. 503. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS BY 
                   THE SECRETARY OF LABOR.

       (a) In General.--
       (1) Waiver.--Except as provided in subsection (c), the 
     Secretary of Labor may waive any requirement of the Act, or 
     any provisions of the Act, specified in subsection (b) or of 
     the regulations issued under such Act or provisions for a 
     State that requests such a waiver--
       (A) if, and only to the extent that, the Secretary of Labor 
     determines that such requirement impedes the ability of the 
     State or a partnership to carry out the purposes of this Act;
       (B) if the State waives, or agrees to waive, similar 
     requirements of State law; and
       (C) if the State--
       (i) has provided all partnerships that carry out programs 
     under this Act in the State with notice and an opportunity to 
     comment on the proposal of the State to seek a waiver; and
       (ii) has submitted the comments of the partnerships to the 
     Secretary of Labor.
       (2) Action.--The Secretary of Labor shall act promptly on 
     any request submitted pursuant to paragraph (1).
       (3) Term.--Each waiver approved pursuant to this subsection 
     shall be for a period not to exceed 5 years, except that the 
     Secretary of Labor may extend such period if the Secretary of 
     Labor determines that the waiver has been effective in 
     enabling the State or partnership to carry out the purposes 
     of this Act.
       (b) Included Programs.--The Act subject to the waiver 
     authority of this section is the Job Training Partnership Act 
     (29 U.S.C. 1501 et seq.).
       (c) Waivers Not Authorized.--The Secretary of Labor may not 
     waive any statutory or regulatory requirement of the Act, or 
     any provision of the Act, specified in subsection (b) 
     relating to--
       (1) the basic purposes or goals of the affected programs 
     under such provisions;
       (2) maintenance of effort;
       (3) the allocation of funds under the affected programs;
       (4) the eligibility of an individual for participation in 
     the affected programs;
       (5) public health or safety, labor, civil rights, 
     occupational safety and health, or environmental protection; 
     or
       (6) prohibitions or restrictions relating to the 
     construction of buildings or facilities.
       (d) Termination of Waivers.--The Secretary of Labor shall 
     periodically review the performance of any State or 
     partnership for which the Secretary of Labor has granted a 
     waiver under this section and shall terminate the waiver 
     under this section if the Secretary determines that the 
     performance of the State or partnership affected by the 
     waiver has been inadequate to justify a continuation of the 
     waiver, or the State fails to waive similar requirements of 
     State law as required or agreed to in accordance with 
     subsection (a)(1)(B).

     SEC. 504. REQUIREMENTS.

       The following requirements shall apply to School-to-Work 
     Opportunities programs under this Act:
       (1) No student participating in such a program shall 
     displace any currently employed worker (including a partial 
     displacement, such as a reduction in the hours of nonovertime 
     work, wages, or employment benefits).
       (2) No School-to-Work Opportunities program shall impair 
     existing contracts for services or collective bargaining 
     agreements, and no program under this Act that would be 
     inconsistent with the terms of a collective bargaining 
     agreement shall be undertaken without the written concurrence 
     of the labor organization and employer concerned.
       (3) No student shall be employed or fill a position--
       (A) when any other individual is on temporary layoff from 
     the participating employer, with the clear possibility of 
     recall, from the same or any substantially equivalent job; or
       (B) when the employer has terminated the employment of any 
     regular employee or otherwise reduced the work force of the 
     employer with the intention of filling the vacancy so created 
     with a student.
       (4) Students participating in such programs shall be 
     provided with adequate and safe equipment and safe and 
     healthful workplaces in conformity with all health and safety 
     standards of Federal, State, and local law.
       (5) Nothing in this Act shall be construed to modify or 
     affect any Federal or State law prohibiting discrimination on 
     the basis of race, religion, color, ethnicity, national 
     origin, gender, age, or disability.
       (6) Funds appropriated under authority of this Act shall 
     not be expended for wages of students participating in such 
     programs.
       (7) The Secretaries shall establish such other requirements 
     as the Secretaries may determine to be appropriate, in order 
     to ensure that participants in such programs are afforded 
     adequate supervision by skilled adult workers, or to 
     otherwise further the purposes of this Act.

     SEC. 505. SANCTIONS.

       (a) In General.--The Secretaries may terminate or suspend 
     financial assistance, in whole or in part, to a recipient or 
     refuse to extend a grant for a recipient, if the Secretaries 
     determine that the recipient has failed to meet the 
     requirements of this Act, including requirements under 
     section 402(c), or any regulations under this Act, or any 
     approved plan submitted pursuant to this Act. The Secretaries 
     shall provide to the recipient prompt notice of such 
     termination, suspension, or refusal to extend a grant and the 
     opportunity for a hearing within 30 days after such notice.
       (b) Nondelegation.--The Secretaries shall not delegate any 
     of the functions or authority specified in this section, 
     other than to an officer whose appointment is required to be 
     made by and with the advice and consent of the Senate.

     SEC. 506. AUTHORIZATION OF APPROPRIATIONS.

       (a) Authorization.--There are authorized to be appropriated 
     to the Secretaries $300,000,000 for fiscal year 1995, and 
     such sums as may be necessary for each of the 7 succeeding 
     fiscal years to carry out this Act.
       (b) High Poverty Areas.--Of the amounts appropriated under 
     subsection (a), the Secretaries may reserve up to $30,000,000 
     for fiscal year 1995, and such sums as may be necessary for 
     each of the succeeding 7 years to carry out section 303, 
     which reserved funds may be used in conjunction with funds 
     available under the Youth Fair Chance Program set forth in 
     part H of title IV of the Job Training Partnership Act (29 
     U.S.C. 1782 et seq.).
       (c) National Programs.--Of the amounts appropriated under 
     subsection (a), the Secretaries may reserve up to $30,000,000 
     for fiscal year 1995 and such sums as may be necessary for 
     each of the 7 succeeding fiscal years to carry out title IV.
       (d) Territories.--
       (1) In general.--Of the amounts appropriated for a fiscal 
     year under subsection (a), the Secretaries may reserve up to 
     \1/4\ of 1 percent to make Federal implementation grants to 
     territories under section 212 on the same basis as the 
     Secretaries make grants to States under such section. The 
     territories shall use funds made available through such 
     grants to implement School-to-Work Opportunities programs in 
     accordance with the requirements applicable to States under 
     subtitle B of title II.
       (2) Definition.--As used in this subsection, the term 
     ``territory'' means the United States Virgin Islands, Guam, 
     the Commonwealth of the Northern Mariana Islands, American 
     Samoa, the Federated States of Micronesia, and the Republic 
     of the Marshall Islands, and includes the Republic of Palau 
     (until the Compact of Free Association is ratified).
       (e) Native American Programs.--
       (1) Reservation.--The Secretaries may reserve up to \1/4\ 
     of 1 percent of the funds appropriated for any fiscal year 
     under subsection (a) to make Federal implementation grants to 
     appropriate entities under section 212 on the same basis as 
     the Secretaries make grants to States under such section. The 
     territories shall use funds made available through such 
     grants to implement School-to-Work Opportunities programs, 
     for students who are Indians (as defined in section 1(1) of 
     the Tribally Controlled Community College Assistance Act of 
     1978 (25 U.S.C. 1801(1)), that involve Bureau funded schools, 
     as defined in section 1139(3) of the Education Amendments of 
     1978 (25 U.S.C. 2019(3)), in accordance with the requirements 
     applicable to States under subtitle B of title II.
       (2) Implementation.--The Secretaries may carry out this 
     subsection through such means as the Secretaries determine to 
     be appropriate, including--
       (A) the transfer of funds to the Secretary of the Interior; 
     and
       (B) the provision of financial assistance to tribes and 
     Indian organizations, as defined in paragraphs (13) and (7), 
     respectively, of section 1139 of such Act.
       (f) Availability of Funds.--Funds obligated for any fiscal 
     year for programs authorized under this Act shall remain 
     available until expended.

     SEC. 507. ACCEPTANCE OF GIFTS, AND OTHER MATTERS.

       The Secretaries are authorized, in carrying out this Act, 
     to accept, purchase, or lease in the name of the Department 
     of Labor or the Department of Education, and employ or 
     dispose of in furtherance of the purposes of this Act, any 
     money or property, real, personal, or mixed, tangible or 
     intangible, received by gift, devise, bequest, or otherwise, 
     and to accept voluntary and uncompensated services 
     notwithstanding the provisions of section 1342 of title 31, 
     United States Code.

     SEC. 508. STATE AUTHORITY.

       Nothing in this Act shall be construed to supersede the 
     legal authority, under State law or other applicable law, of 
     any State agency or State public official over programs that 
     are under the jurisdiction of the agency or official.

     SEC. 509. CONSTRUCTION.

       Nothing in this Act shall be construed to establish a right 
     for any person to bring an action to obtain services under 
     this Act.

     SEC. 510. EFFECTIVE DATE.

       This Act shall take effect on the date of enactment of this 
     Act.

     SEC. 511. SUNSET.

       The authority provided by this Act shall terminate on 
     October 1 of the ninth calendar year after the date of 
     enactment of this Act.

  The ACTING PRESIDENT pro tempore. There is a 1-hour time agreement on 
the bill.
  The Senator from Massachusetts.
  Mr. KENNEDY. Mr. President, I ask unanimous consent the previous 
agreement governing the consideration of the bill be modified to permit 
me to modify the committee substitute on behalf of the majority of the 
members of the Labor and Human Resources Committee.
  The ACTING PRESIDENT pro tempore. Without objection, it is so 
ordered.
  Mr. KENNEDY. I send the modified substitute to the desk.
  The ACTING PRESIDENT pro tempore. The committee substitute is so 
modified.
  The committee amendment, as modified, is as follows:

       Strike all after the enacting clause and insert the 
     following:

     SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

       (a) Short Title.--This Act may be cited as the ``School-to-
     Work Opportunities Act of 1994''.
       (b) Table of Contents.--The table of contents is as 
     follows:

Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Purposes and congressional intent.
Sec. 4. Definitions.
Sec. 5. Federal administration.

     TITLE I--SCHOOL-TO-WORK OPPORTUNITIES BASIC PROGRAM COMPONENTS

Sec. 101. General program requirements.
Sec. 102. Work-based learning component.
Sec. 103. School-based learning component.
Sec. 104. Connecting activities component.

     TITLE II--SCHOOL-TO-WORK OPPORTUNITIES SYSTEM DEVELOPMENT AND 
                    IMPLEMENTATION GRANTS TO STATES

                  Subtitle A--State Development Grants

Sec. 201. Purpose.
Sec. 202. State development grants.

                Subtitle B--State Implementation Grants

Sec. 211. Purpose.
Sec. 212. State implementation grants.
Sec. 213. Limitation on administrative costs.

        TITLE III--FEDERAL IMPLEMENTATION GRANTS TO PARTNERSHIPS

Sec. 301. Purposes.
Sec. 302. Federal implementation grants to partnerships.
Sec. 303. School-to-work opportunities program grants in high poverty 
              areas.

                      TITLE IV--NATIONAL PROGRAMS

Sec. 401. Research, demonstration, and other projects.
Sec. 402. Performance outcomes and evaluation.
Sec. 403. Training and technical assistance.

                      TITLE V--GENERAL PROVISIONS

Sec. 501. State request and responsibilities for a waiver of statutory 
              and regulatory requirements.
Sec. 502. Waivers of statutory and regulatory requirements by the 
              Secretary of Education.
Sec. 503. Waivers of statutory and regulatory requirements by the 
              Secretary of Labor.
Sec. 504. Combination of Federal funds for high poverty schools.
Sec. 505. Requirements.
Sec. 506. Sanctions.
Sec. 507. Authorization of appropriations.
Sec. 508. Acceptance of gifts, and other matters.
Sec. 509. State authority.
Sec. 510. Construction.

                        TITLE VI--OTHER PROGRAMS

Sec. 601. Tech-prep education.

                    TITLE VII--TECHNICAL PROVISIONS

Sec. 701. Effective date.
Sec. 702. Sunset.

     SEC. 2. FINDINGS.

       Congress finds that--
       (1) three-fourths of America's high school students enter 
     the work force without baccalaureate degrees, and many do not 
     possess the academic and entry-level occupational skills 
     necessary to succeed in the changing American workplace;
       (2) a substantial number of American youth, especially 
     disadvantaged students, students of diverse racial, ethnic, 
     and cultural backgrounds, and students with disabilities, do 
     not complete school;
       (3) unemployment among American youth is intolerably high, 
     and earnings of high school graduates have been falling 
     relative to earnings of persons with more education;
       (4) the American workplace is changing in response to 
     heightened international competition and new technologies, 
     and such forces, which are ultimately beneficial to the 
     Nation, are shrinking the demand for and undermining the 
     earning power of unskilled labor;
       (5) the United States lacks a comprehensive and coherent 
     system to help its youth acquire the knowledge, skills, 
     abilities, and information about and access to the labor 
     market necessary to make an effective transition from school 
     to career-oriented work or to further education and training;
       (6) American students can achieve to high standards, and 
     many learn better and retain more when the students learn in 
     context, rather than in the abstract;
       (7) while many American students have part-time jobs, there 
     is infrequent linkage between--
       (A) such jobs; and
       (B) the career planning or exploration, or the school-based 
     learning, of such students;
       (8) the work-based learning approach, which is modeled 
     after the time-honored apprenticeship concept, integrates 
     theoretical instruction with structured on-the-job training, 
     and this approach, combined with school-based learning, can 
     be very effective in engaging student interest, enhancing 
     skill acquisition, developing positive work attitudes, and 
     preparing youth for high-skill, high-wage careers; and
       (9) Federal resources currently fund a series of 
     categorical, work-related education and training programs, 
     many of which serve disadvantaged youth, that are not 
     administered as a coherent whole.

     SEC. 3. PURPOSES AND CONGRESSIONAL INTENT.

       (a) Purposes.--The purposes of this Act are to--
       (1) establish a national framework within which all States 
     can create statewide School-to-Work Opportunities systems 
     that--
       (A) are a part of comprehensive education reform;
       (B) are integrated with the State education systems 
     reformed under the Goals 2000: Educate America Act; and
       (C) offer opportunities for all students to participate in 
     a performance-based education and training program that 
     will--
       (i) enable the students to earn portable credentials;
       (ii) prepare the students for first jobs in high-skill, 
     high-wage careers; and
       (iii) increase their opportunities for further education, 
     including education in a 4-year college or university;
       (2) create a universal, high-quality school-to-work 
     transition system that enables all young Americans to 
     identify and navigate paths to productive and progressively 
     more rewarding roles in the workplace;
       (3) utilize workplaces as active learning environments in 
     the educational process by making employers joint partners 
     with educators in providing opportunities for all students to 
     participate in high-quality, work-based learning experiences;
       (4) use Federal funds under this Act as venture capital, to 
     underwrite the initial costs of planning and establishing 
     statewide School-to-Work Opportunities systems that will be 
     maintained with other Federal, State, and local resources;
       (5) promote the formation of partnerships that are 
     dedicated to linking the worlds of school and work, among 
     secondary schools and postsecondary education institutions, 
     private and public employers, labor organizations, 
     government, community-based organizations, parents, students, 
     State educational agencies, local educational agencies, and 
     training and human service agencies;
       (6) help all students attain high academic and occupational 
     standards;
       (7) build on and advance a range of promising school-to-
     work transition programs, such as tech-prep education 
     programs, career academies, school-to-apprenticeship 
     programs, cooperative education programs, youth 
     apprenticeship programs, school-sponsored enterprises, and 
     business-education compacts, that can be developed into 
     programs funded under this Act;
       (8) improve the knowledge and skills of youth by 
     integrating academic and occupational learning, integrating 
     school-based and work-based learning, and building effective 
     linkages between secondary and postsecondary education;
       (9) motivate all youth, including low-achieving youth, 
     youth who have dropped out of school, and youth with 
     disabilities, to stay in or return to school or a classroom 
     setting and strive to succeed, by providing enriched learning 
     experiences and assistance in obtaining good jobs and 
     continuing their education in postsecondary education 
     institutions;
       (10) expose students to a vast array of career 
     opportunities, and facilitate the selection of career majors, 
     based on individual interests, goals, strengths, and 
     abilities; and
       (11) further the National Education Goals set forth in 
     title I of the Goals 2000: Educate America Act.
       (b) Congressional Intent.--It is the intent of Congress 
     that the Secretary of Labor and the Secretary of Education 
     jointly administer this Act, in consultation with the 
     Secretary of Commerce, in a flexible manner that--
       (1) promotes State and local discretion in establishing and 
     implementing School-to-Work Opportunities systems and 
     programs; and
       (2) contributes to reinventing government by--
       (A) building on State and local capacity;
       (B) eliminating duplication in education and training 
     programs for youth by integrating such programs into one 
     comprehensive system;
       (C) maximizing the effective use of resources;
       (D) supporting locally established initiatives;
       (E) requiring measurable goals for performance; and
       (F) offering flexibility in meeting such goals.

     SEC. 4. DEFINITIONS.

       As used in this Act--
       (1) the term ``all aspects of the industry'' means all 
     aspects of the industry or industry sector a student is 
     preparing to enter, including planning, management, finances, 
     technical and production skills, underlying principles of 
     technology, labor and community issues, health and safety 
     issues, and environmental issues, related to such industry or 
     industry sector;
       (2) the term ``all students'' means students from a broad 
     range of backgrounds and circumstances, including 
     disadvantaged students, students with diverse racial, ethnic, 
     or cultural backgrounds, students with disabilities, students 
     with limited-English proficiency, students who have dropped 
     out of school, and academically talented students;
       (3) the term ``approved plan'' means a School-to-Work 
     Opportunities system plan that is submitted by a State under 
     section 212(a), is determined by the Secretaries to include 
     the program components described in sections 102 through 104 
     and otherwise meet the requirements of this Act, and is 
     consistent with the improvement plan of the State, if any, 
     under the Goals 2000: Educate America Act;
       (4) the term ``career major'' means a coherent sequence of 
     courses or field of study that prepares a student for a first 
     job and that--
       (A) integrates academic and occupational learning, 
     integrates school-based and work-based learning, establishes 
     linkages between secondary and postsecondary education, and 
     prepares students for admission to 2-year or 4-year 
     postsecondary education institutions;
       (B) prepares the student for employment in broad 
     occupational clusters or industry sectors;
       (C) typically includes at least 2 years of secondary 
     education and at least 1 or 2 years of postsecondary 
     education;
       (D) provides the students, to the extent practicable, with 
     strong experience in and understanding of all aspects of the 
     industry the students are planning to enter;
       (E) results in the award of--
       (i) a high school diploma or its equivalent, such as--

       (I) a general equivalency diploma; or
       (II) an alternative diploma or certificate for students 
     with disabilities for whom such alternative diploma or 
     certificate is appropriate;

       (ii) a certificate or diploma recognizing successful 
     completion of 1 or 2 years of postsecondary education (if 
     appropriate); and
       (iii) a skill certificate; and
       (F) may lead to further education and training, such as 
     entry into a registered apprenticeship program, or may lead 
     to admission to a 4-year college or university;
       (5) the term ``employer'' includes both public and private 
     employers;
       (6) the term ``Governor'' means the chief executive of a 
     State;
       (7) the term ``local educational agency'' has the meaning 
     given the term in section 1471(12) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 2891(12));
       (8) the term ``partnership'' means a local entity that--
       (A) is responsible for carrying out local School-to-Work 
     Opportunities programs;
       (B) consists of employers or employer organizations, public 
     secondary schools and postsecondary educational institutions 
     (or representatives, such as teachers, counselors, and 
     administrators), and labor organizations or nonmanagerial 
     employee representatives; and
       (C) may include other entities, such as community-based 
     organizations, national trade associations working at local 
     levels, rehabilitation agencies and organizations, registered 
     apprenticeship agencies, local vocational education entities, 
     proprietary institutions of higher education as defined in 
     section 481(b) of the Higher Education Act of 1965 (20 U.S.C. 
     1088(b)) (so long as such institutions meet the requirements 
     specified in section 498 of such Act), local government 
     agencies, parent organizations and teacher organizations, 
     vocational student organizations, private industry councils 
     established under section 102 of the Job Training Partnership 
     Act (29 U.S.C. 1512), and Indian tribes, as defined in 
     section 1 of the Tribally Controlled Community College 
     Assistance Act of 1978 (25 U.S.C. 1801);
       (9) the term ``postsecondary education institution'' means 
     a public or private institution that is authorized within a 
     State to provide a program of education beyond secondary 
     education, and includes a community college, a technical 
     college, a postsecondary vocational institution, a tribally 
     controlled community college, as defined in section 1 of the 
     Tribally Controlled Community College Assistance Act of 1978, 
     and a 4-year college or university;
       (10) the term ``registered apprenticeship agency'' means 
     the Bureau of Apprenticeship and Training in the Department 
     of Labor or a State apprenticeship agency recognized and 
     approved by the Bureau of Apprenticeship and Training as the 
     appropriate body for State registration or approval of local 
     apprenticeship programs and agreements for Federal purposes;
       (11) the term ``registered apprenticeship program'' means a 
     program registered by a registered apprenticeship agency;
       (12) the term ``related services'' includes the types of 
     services described in section 602(17) of the Individuals with 
     Disabilities Education Act (20 U.S.C. 1401(17));
       (13) the term ``school site mentor'' means a professional 
     employed at a school who is designated as the advocate for a 
     particular student, and who works in consultation with 
     classroom teachers, counselors, related services personnel, 
     and the employer of the student to design and monitor the 
     progress of the School-to-Work Opportunities program of the 
     student;
       (14) the term ``School-to-Work Opportunities program'' 
     means a program that meets the requirements of this Act, 
     other than a program described in section 401(a);
       (15) the term ``secondary school'' has the meaning given 
     the term in section 1201(d) of the Higher Education Act of 
     1965 (20 U.S.C. 1141(d));
       (16) the term ``Secretaries'' means the Secretary of 
     Education and the Secretary of Labor;
       (17) the term ``skill certificate'' means a portable, 
     industry-recognized credential issued by a School-to-Work 
     Opportunities program under an approved plan, that certifies 
     that a student has mastered skills at levels that are at 
     least as challenging as skill standards endorsed by the 
     National Skill Standards Board established under the National 
     Skill Standards Act of 1993, except that until such skill 
     standards are developed, the term ``skill certificate'' means 
     a credential issued under a process described in the approved 
     plan of a State;
       (18) the term ``State'' means each of the several States, 
     the District of Columbia, and the Commonwealth of Puerto 
     Rico;
       (19) the term ``State educational agency'' has the meaning 
     given the term in section 1471(23) of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 2891(23)); and
       (20) the term ``workplace mentor'' means an employee or 
     other individual, approved by the employer at a workplace, 
     who possesses the skills and knowledge to be mastered by a 
     student, and who instructs the student, critiques the 
     performance of the student, challenges the student to perform 
     well, and works in consultation with classroom teachers and 
     the employer of the student.

     SEC. 5. FEDERAL ADMINISTRATION.

       (a) Joint Administration.--Notwithstanding the Department 
     of Education Organization Act (20 U.S.C. 3401 et seq.), the 
     General Education Provisions Act (20 U.S.C. 1221 et seq.), 
     the Act entitled ``An Act To Create a Department of Labor'', 
     approved March 4, 1913 (29 U.S.C. 551 et seq.), and section 
     166 of the Job Training Partnership Act (29 U.S.C. 1576), the 
     Secretaries shall jointly provide for the administration of 
     the programs established by this Act. The Secretaries shall 
     jointly issue such uniform procedures, guidelines, and 
     regulations, in accordance with section 553 of title 5, 
     United States Code, as the Secretaries determine to be 
     necessary and appropriate to administer and enforce the 
     provisions of this Act.
       (b) Regulations.--Section 431 of the General Education 
     Provisions Act (20 U.S.C. 1232) shall not apply to 
     regulations issued with respect to any programs under this 
     Act.
       (c) Plan.--Within 120 days after the date of enactment of 
     this Act, the Secretaries shall prepare a plan for the joint 
     administration of this Act and submit such plan to the 
     appropriate Committees of Congress for review and comment.
     TITLE I--SCHOOL-TO-WORK OPPORTUNITIES BASIC PROGRAM COMPONENTS

     SEC. 101. GENERAL PROGRAM REQUIREMENTS.

       A School-to-Work Opportunities program under this Act 
     shall--
       (1) integrate school-based learning and work-based 
     learning, as provided for in sections 102 and 103, integrate 
     academic and occupational learning, and establish effective 
     linkages between secondary and postsecondary education;
       (2) provide participating students with the opportunity to 
     complete career majors;
       (3) incorporate the program components provided in sections 
     102 through 104;
       (4) provide participating students, to the extent 
     practicable, with strong experience in and understanding of 
     all aspects of the industry the students are preparing to 
     enter; and
       (5) provide all students with equal access to the full 
     range of such program components (including both school- and 
     work-based learning components) and related activities and to 
     recruitment, enrollment, and placement activities.

     SEC. 102. WORK-BASED LEARNING COMPONENT.

       (a) Mandatory Activities.--The work-based learning 
     component of a School-to-Work Opportunities program shall 
     include--
       (1) paid work experience;
       (2) a planned program of job training and work experiences 
     (including training related to preemployment and employment 
     skills to be mastered at progressively higher levels) that 
     are coordinated with learning in the school-based learning 
     component described in section 103 and are relevant to the 
     career majors of students and lead to the award of skill 
     certificates;
       (3) workplace mentoring; and
       (4) instruction in general workplace competencies, 
     including instruction and activities developing positive work 
     attitudes, and employability and participative skills.
       (b) Permissible Activities.--Such component may include 
     such activities as job shadowing, school-sponsored 
     enterprises, or on-the-job training for academic credit.

     SEC. 103. SCHOOL-BASED LEARNING COMPONENT.

       The school-based learning component of a School-to-Work 
     Opportunities program shall include--
       (1) career exploration and counseling, beginning prior to 
     the 11th grade year of the students, in order to help 
     students who may be interested to identify, and select or 
     reconsider, their interests, goals, and career majors;
       (2) initial selection by interested students of career 
     majors not later than the beginning of the 11th grade;
       (3) a program of study designed to meet academic standards 
     established by the State for all students, including, where 
     applicable, any content standards developed under the Goals 
     2000: Educate America Act, and to meet the requirements 
     necessary to prepare students for postsecondary education and 
     to earn skill certificates; and
       (4) regularly scheduled evaluations involving ongoing 
     consultation and problem solving with students to identify 
     academic strengths and weaknesses, academic progress, 
     workplace knowledge, goals, and the need for additional 
     learning opportunities to master core academic and vocational 
     skills.

     SEC. 104. CONNECTING ACTIVITIES COMPONENT.

       The connecting activities component of a School-to-Work 
     Opportunities program shall include--
       (1) matching students with the work-based learning 
     opportunities of employers;
       (2) serving, with respect to each student, as a liaison 
     among the student and the employer, school, teacher, school 
     administrator, and parent of the student, and, if 
     appropriate, other community partners;
       (3) providing technical assistance and services to 
     employers, including small- and medium-sized businesses, and 
     other parties in--
       (A) designing work-based learning components described in 
     section 102 and counseling and case management services; and
       (B) training teachers, workplace mentors, school site 
     mentors, and counselors;
       (4) providing assistance to schools and employers to 
     integrate school-based and work-based learning and integrate 
     academic and occupational learning in the program;
       (5) encouraging the active participation of employers, in 
     cooperation with local education officials, in the 
     implementation of local activities described in section 102, 
     103, or this section;
       (6)(A) providing assistance to participants who have 
     completed the program in finding an appropriate job, 
     continuing their education, or entering into an additional 
     training program; and
       (B) linking the participants with other community services 
     that may be necessary to assure a successful transition from 
     school to work;
       (7) collecting and analyzing information regarding post-
     program outcomes of participants in the School-to-Work 
     Opportunities program, including disadvantaged students, 
     students with diverse racial, ethnic, or cultural 
     backgrounds, students with disabilities, students with 
     limited-English proficiency, students who have dropped out of 
     school, and academically talented students; and
       (8) linking youth development activities under this Act 
     with employer and industry strategies for upgrading the 
     skills of their workers.
     TITLE II--SCHOOL-TO-WORK OPPORTUNITIES SYSTEM DEVELOPMENT AND 
                    IMPLEMENTATION GRANTS TO STATES
                  Subtitle A--State Development Grants

     SEC. 201. PURPOSE.

       The purpose of this subtitle is to assist States in 
     planning and developing comprehensive, statewide systems for 
     school-to-work opportunities.

     SEC. 202. STATE DEVELOPMENT GRANTS.

       (a) In General.--
       (1) Award.--On the application of the Governor on behalf of 
     a State, the Secretaries may award a development grant to the 
     State in such amount as the Secretaries determine to be 
     necessary to enable the State to complete development of a 
     comprehensive, statewide School-to-Work Opportunities system.
       (2) Amount.--The amount of a development grant under this 
     subtitle may not exceed $1,000,000 for any fiscal year.
       (3) Completion.--The Secretaries may award such grant to 
     complete development initiated with funds awarded under the 
     Job Training Partnership Act (29 U.S.C. 1501 et seq.) or the 
     Carl D. Perkins Vocational and Applied Technology Education 
     Act (20 U.S.C. 2301 et seq.).
       (b) Application Contents.--To be eligible to receive a 
     grant under subsection (a), a State shall submit an 
     application to the Secretaries that shall--
       (1) include a timetable and an estimate of the amount of 
     funding needed to complete the planning and development 
     necessary to implement a comprehensive, statewide School-to-
     Work Opportunities system, for all students;
       (2) describe the manner in which--
       (A) the Governor;
       (B) the State educational agency;
       (C) the State agency officials responsible for job training 
     and employment;
       (D) the State agency officials responsible for economic 
     development;
       (E) the State agency officials responsible for 
     postsecondary education;
       (F) representatives of the private sector; and
       (G) other appropriate officials,
     will collaborate in the planning and development of the 
     statewide School-to-Work Opportunities system;
       (3) describe the manner in which the State has obtained and 
     will continue to obtain the active and continued 
     participation, in the planning and development of the 
     statewide School-to-Work Opportunities system, of employers 
     and other interested parties such as locally elected 
     officials, secondary schools and postsecondary educational 
     institutions (or related agencies), business associations, 
     employees, labor organizations or associations of such 
     organizations, teachers, related services personnel, 
     students, parents, community-based organizations, clergy, 
     rehabilitation agencies and organizations, registered 
     apprenticeship agencies, vocational educational agencies, 
     vocational student organizations, and human service agencies;
       (4) describe the manner in which the State will coordinate 
     planning activities with any local school-to-work programs, 
     including programs that have received a grant under title 
     III, if any;
       (5) designate a fiscal agent to receive and be accountable 
     for funds awarded under this subtitle;
       (6) include such other information as the Secretaries may 
     require; and
       (7) be submitted at such time and in such manner as the 
     Secretaries may require.
       (c) State Development Activities.--Funds awarded under this 
     section shall be expended by a State only for activities 
     undertaken to develop a statewide School-to-Work 
     Opportunities system, which may include--
       (1) identifying or establishing an appropriate State 
     structure to administer the School-to-Work Opportunities 
     system;
       (2) identifying secondary and postsecondary school-to-work 
     programs that might be incorporated into the State system;
       (3) identifying or establishing broad-based partnerships 
     among employers, labor, education, government, and other 
     community and parent organizations to participate in the 
     design, development, and administration of School-to-Work 
     Opportunities programs;
       (4) developing a marketing plan to build consensus and 
     support for School-to-Work Opportunities programs;
       (5) promoting the active involvement of business, including 
     small- and medium-sized businesses, in planning, developing, 
     and implementing local School-to-Work Opportunities programs;
       (6) identifying ways that local school-to-work programs 
     could be coordinated with the statewide School-to-Work 
     Opportunities system;
       (7) supporting local planning and development activities to 
     provide guidance, training, and technical assistance in the 
     development of School-to-Work Opportunities programs;
       (8) identifying or establishing mechanisms for providing 
     training and technical assistance to enhance the development 
     of a statewide School-to-Work Opportunities system;
       (9) initiating pilot programs for testing key components of 
     the program design of programs under the system;
       (10) developing a State process for issuing skill 
     certificates that is, to the extent feasible, consistent with 
     the efforts of the National Skill Standards Board and the 
     skill standards endorsed under the National Skill Standards 
     Act of 1993;
       (11) designing challenging curricula, in cooperation with 
     representatives of local partnerships, that take into account 
     the diverse learning needs and abilities of the student 
     population served by the system;
       (12) developing a system for labor market analysis and 
     strategic planning for local targeting, of industry sectors 
     or broad occupational clusters, that can provide students 
     with placements in high-skill workplaces;
       (13) analyzing the post-high school employment experiences 
     of recent high school graduates and students who have dropped 
     out of school;
       (14) preparing the plan described in section 212(b); and
       (15) developing a training and technical support system for 
     teachers, employers, mentors, counselors, related services 
     personnel, and other parties.
                Subtitle B--State Implementation Grants

     SEC. 211. PURPOSE.

       The purpose of this subtitle is to assist States in the 
     implementation of comprehensive, statewide School-to-Work 
     Opportunities systems.

     SEC. 212. STATE IMPLEMENTATION GRANTS.

       (a) In General.--
       (1) Eligibility.--On the application of the Governor on 
     behalf of a State, the Secretaries may award, on a 
     competitive basis, a 5-year implementation grant to the 
     State.
       (2) Application.--To be eligible to receive a grant under 
     paragraph (1), a State shall submit an application to the 
     Secretaries that shall--
       (A) contain--
       (i) a plan for a comprehensive, statewide School-to-Work 
     Opportunities system that meets the requirements of 
     subsection (b);
       (ii) a description of the manner in which the State will 
     allocate funds made available through such a grant to local 
     School-to-Work Opportunities partnerships under subsection 
     (g);
       (iii) a request, if the State decides to submit such a 
     request, for one or more waivers of certain statutory or 
     regulatory requirements, as provided for under title V;
       (iv) a description of the manner in which--

       (I) the Governor;
       (II) the State educational agency;
       (III) the State agency officials responsible for job 
     training and employment;
       (IV) the State agency officials responsible for economic 
     development;
       (V) the State agency officials responsible for 
     postsecondary education;
       (VI) other appropriate officials; and
       (VII) the private sector,

     collaborated in the development of the application; and
       (v) such other information as the Secretaries may require; 
     and
       (B) be submitted at such time and in such manner as the 
     Secretaries may require.
       (b) Contents of State Plan.--A State plan referred to in 
     subsection (a)(2)(A)(i) shall--
       (1) designate the geographical areas, including urban and 
     rural areas, to be served by partnerships that receive grants 
     under subsection (g), which shall, to the extent feasible, 
     reflect local labor market areas;
       (2) describe the manner in which the State will stimulate 
     and support local School-to-Work Opportunities programs that 
     meet the requirements of this Act, and the manner in which 
     the statewide School-to-Work Opportunities system will be 
     expanded over time to cover all geographic areas in the 
     State;
       (3) describe the procedure by which--
       (A) the Governor;
       (B) the State educational agency;
       (C) the State agency officials responsible for job training 
     and employment;
       (D) the State agency officials responsible for economic 
     development;
       (E) the State agency officials responsible for 
     postsecondary education;
       (F) representatives of the private sector; and
       (G) other appropriate officials,
     will collaborate in the implementation of the statewide 
     School-to-Work Opportunities system;
       (4) describe the manner in which the State has obtained and 
     will continue to obtain the active and continued involvement, 
     in the statewide School-to-Work Opportunities system, of 
     employers and other interested parties such as locally 
     elected officials, secondary schools and postsecondary 
     educational institutions (or related agencies), business 
     associations, employees, labor organizations or associations 
     of such organizations, teachers, related services personnel, 
     students, parents, community-based organizations, clergy, 
     rehabilitation agencies and organizations, registered 
     apprenticeship agencies, vocational educational agencies, 
     vocational student organizations, State or regional 
     cooperative education associations, and human service 
     agencies;
       (5) describe the manner in which the School-to-Work 
     Opportunities system will coordinate with or integrate local 
     school-to-work programs, including programs financed from 
     State and private sources, with funds available from such 
     related Federal programs as programs under the Adult 
     Education Act (20 U.S.C. 1201 et seq.), the Carl D. Perkins 
     Vocational and Applied Technology Education Act (20 U.S.C. 
     2301, et seq.), the Elementary and Secondary Education Act of 
     1965 (20 U.S.C. 2701 et seq.), the Higher Education Act of 
     1965 (20 U.S.C. 1001 et seq.), part F of title IV of the 
     Social Security Act (42 U.S.C. 681 et seq.), the Goals 2000: 
     Educate America Act, the National Skills Standards Act of 
     1993, the Individuals with Disabilities Education Act (20 
     U.S.C. 1400 et seq.), the Job Training Partnership Act (29 
     U.S.C. 1501 et seq.), the Act of August 16, 1937 (commonly 
     known as the ``National Apprenticeship Act''; 50 Stat. 664, 
     chapter 663; 29 U.S.C. 50 et seq.); the Rehabilitation Act of 
     1973 (29 U.S.C. 701 et seq.), and the National and Community 
     Service Act of 1990 (42 U.S.C. 12501 et seq.);
       (6) describe the strategy of the State for providing 
     training for teachers, employers, mentors, counselors, 
     related services personnel, and other parties;
       (7) describe the strategy of the State for incorporating 
     project-oriented, experiential learning programs which 
     integrate theory and academic knowledge with hands-on skills 
     and applications into the school curriculum for all students 
     in the State;
       (8) describe the resources, including private sector 
     resources, that the State intends to employ in maintaining 
     the School-to-Work Opportunities system when funds under this 
     Act are no longer available;
       (9) describe the manner in which the State will ensure 
     effective and meaningful opportunities for all students in 
     the State to participate in School-to-Work Opportunities 
     programs;
       (10) describe the goals of the State and the methods the 
     State will use, such as awareness and outreach, to ensure 
     opportunities for young women to participate in School-to-
     Work Opportunities programs in a manner that leads to 
     employment in high-performance, high-paying jobs, including 
     nontraditional employment;
       (11) describe the manner in which the State will ensure 
     opportunities for low-achieving students, students with 
     disabilities, and former students who have dropped out of 
     school, to participate in School-to-Work Opportunities 
     programs;
       (12) describe the process of the State for assessing the 
     skills and knowledge required in career majors, and the 
     process for awarding skill certificates that is consistent 
     with the efforts of the National Skill Standards Board and 
     the skill standards endorsed under the National Skill 
     Standards Act of 1993;
       (13) describe the manner in which the State will ensure 
     that students participating in the programs are provided, to 
     the greatest extent possible, with flexibility to develop new 
     career goals over time and to change career majors without 
     adverse consequences;
       (14) describe the manner in which the State will, to the 
     extent feasible, continue programs funded under section 302 
     in the statewide School-to-Work Opportunities system;
       (15) describe the manner in which local school-to-work 
     programs, including programs funded under section 302, if 
     any, will be integrated into the statewide School-to-Work 
     Opportunities system;
       (16) describe the performance standards that the State 
     intends to meet; and
       (17) designate a fiscal agent to receive and be accountable 
     for funds awarded under this subtitle.
       (c) Review of Applications.--In reviewing each application 
     submitted under subsection (a), the Secretaries shall submit 
     the application to a peer review process, determine whether 
     to approve the plan described in subsection (b), and, if such 
     determination is affirmative, further determine whether to 
     take one or more of the following actions:
       (1) Award an implementation grant described in subsection 
     (a) to the State submitting the application.
       (2) Approve the request of the State, if any, for a waiver 
     in accordance with the procedures set forth in title V.
       (3) Inform the State of the opportunity to apply for 
     further development funds under subtitle A, by submitting to 
     the Secretaries an application that includes a timetable and 
     an estimate of the amount of funding needed to complete the 
     planning and development necessary to implement a 
     comprehensive, statewide School-to-Work Opportunities system, 
     except that further development funds may not be awarded to a 
     State that receives an implementation grant under subsection 
     (e).
       (d) Review Considerations.--In evaluating an application 
     submitted under subsection (a), the Secretaries shall--
       (1) take into consideration the quality of the application, 
     including the replicability, sustainability, and innovation 
     of programs described in the application;
       (2) give priority to applications, based on the extent to 
     which the system described in the application would limit 
     administrative costs and increase amounts spent on delivery 
     of services to students enrolled in programs carried out 
     through the system under this Act; and
       (3) give priority to applications that describe the highest 
     levels of--
       (A) concurrence with the plan for the system; and
       (B) collaboration in the development and implementation of 
     the system;

     by appropriate State agencies and officials and the private 
     sector.
       (e) Grant Amount and Duration of Grant.--
       (1) Amount.--The Secretaries shall establish the minimum 
     and maximum amounts available for an implementation grant 
     under subsection (a), and shall determine the actual amount 
     granted to any State under such subsection, based on such 
     criteria as the scope and quality of the plan described in 
     subsection (b) and the number of projected participants in 
     programs carried out through the system.
       (2) Duration.--No State shall be awarded more than one 
     implementation grant.
       (f) State Implementation Activities.--A State shall expend 
     funds awarded through grants under subsection (a) only for 
     activities undertaken to implement the School-to-Work 
     Opportunities system of the State, which may include--
       (1) recruiting and providing assistance to employers to 
     provide work-based learning for all students;
       (2) conducting outreach activities to promote and support 
     collaboration, in School-to-Work Opportunities programs, by 
     businesses, labor organizations, and other organizations;
       (3) providing training for teachers, employers, workplace 
     mentors, school site mentors, counselors, related services 
     personnel, and other parties;
       (4) providing labor market information to local 
     partnerships that is useful in determining which high-skill, 
     high-wage occupations are in demand;
       (5) designing or adapting model curricula that can be used 
     to integrate academic and occupational learning, school-based 
     and work-based learning, and secondary and postsecondary 
     education, for all students in the State;
       (6) designing or adapting model work-based learning 
     programs and identifying best practices for such programs;
       (7) conducting outreach activities and providing technical 
     assistance to other States that are developing or 
     implementing School-to-Work Opportunities systems;
       (8) reorganizing and streamlining School-to-Work 
     Opportunities systems in the State to facilitate the 
     development of a comprehensive statewide School-to-Work 
     Opportunities system;
       (9) identifying ways that existing local school-to-work 
     programs could be integrated with the statewide School-to-
     Work Opportunities system;
       (10) designing career awareness and exploration activities, 
     which may begin as early as the elementary grades, such as 
     job shadowing, job site visits, school visits by individuals 
     in various occupations, and mentoring;
       (11) designing and implementing school-sponsored work 
     experiences, such as school-sponsored enterprises and 
     community development projects; and
       (12) providing career exploration and awareness services, 
     counseling and mentoring services, college awareness and 
     preparation services, and other services to prepare students 
     for the transition from school to work.
       (g) Allocation of Funds to Partnerships.--A State that 
     receives a grant under subsection (a) shall award grants, 
     according to criteria established by the State, to 
     partnerships to carry out local School-to-Work Opportunities 
     programs. In awarding such grants, the State shall use not 
     less than 65 percent of the sums awarded to the State under 
     subsection (a) in the first year in which the State awards 
     such grants, 75 percent of such sums in the second such year, 
     and 85 percent of such sums in each such year thereafter.
       (h) State Subgrants to Partnerships.--
       (1) Application.--A partnership that seeks a grant to carry 
     out a local School-to-Work Opportunities program, including a 
     program initiated under section 302, shall submit an 
     application to the State that--
       (A) describes how the program would include the program 
     components described in sections 102, 103, and 104 and 
     otherwise meet the requirements of this Act;
       (B) sets forth measurable program goals and outcomes;
       (C) describes the local strategies and timetables of the 
     partnership to provide School-to-Work Opportunities program 
     opportunities for all students in the area served;
       (D) describes the process that will be used to ensure 
     employer involvement in the development and implementation of 
     the School-to-Work Opportunities program;
       (E) provides such other information as the State may 
     require; and
       (F) is submitted at such time and in such manner as the 
     State may require.
       (2) Allowable activities.--A partnership shall expend funds 
     awarded through grants under this subsection only for 
     activities undertaken to carry out local School-to-Work 
     Opportunities programs, and such activities may include, for 
     each such program--
       (A) recruiting and providing assistance to employers, 
     including small- and medium-size businesses, to provide the 
     work-based learning components described in section 102 in 
     the School-to-Work Opportunities program;
       (B) establishing consortia of employers to support the 
     School-to-Work Opportunities program and provide access to 
     jobs related to the career majors of students;
       (C) supporting or establishing intermediaries (selected 
     from among the members of the partnership) to perform the 
     activities described in section 104 and to provide assistance 
     to students in obtaining jobs and further education and 
     training;
       (D) designing or adapting school curricula that can be used 
     to integrate academic and occupational learning, school-based 
     and work-based learning, and secondary and postsecondary 
     education for all students in the area served;
       (E) providing training to work-based and school-based staff 
     on new curricula, student assessments, student guidance, and 
     feedback to the school regarding student performance;
       (F) establishing, in schools participating in the School-
     to-Work Opportunities program, a graduation assistance 
     program to assist at-risk students, low-achieving students, 
     and students with disabilities, in graduating from high 
     school, enrolling in postsecondary education or training, and 
     finding or advancing in jobs;
       (G) conducting or obtaining an indepth analysis of the 
     local labor market and the generic and specific skill needs 
     of employers to identify high-demand, high-wage careers to 
     target;
       (H) integrating work-based and school-based learning into 
     existing job training programs for youth who have dropped out 
     of school;
       (I) establishing or expanding school-to-apprenticeship 
     programs in cooperation with registered apprenticeship 
     agencies and apprenticeship sponsors;
       (J) assisting participating employers, including small- and 
     medium-size businesses, to identify and train workplace 
     mentors and to develop work-based learning components;
       (K) designing local strategies to provide adequate planning 
     time and staff development activities for teachers, school 
     counselors, related services personnel, and school site 
     mentors;
       (L) enhancing linkages between--
       (i) after-school, weekend, and summer jobs; and
       (ii) opportunities for career exploration and school-based 
     learning; and
       (M) providing career exploration and awareness services, 
     counseling and mentoring services, college awareness and 
     preparation services, and other services to prepare students 
     for the transition from school to work.

     SEC. 213. LIMITATION ON ADMINISTRATIVE COSTS.

       (a) State System.--A State that receives an implementation 
     grant under section 212 may not use more than 15 percent of 
     the amounts received through the grant for any fiscal year 
     for administrative costs associated with implementing the 
     School-to-Work Opportunities system of the State for such 
     fiscal year.
       (b) Local Program.--A partnership that receives a grant 
     under section 212 may not use more than 15 percent of the 
     amounts received through the grant for any fiscal year for 
     administrative costs associated with carrying out the School-
     to-Work Opportunities programs of the partnership for such 
     fiscal year.
        TITLE III--FEDERAL IMPLEMENTATION GRANTS TO PARTNERSHIPS

     SEC. 301. PURPOSES.

       The purposes of this title are--
       (1) to authorize the Secretaries to award competitive 
     grants to partnerships in States that have not received, or 
     have only recently received, implementation grants under 
     section 212(a), in order to provide funding for communities 
     that have established a sound planning and development base 
     for School-to-Work Opportunities programs and are ready to 
     begin implementing a local School-to-Work Opportunities 
     program; and
       (2) to authorize the Secretaries to award competitive 
     grants to implement School-to-Work Opportunities programs in 
     high poverty areas of urban and rural communities to provide 
     support for a comprehensive range of education, training, and 
     support services for youth residing in designated high 
     poverty areas.

     SEC. 302. FEDERAL IMPLEMENTATION GRANTS TO PARTNERSHIPS.

       (a) In General.--The Secretaries may award Federal 
     implementation grants, in accordance with competitive 
     criteria established by the Secretaries, to partnerships in 
     States that have not received an implementation grant under 
     section 212, or are carrying out activities for an initial 
     year of an initial grant under such section, in order to 
     enable the partnerships to begin implementing local School-
     to-Work Opportunities programs. A partnership may not receive 
     funds under this section for any fiscal year subsequent to 
     such initial fiscal year.
       (b) Application Procedure.--A partnership that desires to 
     receive or extend a Federal implementation grant under this 
     section shall submit an application to the Secretaries at 
     such time and in such manner as the Secretaries may require. 
     The partnership shall submit the application to the State for 
     review and comment before submitting the application to the 
     Secretaries. The Secretaries shall submit the application to 
     a peer review process.
       (c) Application Contents.--The application described in 
     subsection (b) shall include a plan for local School-to-Work 
     Opportunities programs that--
       (1) describes the manner in which the partnership will meet 
     the requirements of this Act;
       (2) includes the comments of the State on the plan, if any;
       (3) contains information that is consistent with the 
     information required to be submitted as part of a State plan 
     in accordance with paragraphs (4) through (10) of section 
     212(b);
       (4) designates a fiscal agent to receive and be accountable 
     for funds under this section; and
       (5) provides such other information as the Secretaries may 
     require.
       (d) Conformity With Approved Plan.--The Secretaries shall 
     not award a grant under this section to a partnership in a 
     State that has an approved plan unless the Secretaries 
     determine, after consultation with the State, that the plan 
     submitted by the partnership is in accordance with the 
     approved plan.
       (e) Implementation Activities.--A partnership shall expend 
     funds awarded under this section only for activities 
     undertaken to implement School-to-Work Opportunities 
     programs, which may include the activities specified in 
     section 212(f).

     SEC. 303. SCHOOL-TO-WORK OPPORTUNITIES PROGRAM GRANTS IN HIGH 
                   POVERTY AREAS.

       (a) In General.--
       (1) Award of grants.--From the funds reserved under section 
     507(b), the Secretaries are authorized to award grants, in 
     accordance with competitive criteria established by the 
     Secretaries, to partnerships to implement School-to-Work 
     Opportunities programs that include the program components 
     described in sections 102, 103, and 104 and otherwise meet 
     the requirements of title I, in high poverty areas.
       (2) Definition.--For purposes of this subsection, the term 
     ``high poverty area'' means an urban census tract, the block 
     number area in a nonmetropolitan county, or an Indian 
     reservation (as defined in section 403(9) of the Indian Child 
     Protection and Family Violence Prevention Act (25 U.S.C. 
     3202(9)), with a poverty rate of 20 percent or more among 
     youth aged 5 to 17, inclusive, as determined by the Bureau of 
     the Census.
       (b) Application Procedure.--A partnership that desires to 
     receive a grant under this section, in addition to any funds 
     received under section 212 or 302, shall submit an 
     application to the Secretaries at such time and in such 
     manner as the Secretaries may require. The partnership shall 
     submit the application to the State for review and comment 
     before submitting the application to the Secretaries. The 
     Secretaries shall submit the application to a peer review 
     process.
       (c) Application Contents.--The application described in 
     subsection (b) shall include a plan for local School-to-Work 
     Opportunities programs that--
       (1) describes the manner in which the partnership will meet 
     the requirements of this Act;
       (2) includes the comments of the State on the plan, if any;
       (3) contains information that is consistent with the 
     information required to be submitted as part of a State plan 
     in accordance with paragraphs (4) through (10) of section 
     212(b);
       (4) designates a fiscal agent to receive and be accountable 
     for funds under this section; and
       (5) provides such other information as the Secretaries may 
     require.
       (d) Conformity With Approved Plan.--The Secretaries shall 
     not award a grant under this section to a partnership in a 
     State that has an approved plan unless the Secretaries 
     determine, after consultation with the State, that the plan 
     submitted by the partnership is in accordance with the 
     approved plan.
       (e) Implementation Activities.--A partnership shall expend 
     funds awarded under this section only for activities 
     undertaken to implement School-to-Work Opportunities 
     programs, including the activities specified in section 
     212(h)(2).
       (f) Use of Funds.--Funds awarded under this section may be 
     awarded in combination with funds awarded under the Youth 
     Fair Chance Program set forth in part H of title IV of the 
     Job Training Partnership Act (29 U.S.C. 1782 et seq.).
                      TITLE IV--NATIONAL PROGRAMS

     SEC. 401. RESEARCH, DEMONSTRATION, AND OTHER PROJECTS.

       (a) In General.--With funds reserved under section 507(c), 
     the Secretaries shall conduct research and development 
     projects and establish a program of experimental and 
     demonstration projects, to further the purposes of this Act.
       (b) Additional Use of Funds.--Funds reserved under section 
     507(c) may be used for programs or services authorized under 
     any other provision of this Act that are most appropriately 
     administered at the national level and that will operate in, 
     or benefit, more than one State.

     SEC. 402. PERFORMANCE OUTCOMES AND EVALUATION.

       (a) In General.--Using funds reserved under section 507(c), 
     the Secretaries, in collaboration with the States, shall 
     establish a system of performance measures for assessing 
     State and local School-to-Work Opportunities programs 
     regarding--
       (1) progress in the development and implementation of State 
     plans described in section 212(b) with respect to programs 
     that include the program components described in sections 
     102, 103, and 104 and otherwise meet the requirements of 
     title I;
       (2) participation in School-to-Work Opportunities programs 
     by employers, schools, and students;
       (3) progress in developing and implementing strategies for 
     addressing the needs of all students in the State;
       (4) progress in meeting the goals of the State to ensure 
     opportunities for young women to participate in School-to-
     Work Opportunities programs, including participation in 
     nontraditional employment;
       (5) outcomes for students in the programs (including 
     disadvantaged students, students with diverse racial, ethnic, 
     or cultural backgrounds, students with disabilities, students 
     with limited-English proficiency, students who have dropped 
     out of school, and academically talented students), which 
     outcomes shall include--
       (A) academic learning gains;
       (B) progress in staying in school and attaining--
       (i) a high school diploma or its equivalent, such as--

       (I) a general equivalency diploma; or
       (II) an alternative diploma or certificate for students 
     with disabilities for whom such alternative diploma or 
     certificate is appropriate;

       (ii) a skill certificate; and
       (iii) a postsecondary degree;
       (C) attainment of strong experience in and understanding of 
     all aspects of the industry the students are preparing to 
     enter;
       (D) placement and retention in further education or 
     training, particularly in the career major of the student; 
     and
       (E) job placement, retention, and earnings, particularly in 
     the career major of the student; and
       (6) the extent to which the program has met the needs of 
     employers.
       (b) Evaluation.--Using funds reserved under section 507(c), 
     the Secretaries shall conduct, through grants, contracts, or 
     other arrangements, a national evaluation of School-to-Work 
     Opportunities programs funded under this Act that will track 
     and assess the progress of implementation of State and local 
     School-to-Work Opportunities programs and their effectiveness 
     based on measures such as the measures described in 
     subsection (a).
       (c) Reports to the Secretaries.--
       (1) In general.--Each State shall prepare and submit to the 
     Secretaries periodic reports, at such intervals as the 
     Secretaries may determine, containing information described 
     in paragraphs (1) through (5) of subsection (a).
       (2) Federal programs.--Each State shall prepare and submit 
     reports to the Secretaries, at such intervals as the 
     Secretaries may determine, containing information on the 
     extent to which Federal programs implemented at the State and 
     local level may be duplicative, outdated, overly restrictive, 
     or otherwise counterproductive to the development of 
     comprehensive statewide School-to-Work Opportunities systems.
       (d) Report to the Congress.--Using funds reserved under 
     section 507(c), not later than 24 months after the date of 
     enactment of this Act, the Secretaries shall submit a report 
     to the Congress on School-to-Work Opportunities programs and 
     shall, at a minimum, include in such report--
       (1) information concerning the programs that receive 
     assistance under this Act;
       (2) a summary of the information contained in the State 
     reports submitted under subsection (c); and
       (3) information regarding the findings and actions taken as 
     a result of any evaluation conducted by the Secretaries.

     SEC. 403. TRAINING AND TECHNICAL ASSISTANCE.

       (a) Purpose.--The Secretaries shall work in cooperation 
     with States, employers and associations of employers, 
     secondary schools and postsecondary education institutions, 
     student and teacher organizations, labor organizations, and 
     community-based organizations, to increase their capacity to 
     develop and implement effective School-to-Work Opportunities 
     programs.
       (b) Authorized Activities.--Using funds reserved under 
     section 507(c), the Secretaries shall provide, through 
     grants, contracts, or other arrangements--
       (1) training, technical assistance, and other activities 
     that will--
       (A) enhance the skills, knowledge, and expertise of the 
     personnel involved in planning and implementing State and 
     local School-to-Work Opportunities programs; and
       (B) improve the quality of services provided to individuals 
     served under this Act;
       (2) assistance to States and partnerships involved in 
     carrying out School-to-Work Opportunities programs in order 
     to integrate resources available under this Act with 
     resources available under other Federal, State, and local 
     authorities;
       (3) assistance to States and such partnerships to recruit 
     employers to provide the work-based learning component, 
     described in section 102, of School-to-Work Opportunities 
     programs; and
       (4) assistance to States and such partnerships to design 
     and implement school-sponsored enterprises.
       (c) Peer Review.--The Secretaries may use funds reserved 
     under section 507(c) for the peer review of State 
     applications and plans under section 212 and applications 
     under title III.
       (d) Networks and Clearinghouses.--
       (1) Establishment.--To carry out their responsibilities 
     under subsection (b), the Secretaries shall establish, 
     through grants, contracts, or other arrangements, a 
     Clearinghouse and Capacity Building Network (hereafter 
     referred to in this subsection as the ``Clearinghouse'').
       (2) Functions.--The Clearinghouse shall--
       (A) collect and disseminate information on successful 
     school-to-work programs, and innovative school-based and 
     work-based curricula;
       (B) collect and disseminate information on research and 
     evaluation conducted concerning activities carried out 
     through School-to-Work Opportunities programs;
       (C) collect and disseminate information that will assist 
     States and partnerships in undertaking labor market analysis, 
     surveys, or other activities related to economic development;
       (D) collect and disseminate information on skill 
     certificates, skill standards, and related assessment 
     technologies;
       (E) collect and disseminate information on methods for 
     recruiting and building the capacity of employers to provide 
     work-based learning opportunities;
       (F) facilitate communication and the exchange of 
     information and ideas among States and partnerships carrying 
     out School-to-Work Opportunities programs; and
       (G) carry out such other activities as the Secretaries 
     determine to be appropriate.
       (3) Coordination.--The Secretaries shall coordinate the 
     activities of the Clearinghouse with the activities of other 
     similar entities to avoid duplication and enhance the sharing 
     of relevant information.
                      TITLE V--GENERAL PROVISIONS

     SEC. 501. STATE REQUEST AND RESPONSIBILITIES FOR A WAIVER OF 
                   STATUTORY AND REGULATORY REQUIREMENTS.

       (a) State Request for Waiver.--A State with an approved 
     plan may, at any point during the development or 
     implementation of a School-to-Work Opportunities program, 
     request a waiver of one or more statutory or regulatory 
     provisions from the Secretaries in order to carry out the 
     purposes of this Act, and such requests for waivers shall be 
     submitted as part of the plan or as amendments to the plan.
       (b) Partnership Request for Waiver.--A partnership that 
     seeks a waiver of any of the provisions specified in sections 
     502 and 503 shall submit an application for such waiver to 
     the State, and the State shall determine whether to submit a 
     request for a waiver to the Secretaries, as provided in 
     subsection (a).
       (c) Waiver Criteria.--Any such request by the State shall 
     meet the criteria contained in section 502 or 503 and shall 
     specify the provisions or regulations referred to in such 
     sections with respect to which the State seeks a waiver.
       (d) Support by Appropriate State Agencies.--In requesting 
     such a waiver, the State shall provide evidence of support 
     for the waiver request by the State agencies or officials 
     with jurisdiction over the provisions or regulations that 
     would be waived.

     SEC. 502. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS BY 
                   THE SECRETARY OF EDUCATION.

       (a) In General.--
       (1) Waiver.--Except as provided in subsection (c), the 
     Secretary of Education may waive any requirement of any 
     provisions specified in subsection (b) or of the regulations 
     issued under such provisions for a State that requests such a 
     waiver--
       (A) if, and only to the extent that, the Secretary of 
     Education determines that such requirement impedes the 
     ability of the State or a partnership to carry out the 
     purposes of this Act;
       (B) if the State waives, or agrees to waive, similar 
     requirements of State law; and
       (C) if the State--
       (i) has provided all partnerships that carry out programs 
     under this Act, and local educational agencies participating 
     in such a partnership, in the State with notice and an 
     opportunity to comment on the proposal of the State to seek a 
     waiver; and
       (ii) has submitted the comments of the partnerships and 
     local educational agencies to the Secretary of Education.
       (2) Action.--The Secretary of Education shall act promptly 
     on any request submitted pursuant to paragraph (1).
       (3) Term.--Each waiver approved pursuant to this subsection 
     shall be for a period not to exceed 5 years, except that the 
     Secretary of Education may extend such period if the 
     Secretary of Education determines that the waiver has been 
     effective in enabling the State or partnership to carry out 
     the purposes of this Act.
       (b) Included Programs.--The provisions subject to the 
     waiver authority of this section are--
       (1) chapter 1 of title I of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 2701 et seq.), including the 
     Even Start programs carried out under part B of such chapter 
     (20 U.S.C. 2741 et seq.);
       (2) part A of chapter 2 of title I of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 2921 et seq.);
       (3) part A of title II of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 2981 et seq.);
       (4) part D of title IV of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 3121 et seq.);
       (5) title V of the Elementary and Secondary Education Act 
     of 1965 (20 U.S.C. 3171 et seq.); and
       (6) the Carl D. Perkins Vocational and Applied Technology 
     Education Act (20 U.S.C. 2301 et seq.).
       (c) Waivers Not Authorized.--The Secretary of Education may 
     not waive any statutory or regulatory requirement of the 
     provisions specified in subsection (b) relating to--
       (1) the basic purposes or goals of the affected programs 
     under such provisions;
       (2) maintenance of effort;
       (3) comparability of services;
       (4) the equitable participation of students attending 
     private schools;
       (5) student and parental participation and involvement;
       (6) the distribution of funds to State or to local 
     educational agencies;
       (7) the eligibility of an individual for participation in 
     the affected programs;
       (8) public health or safety, labor, civil rights, 
     occupational safety and health, or environmental protection; 
     or
       (9) prohibitions or restrictions relating to the 
     construction of buildings or facilities.
       (d) Termination of Waivers.--The Secretary of Education 
     shall periodically review the performance of any State or 
     partnership for which the Secretary of Education has granted 
     a waiver under this section and shall terminate the waiver 
     under this section if the Secretary determines that the 
     performance of the State, partnership, or local educational 
     agency affected by the waiver has been inadequate to justify 
     a continuation of the waiver, or the State fails to waive 
     similar requirements of State law as required or agreed to in 
     accordance with subsection (a)(1)(B).

     SEC. 503. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS BY 
                   THE SECRETARY OF LABOR.

       (a) In General.--
       (1) Waiver.--Except as provided in subsection (c), the 
     Secretary of Labor may waive any requirement of the Act, or 
     any provisions of the Act, specified in subsection (b) or of 
     the regulations issued under such Act or provisions for a 
     State that requests such a waiver--
       (A) if, and only to the extent that, the Secretary of Labor 
     determines that such requirement impedes the ability of the 
     State or a partnership to carry out the purposes of this Act;
       (B) if the State waives, or agrees to waive, similar 
     requirements of State law; and
       (C) if the State--
       (i) has provided all partnerships that carry out programs 
     under this Act in the State with notice and an opportunity to 
     comment on the proposal of the State to seek a waiver; and
       (ii) has submitted the comments of the partnerships to the 
     Secretary of Labor.
       (2) Action.--The Secretary of Labor shall act promptly on 
     any request submitted pursuant to paragraph (1).
       (3) Term.--Each waiver approved pursuant to this subsection 
     shall be for a period not to exceed 5 years, except that the 
     Secretary of Labor may extend such period if the Secretary of 
     Labor determines that the waiver has been effective in 
     enabling the State or partnership to carry out the purposes 
     of this Act.
       (b) Included Programs.--The Act subject to the waiver 
     authority of this section is the Job Training Partnership Act 
     (29 U.S.C. 1501 et seq.).
       (c) Waivers Not Authorized.--The Secretary of Labor may not 
     waive any statutory or regulatory requirement of the Act, or 
     any provision of the Act, specified in subsection (b) 
     relating to--
       (1) the basic purposes or goals of the affected programs 
     under such provisions;
       (2) maintenance of effort;
       (3) the allocation of funds under the affected programs;
       (4) the eligibility of an individual for participation in 
     the affected programs;
       (5) public health or safety, labor, civil rights, 
     occupational safety and health, or environmental protection; 
     or
       (6) prohibitions or restrictions relating to the 
     construction of buildings or facilities.
       (d) Termination of Waivers.--The Secretary of Labor shall 
     periodically review the performance of any State or 
     partnership for which the Secretary of Labor has granted a 
     waiver under this section and shall terminate the waiver 
     under this section if the Secretary determines that the 
     performance of the State or partnership affected by the 
     waiver has been inadequate to justify a continuation of the 
     waiver, or the State fails to waive similar requirements of 
     State law as required or agreed to in accordance with 
     subsection (a)(1)(B).

     SEC. 504. COMBINATION OF FEDERAL FUNDS FOR HIGH POVERTY 
                   SCHOOLS.

       (a) In General.--
       (1) Purposes.--The purposes of this section are--
       (A) to integrate activities under this Act with school-to-
     work transition activities carried out under other programs; 
     and
       (B) to maximize the effective use of resources.
       (2) Combination of funds.--To carry out such purposes, a 
     local partnership that receives assistance under title II or 
     III may carry out schoolwide school-to-work activities in 
     schools that meet the requirements of subparagraphs (A) and 
     (B) of section 263(g)(1) of the Job Training Partnership Act 
     (29 U.S.C. 1643(g)(1)(A) and (B)) with funds obtained by 
     combining--
       (A) Federal funds under this Act; and
       (B) other Federal funds made available from among programs 
     under--
       (i) the provisions of law listed in paragraphs (2) through 
     (6) of section 502(b); and
       (ii) the Job Training Partnership Act (29 U.S.C. 1501 et 
     seq.); and
       (b) Use of Funds.--A local partnership may use the Federal 
     funds combined under subsection (a) under the requirements of 
     this Act, except that the provisions relating to the matters 
     specified in paragraphs (1) through (6) and paragraphs (8) 
     and (9) of section 502(c), and paragraph (1) and paragraphs 
     (3) through (6) of section 503(c), that relate to the program 
     through which the funds described in subsection (a)(2)(B) 
     were made available, shall remain in effect with respect to 
     the use of such funds.
       (c) Additional Information in Application.--A local 
     partnership seeking to combine funds under subsection (a) 
     shall include in the application of the partnership under 
     title II or III--
       (1) a description of the funds the partnership proposes to 
     combine under the requirements of this Act;
       (2) the activities to be carried out with such funds;
       (3) the specific outcomes expected of participants in 
     schoolwide school-to-work activities; and
       (4) such other information as the State, or Secretaries, as 
     the case may be, may require.
       (d) Dissemination of Information.--The local partnership 
     shall, to the extent feasible, provide information on the 
     proposed combination of Federal funds under subsection (a) to 
     parents, students, educators, advocacy and civil rights 
     organizations, and the public.

     SEC. 505. REQUIREMENTS.

       The following requirements shall apply to School-to-Work 
     Opportunities programs under this Act:
       (1) No student participating in such a program shall 
     displace any currently employed worker (including a partial 
     displacement, such as a reduction in the hours of nonovertime 
     work, wages, or employment benefits).
       (2) No School-to-Work Opportunities program shall impair 
     existing contracts for services or collective bargaining 
     agreements, and no program under this Act that would be 
     inconsistent with the terms of a collective bargaining 
     agreement shall be undertaken without the written concurrence 
     of the labor organization and employer concerned.
       (3) No student shall be employed or fill a position--
       (A) when any other individual is on temporary layoff from 
     the participating employer, with the clear possibility of 
     recall, from the same or any substantially equivalent job; or
       (B) when the employer has terminated the employment of any 
     regular employee or otherwise reduced the work force of the 
     employer with the intention of filling the vacancy so created 
     with a student.
       (4) Students participating in such programs shall be 
     provided with adequate and safe equipment and safe and 
     healthful workplaces in conformity with all health and safety 
     standards of Federal, State, and local law.
       (5) Nothing in this Act shall be construed to modify or 
     affect any Federal or State law prohibiting discrimination on 
     the basis of race, religion, color, ethnicity, national 
     origin, gender, age, or disability.
       (6) Funds appropriated under authority of this Act shall 
     not be expended for wages of students participating in such 
     programs.
       (7) The Secretaries shall establish such other requirements 
     as the Secretaries may determine to be appropriate, in order 
     to ensure that participants in such programs are afforded 
     adequate supervision by skilled adult workers, or to 
     otherwise further the purposes of this Act.

     SEC. 506. SANCTIONS.

       (a) In General.--The Secretaries may terminate or suspend 
     financial assistance, in whole or in part, to a recipient or 
     refuse to extend a grant for a recipient, if the Secretaries 
     determine that the recipient has failed to meet the 
     requirements of this Act, including requirements under 
     section 402(c), or any regulations under this Act, or any 
     approved plan submitted pursuant to this Act. The Secretaries 
     shall provide to the recipient prompt notice of such 
     termination, suspension, or refusal to extend a grant and the 
     opportunity for a hearing within 30 days after such notice.
       (b) Nondelegation.--The Secretaries shall not delegate any 
     of the functions or authority specified in this section, 
     other than to an officer whose appointment is required to be 
     made by and with the advice and consent of the Senate.

     SEC. 507. AUTHORIZATION OF APPROPRIATIONS.

       (a) Authorization.--There are authorized to be appropriated 
     to the Secretaries $300,000,000 for fiscal year 1995, and 
     such sums as may be necessary for each of the 7 succeeding 
     fiscal years to carry out this Act.
       (b) High Poverty Areas.--Of the amounts appropriated under 
     subsection (a) for a fiscal year, the Secretaries may reserve 
     not more than 10 percent of such amounts for the fiscal year 
     to carry out section 303, which reserved funds may be used in 
     conjunction with funds available under the Youth Fair Chance 
     Program set forth in part H of title IV of the Job Training 
     Partnership Act (29 U.S.C. 1782 et seq.).
       (c) National Programs.--Of the amounts appropriated under 
     subsection (a) for a fiscal year, the Secretaries may reserve 
     not more than 10 percent of such amounts for the fiscal year 
     to carry out title IV.
       (d) Territories.--
       (1) In general.--Of the amounts appropriated for a fiscal 
     year under subsection (a), the Secretaries may reserve up to 
     \1/4\ of 1 percent to make Federal implementation grants to 
     territories under section 212 on the same basis as the 
     Secretaries make grants to States under such section. The 
     territories shall use funds made available through such 
     grants to implement School-to-Work Opportunities programs in 
     accordance with the requirements applicable to States under 
     subtitle B of title II.
       (2) Definition.--As used in this subsection, the term 
     ``territory'' means the United States Virgin Islands, Guam, 
     the Commonwealth of the Northern Mariana Islands, American 
     Samoa, the Federated States of Micronesia, and the Republic 
     of the Marshall Islands, and includes the Republic of Palau 
     (until the Compact of Free Association is ratified).
       (e) Native American Programs.--
       (1) Reservation.--The Secretaries may reserve up to \1/4\ 
     of 1 percent of the funds appropriated for any fiscal year 
     under subsection (a) to make Federal implementation grants to 
     appropriate entities under section 212 on the same basis as 
     the Secretaries make grants to States under such section. The 
     territories shall use funds made available through such 
     grants to implement School-to-Work Opportunities programs, 
     for students who are Indians (as defined in section 1(1) of 
     the Tribally Controlled Community College Assistance Act of 
     1978 (25 U.S.C. 1801(1)), that involve Bureau funded schools, 
     as defined in section 1139(3) of the Education Amendments of 
     1978 (25 U.S.C. 2019(3)), in accordance with the requirements 
     applicable to States under subtitle B of title II.
       (2) Implementation.--The Secretaries may carry out this 
     subsection through such means as the Secretaries determine to 
     be appropriate, including--
       (A) the transfer of funds to the Secretary of the Interior; 
     and
       (B) the provision of financial assistance to tribes and 
     Indian organizations, as defined in paragraphs (13) and (7), 
     respectively, of section 1139 of such Act.
       (f) Availability of Funds.--Funds obligated for any fiscal 
     year for programs authorized under this Act shall remain 
     available until expended.

     SEC. 508. ACCEPTANCE OF GIFTS, AND OTHER MATTERS.

       The Secretaries are authorized, in carrying out this Act, 
     to accept, purchase, or lease in the name of the Department 
     of Labor or the Department of Education, and employ or 
     dispose of in furtherance of the purposes of this Act, any 
     money or property, real, personal, or mixed, tangible or 
     intangible, received by gift, devise, bequest, or otherwise, 
     and to accept voluntary and uncompensated services 
     notwithstanding the provisions of section 1342 of title 31, 
     United States Code.

     SEC. 509. STATE AUTHORITY.

       Nothing in this Act shall be construed to supersede the 
     legal authority, under State law or other applicable law, of 
     any State agency or State public official over programs that 
     are under the jurisdiction of the agency or official.

     SEC. 510. CONSTRUCTION.

       Nothing in this Act shall be construed to establish a right 
     for any person to bring an action to obtain services under 
     this Act.
                        TITLE VI--OTHER PROGRAMS

     SEC. 601. TECH-PREP EDUCATION.

       (a) Contents of Program.--Paragraph (2) of section 344(b) 
     of the Tech-Prep Education Act (20 U.S.C. 2394b(b)(2)) is 
     amended by inserting ``or 4 years'' before ``of secondary 
     school''.
       (b) Special Consideration; Priority.--Section 345 of the 
     Tech-Prep Education Act (20 U.S.C. 2394c) is amended--
       (1) in subsection (d)--
       (A) by redesignating paragraphs (2) and (3) as paragraphs 
     (3) and (4), respectively; and
       (B) by inserting after paragraph (1) the following new 
     paragraph:
       ``(2) are developed in consultation with institutions of 
     higher education that award baccalaureate degrees;'';
       (2) by redesignating subsections (e) and (f) as subsections 
     (f) and (g), respectively; and
       (3) by inserting after subsection (d) the following new 
     subsection:
       ``(e) Priority.--The Secretary or the State board, as 
     appropriate, shall give highest priority to applications that 
     provide for effective employment placement activities or 
     transfer of students to 4-year baccalaureate degree 
     programs.''.
                    TITLE VII--TECHNICAL PROVISIONS

     SEC. 701. EFFECTIVE DATE.

       This Act shall take effect on the date of enactment of this 
     Act.

     SEC. 702. SUNSET.

       The authority provided by this Act shall terminate on 
     October 1 of the ninth calendar year after the date of 
     enactment of this Act.

  Mr. KENNEDY. Mr. President, the modifications--so the membership has 
an understanding--deal with the new section 504 that allow local 
partnerships to consolidate their Federal funds from programs listed in 
the waiver section of the act, except more in chapter 1, for schoolwide 
activities for schools in high-poverty areas.
  We followed a similar procedure in our Goals 2000 legislation.
  Language that required States to provide, in their grant 
applications, evidence that relevant State agencies and the private 
sector support and agree with State development and implementation 
grant proposals was removed. Instead, the ``review considerations'' 
language was strengthened to require that Secretaries give priority to 
applications that show the highest level of collaboration in the 
development and implementation of the State plan and the highest levels 
of concurrence with the proposed plans by appropriate State agencies 
and the private sector. We will have an opportunity to elaborate on 
that during the course of the debate.
  Then the partnerships applying for the State subgrants must show how 
they intend to get the employers involved in the development and 
implementation of the school-to-work programs.
  Those are basically the changes.
  There is a modification also by Senator Gregg with regard to allowing 
clergy to participate in the development of the process when States 
determine what geographical areas will be served by the school-to-work 
programs. We will have a further opportunity, and I know the Senator 
from Illinois will expand on those proposals.
  First of all, Mr. President, I again thank my friend and colleague 
from Illinois, Senator Simon, who has really been the leader in the 
development of this legislation, and for his strong and continuing 
commitment in this area.
  I always enjoy working with the Senator on legislation, particularly 
this kind of legislation that will impact most dramatically, I believe, 
the sons and daughters of working families.
  I enjoyed very much the opportunity to visit a school program in 
Chicago with him in the not too distant past. I have seen, in a very 
important and practical way, how this legislation can open up 
opportunities for young teenagers. We will have a chance to elaborate. 
I want to tell him I received wonderful letters from all of those 
students thanking us for the visit. We will get back to talking about 
that program, I expect, during the course of the debate.
  Mr. President, we are under tight time considerations so I want to 
make sure we understand where we are. How much time is there? There is 
a time agreement.
  The ACTING PRESIDENT pro tempore. There is 1 hour equally divided.
  Mr. KENNEDY. Then there is opportunity to debate various amendments 
to the committee substitute, is that correct?
  The ACTING PRESIDENT pro tempore. That is correct. Most amendments do 
not have a time agreement.
  Mr. KENNEDY. I will yield myself 10 minutes, Mr. President.
  Mr. President, it is appropriate that we are taking up the School-to-
Work Opportunities Act as we complete action on the Goals 2000 
legislation, because the two measures closely complement each other. 
Together, they form the foundation for far-reaching reform in education 
system and in training our work force.
  Building a world class work force starts with world class schools and 
education. The Goals 2000 Act recognizes that we need to set high 
standards for all students and schools, and provide incentives and 
opportunities to help them meet those standards.
  But the education and training of the work force cannot end at the 
schoolhouse door. In the highly competitive global economy in which we 
operate, education and training must be viewed as an ongoing process 
that continues throughout each worker's working life.
  The School-to-Work Opportunities Act addresses a major deficiency in 
our current education and training system--the lack of a coherent 
system to help students in school prepare for the world of work.
  We have the best higher education system in the world. For those who 
go on to college, we offer a wealth of opportunity, and a great deal of 
financial aid and other support. But we do virtually nothing for the 
vast numbers of high school students who do not go on to college--which 
is why this group is so aptly referred to as the ``forgotten half.''
  High schools link their courses to college requirements. They advise 
students on the connection between academic achievement and college 
admission. They offer guidance to students in applying to colleges.
  But students who are not college-bound get virtually no help in 
relating their education to work opportunities. We do not motivate them 
to do well. We do not enable them to plan courses of study relevant to 
long-term career goals. We do not help them find suitable jobs or 
training programs when they leave school. Frequently, they are 
tracked--we should really say side-tracked--into watered-down general 
curriculum courses. Academic achievement is not expected, and the 
system hits them in the face with that stark reality at an early age.

  Although the majority of students work during their school years, 
there is no real link between their jobs and their studies. As a 
result, students who do not go on to college typically spend the first 
5 or 6 years after high school moving from one dead-end job to another. 
By age 23 or 24, they may have enough work experience to be hired for a 
long-term job. But they have little more in the way of skills than they 
had when they were 18.
  Government spending helps to lock in these gross differentials. We 
spend an average of more than $10,000 in taxpayer funds for each 
student who attends college, and an average of $15,000 for those who 
graduate from a 4-year college. In contrast, the average public 
expenditure after high school for noncollege youth is only $1,500--one-
tenth the amount for college graduates.
  This disparity has real consequences for students, not just in school 
but for the rest of their working lives. Since the late 1970's, the 
differential between the wages of the college-educated work force and 
the high-school educated work force has risen dramatically, as real 
wages for those without a college education have plummeted.
  Our legislation addresses this problem by helping States and 
localities work together with employers, schools, labor organizations, 
parents and community groups to build school-to-work transition systems 
at the local level.
  Federal seed money will help these partnerships combine academic 
programs with supervised work experience and give students the 
opportunity to pursue career majors that will prepare them for work in 
particular occupations or industries.
  School-to-work programs developed under this legislation will 
emphasize work-based learning in the form of job training and paid work 
experience to provide students with job skills. They will also include 
career exploration, career counseling, and a program of study based on 
the academic and job skill standards under the Goals 2000 Act.
  Typical programs will involve at least 1 year of postsecondary 
education, will lead to a high school diploma, a certificate or diploma 
from a postsecondary institution, and an occupational skill certificate 
certifying mastery of specific occupational skills. Secretary Reich and 
Secretary Riley deserve great credit for their leadership in developing 
this initiative. I also commend Senator Simon for the excellent job he 
has done in moving the legislation through the committee process.
  Based on hearings and the very helpful comments we have received from 
a wide variety of individuals and groups who share the administration's 
commitment to improving the skills of our work force, we have made 
improvements in the bill as it has moved through the committee process 
and to the Senate floor. But these changes do not alter the basic 
design of the bill as proposed by the administration nor its essential 
elements.
  For the most part, these amendments are intended to clarify the goals 
the legislation seeks to achieve and to provide greater guidance to 
States and localities seeking grants as to the kinds of programs we are 
seeking to create at the State and local level.
  This legislation involves broad support from the business leaders, 
education experts, State and local government officials, labor unions 
and community-based organizations. I congratulate all those who have 
had a hand in fashioning the bill. I look forward to its enactment into 
law. We are very grateful for the excellent suggestions that we have 
had from members of our committee on a bipartisan basis during the 
consideration of the legislation and also in the markup.
  We had the extraordinary occasion of the Secretary of Labor and the 
Secretary of Education commenting and interrelating both the Goals 2000 
and the School-to-Work Program so that we could have a common approach 
in terms of enhancing academic achievement and also providing skills 
for young people to move into more constructive and productive lives.
  We have had the support of the Chamber of Commerce, the National 
Association of Manufacturers, and a number of the other groups, which 
we will include in the Record.
  There is a continuum of effort by the Members of the Senate and the 
House, as well as the administration, in focusing on putting people--in 
this case the young people--first, with the expansion of the Head Start 
Program, with the reaching out, going down to the youngest of ages, 
actually even to the prenatal care. We are talking about enhancing the 
quality of those programs. We are talking about the Goals 2000. We are 
talking about the School-to-Work Program. We are talking about the 
involvement of national service programs. We are talking about direct 
loan programs that will help provide some savings to our young people, 
and we are talking about the tuition pay-back programs that will make 
it easier for our young people as well.
  We are talking about the introduction of help and assistance, in 
terms of technology, into the classrooms so that the young people will 
be technology-current in terms of the progress that is being made in 
those areas.
  We are very, very grateful to all of those people for their 
cooperation and for their help. It is entirely appropriate that both 
the Goals 2000 and the School-to-Work Program are working really side 
by side, as hopefully we will be taking action on both measures in the 
next couple of days.
  I withhold whatever remainder of the 10 minutes I have and yield to 
the Senator from Illinois for whatever comments he may make.
  Mr. SIMON addressed the Chair.
  The ACTING PRESIDENT pro tempore. The Senator from Illinois.
  Mr. SIMON. Mr. President, I yield myself 10 minutes.
  I am pleased to be part of the school-to-work opportunities proposal. 
I want to commend Senator Kennedy for his leadership. Senator Kassebaum 
at this point is not supporting it but she has been great in the 
education matters generally. I appreciate that. Senator Wofford has 
been absolutely superb in this whole field. He has shown leadership in 
Pennsylvania on this, and I really appreciate his interest. Senators 
Jeffords and Hatfield and Durenberger all are cosponsors, and they have 
been superb.
  This is just one piece of the education puzzle, as Senator Kennedy 
pointed out a number of things. But this is part of it. We talk about 
higher education and that is clearly part of what we have to do. This 
is higher education spelled a little differently. This is h-i-r-e, hire 
education, where you learn as you work. We have done this in some 
schools.
  As Senator Kennedy mentioned, he visited a high school along with me 
in Chicago where we saw a program. I visited a suburban Milwaukee high 
school where they had a program in a graphics plant. At the college 
level, Northeastern University in Massachusetts has done a great deal 
of work. Berea College in Kentucky and Blackburn College in Illinois 
have done this. We have to invest in our young people. The countries 
that are moving ahead are investing in education. That is one of the 
clear lessons as you look at the whole economic picture.
  This calls for partnerships between schools, between educators, 
between labor unions, everyone working together. Educators tell me, if 
you can get a student interested in one subject, that person will stay 
in school. We have had testimony from young people about how they had a 
chance for a job and all of a sudden those courses in math or English 
made so much more sense to them.
  This does not, incidentally, create a new Federal program. Senator 
Kennedy mentioned the cooperation of the Secretaries of Labor and 
Education on this. They are determined that shall not take place, and 
there is cooperation. I do not recall ever being visited by two Cabinet 
members in my office at the same time on any subject. Both of them came 
in on this subject.
  We say that this has to be established from the ground up, building 
on State and local successes. We provide flexibility in this. We call 
for partnership between business, education and labor. This is not 
another track for those who are going to college, but it does meet the 
needs of many who will not go to college. Seventy-five percent of those 
who go to high school are not going to be getting bachelors degrees, 
and yet we invest a disproportionate amount of our resources in the 25 
percent. I am not suggesting that we should not invest in 25 percent, 
but we also have to be thinking about the 75 percent. This is something 
that can be available for all young people. In fact, some who are going 
on to college now have been part of this kind of a program.
  We also have language in this to make sure there is no displacement 
so we are not going to move a high school student in to take someone 
else's job.
  The bill establishes four types of start-up grants: Development 
grants for all States to plan and create what is here; 5-year 
implementation grants to get things started; direct grants can be made 
to localities that are ready to move right away. And we encourage--we 
do not have a set aside specifically for poverty areas--but we 
encourage the use of some of the funds in the poverty areas.
  The three things that the program has to include is a work-based 
learning experience--it cannot just be something where you are not 
learning--a school-based component so we mesh the two, and a connecting 
activities component.
  Originally, the bill required that we have pay for work, and it is 
interesting that both the labor unions and the business side suggested 
this was desirable. We worked out, with Senator Thurmond, an amendment, 
because there has been some resistance to this, where paid work gets a 
priority.
  Real candidly, I think the experience is overwhelming that when you 
are paid, both the student and the employer pay more attention to the 
responsibility. And so this is a practical compromise which we have 
worked out.
  We have also worked with Senator Tom Harkin, who has shown such 
leadership in the area of disabilities, to make sure that young people 
with disabilities have an opportunity.
  I cannot remember the last time I had a bill that was endorsed by the 
Chamber of Commerce, the Manufacturers Association, the labor unions, 
the Business Round Table, the National Association of Business, Service 
Employees International Union, the National Education Association, 
American Vocational Education Association, U.S. Conference of Mayors, 
and on and on--National Governors, Urban League, Wider Opportunities 
For Women, Council on Competitiveness. I am usually in the Chamber 
supporting Senator Kennedy on some controversial measure he has. I seem 
to be attracted like flies to certain things, to controversial things. 
All of a sudden, I have something here that is relatively 
noncontroversial. It is a pleasant experience for a change, I have to 
say.
  We call for demonstration projects. This, frankly, is an opportunity 
for the United States to develop its work force. Secretary Reich has 
said very eloquently if you are prepared, technology is your friend. If 
you are not prepared, technology is your enemy. We have too many people 
who are not prepared. This is a way of moving us forward. This is 
again, as I said, one piece of the puzzle. There are no quick fixes in 
the area of education any more than there are in crime or any other 
range of problems. But this is something that is significant.
  I ask unanimous consent, Mr. President, to put into the Record an op-
ed piece in the Washington Post by the chairman of the board of Circuit 
City stores. Let me just read one paragraph from that op-ed piece.

       Two years ago, I served on the Commission on the Skills of 
     the American Workforce. The Commission concluded that without 
     an effective system for moving young people from school to 
     work, American businesses' need for work-ready, skilled 
     employees soon would far surpass the number available. At the 
     time, the Commission called for immediate action.

  There being no objection, the article was ordered to be printed in 
the Record, as follows:

                [From the Washington Post, Dec. 7, 1993]

                      Getting From School to Work

                          (By Alan L. Wurtzel)

       Half of U.S. high school students never go to college. In 
     fact, only 25 percent of our youngsters obtain a 
     baccalaureate degree. These figures should come as no 
     surprise.
       Yet, unlike most other industrialized nations, we Americans 
     don't have a system to prepare the majority of our young 
     people to move from high school into skilled, well-paid jobs 
     that help them realize their potential. As a result, high 
     school dropouts and even high school graduates tend to drift 
     from one minimum-wage job to the next, until--in their mid-
     twenties--they begin to acquire the training that will enable 
     them eventually to settle into a trade or vocation.
       In Europe, Japan and most other industrialized countries, 
     students start right in high school to learn skills they need 
     to be successful in the job market. They work hard to qualify 
     for prestigious apprenticeship opportunities. They study, on 
     the job as well as in school settings, the theoretical skills 
     and knowledge necessary to advance in their fields.
       In short, the countries with which we compete for export 
     markets and jobs have far better organized systems for moving 
     the non-university-bound student from school to productive 
     work, without the years of unproductive drift that so many 
     American youngsters experience.
       President Clinton has proposed the School-To-Work 
     Opportunities Act to spur the development of such systems 
     throughout the United States. This act would establish a 
     national framework within which local partnerships would 
     develop school-to-work programs and make them available to 
     all students. Such programs would combine classroom learning 
     with real-world work experience. They would train students in 
     general job-readiness skills as well as in industrial-
     specific occupational skills.
       The benefit to young people is clear, and the benefits to 
     American business should be no less obvious. My company can 
     provide an example. Circuit City is a large national company 
     that seldom hires people right out of high school. The 
     reason: While our schools can successfully groom students for 
     college, they do not adequately prepare them for the 
     workplace.
       In hiring new employees for our stores, warehouses and 
     offices, Circuit City is looking for people who are able to 
     provide very high levels of customer service, who are honest 
     and who have a positive, enthusiastic, achievement-oriented 
     work ethic. We also require individuals with strong math, 
     English and computer skills.
       The School-To-Work Opportunities Act would help high 
     schools and community colleges create programs in cooperation 
     with business, to develop the academic skills and attitudes 
     toward work that too many of our youngsters lack today.
       The act would establish, through a set of grants and 
     waivers of certain federal requirements, a national framework 
     for the development of school-to-work systems to help youth 
     in all states make the transition from school to the 
     workplace. States and communities would use federal funds as 
     venture capital to spark the formation of school-to-work 
     programs, dedicated to linking the worlds of school and work. 
     Secondary and post--secondary education institutions, private 
     and public employers, labor organizations, government, 
     community groups, parents and students would work together on 
     the programs.
       The act would afford states and localities substantial 
     discretion in establishing and implementing comprehensive, 
     statewide school-to-work systems. Business partners would 
     have a significant input.
       Age and experience teach us that life doesn't present 
     itself in a series of five multiple choices. Our schools must 
     offer young people more practical knowledge. Students must 
     learn to read literature and technical manuals, to solve 
     algebra problems and customer complaints, to operate Bunsen 
     burners and sophisticated machinery. A comprehensive but 
     customized system for smoothing the transition from school to 
     work will increase students' chances of success in life and 
     industry's pool of productive workers.
       Two years ago I served on the Commission on the Skills of 
     the American Workforce. The commission concluded that without 
     an effective system for moving young people from school to 
     work, American businesses' need for work-ready, skilled 
     employees soon would far surpass the number available. At the 
     time the commission called for immediate action.
       The School-To-Work Opportunities Act has strong bipartisan 
     support. It will encourage states and communities to build 
     meaningful connections between the now too-separate worlds of 
     school and work. Just as schools need to change to meet the 
     demands of businesses that are competing in a global economy, 
     our business culture also needs to change to create 
     incentives for students to stay in school and make smooth and 
     productive transitions from school to work. The future of our 
     youth and of our businesses, and ultimately our standard of 
     living, depends on developing and utilizing the talents of 
     our non-college-bound young people far more effectively than 
     we have.

  Mr. SIMON. This business leader says this is the kind of legislation 
that is needed for the future of our country.
  I recognize that there are concerns.
  Mr. KENNEDY. Will the Senator yield on that point?
  Mr. SIMON. I am pleased to yield to my colleague.
  Mr. KENNEDY. That commission, as I remember, America's Choice, was 
cochaired by Senator Brock, a former colleague, a Republican Senator, 
chairman of the Republican Committee, and Ray Marshall, who was 
Secretary of Labor under President Carter, and really brought together 
a remarkable group of both businessmen and representatives in the trade 
union movement. As I remember in those hearings that we held, it was 
virtually unanimous in terms of the support for this kind of a project.
  Mr. SIMON. I thank my colleague for his observation. Not only was it 
a remarkable group, as the Senator points out, where Senator Brock and 
former Secretary Marshall were involved, it was a remarkable report, 
spelling out where we have to go as a nation. I thought it was a great 
contribution. One of the things they called for is precisely the thing 
that we have here.
  Mr. President, I reserve the remainder of my time.
  The ACTING PRESIDENT pro tempore. Who yields time?
  Mrs. KASSEBAUM addressed the Chair.
  The ACTING PRESIDENT pro tempore. The Senator from Kansas is 
recognized.
  Mrs. KASSEBAUM. Mr. President, the chairman, Senator Kennedy, and the 
Senator from Illinois [Mr. Simon], who has been for years a strong 
advocate of work-related and education issues, have spoken persuasively 
about the strong support on both sides of the aisle for the school-to-
work legislation.
  I, too, care a great deal about our young people. I think we all 
acknowledge today the importance of being prepared for work, 
particularly for those students who will not be going on to a 4-year 
higher education degree, and we need to enhance the stature of the 
professionalism of apprenticeship work. But I would just like for a few 
moments to speak about my concerns about this initiative. I would begin 
by acknowledging the efforts of the sponsors of this legislation to 
address an issue of considerable importance, which is preparing our 
young people to succeed in the highly skilled, highly competitive 
workplaces of the 21st century.
  I do intend to vote against this bill, and my opposition is based on 
my conviction that it compounds rather than corrects the deficiencies 
of current Federal job training efforts. Just consider the fact that we 
already have 154 separate job training programs on the books. By 
passing this bill, we will have 155. The Federal Government spends 
nearly $25 billion each year on these 154 job training programs, 
according to the General Accounting Office. Some of these efforts are 
clearly worthwhile. That is not the point. Overall, however, the 
present system simply does not work very well. We do not know what 
works well and what does not and where we could better coordinate and 
mesh these efforts.
  The School-to-Work Opportunities Act is a prime example of why our 
current Federal job training efforts are so disjointed. Each time 
Congress identifies a specific group in need of training, in this case 
high school students, it creates a new program with new requirements 
and, of course, new funds. Creating new programs because we are 
disappointed with the ineffectiveness of the old ones is a time-honored 
tradition in Congress. Yielding yet again to this temptation is simply 
not the answer.
  We have to draw the line somewhere. We should not be debating whether 
we need more programs but whether we need fewer, and how to make those 
that we have work more efficiently. I have high regard for the fact 
that Secretary Reich, the Secretary of Labor, and Secretary Riley, the 
Secretary of Education, are working closely together. We have long 
believed that this was an important combination, and the two of them 
are intent on seeing that it can work to a greater degree than has been 
possible in the past.
  But the school-to-work bill claims to lay the groundwork for 
establishing a comprehensive system. I share the goal of creating a 
better integrated system to improve the transition from school to work. 
I do not share the view that this bill will necessarily accomplish that 
goal. The place to start is with existing programs. Congress has 
already enacted a program aimed at the school-to-work transition. The 
Tech-Prep Program, for example, was created for this very purpose. For 
years, vocational education, through programs like Tech-Prep, youth 
apprenticeships, and career academies has been at the forefront of 
preparing students for the working world.
  I am pleased we are now refocusing our attention on this very 
important effort. Vocational education for far too long was kind of 
regarded as an outcast which you were involved in if you did not want 
to do anything else.
  But let us look at the right thing, and that is fixing a patchwork of 
job training systems in desperate need of reform. This is why I chose 
to vote against S. 1361. It is going to pass. It will pass with 
significant support. But I argue that this is a new program, and 
supporters of it will say that it is not. Yet, it has all the 
characteristics of a new one. It has an 8-year authorization. Eight 
years is a long time for an authorization. It has a separate pool of 
funds; $300 million for the first year, and then such sums as 
necessary, and separate strings of eligibility requirements.
  It has been explained to me that the funds authorized in this bill 
are supposed to be used as ``glue money'' to bring existing programs 
into one system. If that is the case, I simply cannot understand why it 
should cost hundreds of millions of dollars to integrate existing 
programs. If anything, consolidating programs should save money.
  Where precisely is this money going? As far as I can tell, it will 
not be going directly to schools or to businesses that participate, or 
even to the students themselves. Rather, according to the bill, Federal 
funds will be used ``as venture capital to underwrite the initial costs 
of planning and establishing a statewide school-to-work opportunities 
systems.''
  Just as an example--and the Senator from Illinois, Senator Simon, 
listed some of these--there will be State development grants, and then 
there will be State implementation grants providing funds both for 
development and implementation. Then there will be Federal 
implementation grants to partnerships, Federal implementation grants, 
and opportunities program grants in high poverty areas, and so forth.
  Mr. President, Kansas already has--and I am sure many other States, 
including Illinois and Massachusetts--businesses that are already 
working to a great degree with the school districts to provide a 
business-education partnership. They have not needed Federal money to 
be involved in that partnership. They have been doing it on their own, 
recognizing the importance both to the business community, 
particularly, and to educators as well. They have been setting up 
partnerships that truly work and are well fitted to the needs of that 
particular school district and community and city and/or State.
  I think that this bill translates into layers of planning and 
development grants to bureaucracies and entities created by this bill. 
It is not clear how much money will actually trickle down to the 
students that this bill is designed to help. The fact of the matter is 
that the specific requirements contained in S. 1361 will lead to the 
creation of yet another Federal job-training program, alongside 154 
others. The strings attached to the Federal funds will, in my view, 
prevent any meaningful integration of programs. For example, to be 
eligible for funding, all students must be paid in order to meet the 
mandatory paid-work experience. I am pleased to hear that there are 
going to be some efforts made to address this concern. I think it still 
will not be enough to provide options to those engaged in the program 
to choose whether they want the paid-work experience or not.
  Under the Tech-Prep Program this is an option, and many choose to be 
engaged in this effort without having to meet the minimum wage 
requirement.
  But as currently drafted, the paid-work provision will prevent 
existing programs which have no such requirement from integrating into 
the school work system. Across the country, schools and employers are 
already designing their own approaches, as I mentioned earlier. 
Innovative programs that provide students with valuable work experience 
through a variety of means other than a paid-work experience will be 
excluded.
  The State of California, for example, has engaged employers as 
partners in instruction for many years through an educational 
consortium known as regional occupational programs. Employers provide 
onsite employment training, curriculum development and job placement 
all on a purely voluntary basis.
  Programs like these will be excluded, as I understand it, from 
becoming part of the statewide school-to-work system envisioned by the 
bill because they do not pay students.
  I would argue, Mr. President, this is more fragmentation, not 
integration. More importantly, the paid-work requirement will limit the 
ability of businesses to participate in the program even though these 
businesses are expected to foot the bill. Many employers, particularly 
small businesses, simply cannot afford to offer students paid work and 
will be excluded from being a part of the local school-to-work system.
  The greatest source of jobs for young people, small businesses, will 
remain outside the School-to-Work Program. The irony is that while 
businesses must provide paid-work experience, mentoring and instruction 
to students, they are given very little opportunity to have a say in 
how the program is fashioned.
  Without the active participation of the business community, S. 1361 
will be of little value in placing students into jobs. After all, 
business will be providing the jobs for which we are training our 
students. Yes, I am aware that this legislation has been endorsed by 
the Chamber of Commerce, and it has been supported by business groups. 
I have heard some concerns, however, expressed by those businesses in 
my State who wonder why, when they are already participants in an 
educational partnership, do we then need to have this additional 
legislation.
  In sum, Mr. President, rather than creating an overall framework 
under which existing programs could be consolidated, the bill creates 
yet another stand-alone program. While the bill says the right things 
in terms of encouraging coordination of programs, it falls far short of 
achieving real reform.
  I agree wholeheartedly with the assessment of the National Governors' 
Association expressed in a recent letter to the President:

       New waiver authority is helpful to a certain extent, but as 
     a nation we will move very slowly toward the goal of 
     integrated workforce development systems if each state must 
     apply separately to each different federal department for 
     permission to integrate programs.

  I believe we should go further and be bolder and rethink the entire 
system. Perhaps it is an unrealistic notion. But I believe we should 
consider wiping the slate clean and not create any more new job-related 
programs until we are certain how we can combine them and make them an 
effective and accountable system.
  This is what will benefit our young people far more than anything 
else. I know that this is the goal of the Secretary of Labor.
  Secretary Reich said just last week at a Department of Labor 
conference in which both the Secretary and President Clinton spoke:

        Where a program works and meets a real need, we will make 
     it happen. Where a program does not, we will eliminate it. 
     And where it is broken, we will fix it. Build on what is 
     working. Get rid of what is not.

  I think we all agree about that. But, in the meantime, let us not 
just add something else on top of what we already have. We must be 
willing to look at things in a new light. We must make a serious 
attempt to determine what works and discard what does not. Until then, 
we will simply continue to duplicate our efforts and waste our limited 
educational resources.
  Establishing this new program will only, I argue, serve to complicate 
the real job before us--and that is producing a comprehensive and 
consolidated system that works for everyone.
  Thank you, Mr. President.
  I yield the floor.
  Mr. KENNEDY addressed the Chair.
  The ACTING PRESIDENT pro tempore. The Senator from Massachusetts.
  Mr. KENNEDY. Mr. President, because we are running into a time 
situation, I wonder if the Senator is going to submit an amendment.
  Mrs. KASSEBAUM. Yes.
  Mr. KENNEDY. I will make a brief response, and then Senator Simon 
will as well.
  Mr. President, if I could ask consent that the time that we talk be 
charged to the discussion on the Senator's amendment.
  The PRESIDING OFFICER. That is the regular order.


                           Amendment No. 1424

 (Purpose: To allow States to combine certain Federal funds to develop)

  Mrs. KASSEBAUM. Mr. President, I send an amendment to the desk and 
ask for its immediate consideration.
  The ACTING PRESIDENT pro tempore. The clerk will report.
  The assistant legislative clerk read as follows:

       The Senator from Kansas [Mrs. Kassebaum] proposes an 
     amendment numbered 1424.

  Mrs. KASSEBAUM. Mr. President, I ask unanimous consent that reading 
of the amendment be dispensed with.
  The ACTING PRESIDENT pro tempore. Without objection, it is so 
ordered.
  The amendment is as follows:

       Insert after section 504 the following new section:

     SEC. 504A. COMBINATION OF FEDERAL FUNDS BY STATES.

       (a) In General.--
       (1) Purposes.--The purposes of this section are--
       (A) to integrate activities under this Act with State 
     school-to-work transition activities carried out under other 
     programs; and
       (B) to maximize the effective use of resources.
       (2) Combination of Funds.--To carry out such purposes, a 
     State that receives assistance under title II may carry out 
     activities necessary to develop and implement a statewide 
     School-to-Work Opportunities system with funds obtained by 
     combining--
       (A) Federal funds under this Act; and
       (B) other Federal funds made available from among programs 
     under--
       (i) the provisions of law listed in section 502(b);
       (ii) the Job Training Partnership Act (29 U.S.C. 1501 et 
     seq.).
       (b) Use of Funds.--A State may use the Federal funds 
     combined under subsection (a) under the requirements of this 
     Act, except that the provisions relating to the matters 
     specified in section 502(c), and section 503(c), that relate 
     to the program through which the funds described in section 
     (a)(2)(B) were made available, shall remain in effect with 
     respect to the use of such funds.
       (c) Additional Information in Application.--A State seeking 
     to combine funds under subsection (a) shall include in the 
     applicable of the State under title II--
       (1) a description of the funds the State proposes to 
     combine under the requirements of this Act;
       (2) the activities to be carried out with such funds;
       (3) the specific outcomes expected of participants in 
     school-to-work activities; and
       (4) such other information as the Secretaries may require.
       In section 510 in the section heading, strike ``SEC. 510.'' 
     and insert ``SEC. 511.''.
       In section 509 in the section heading, strike ``SEC. 509.'' 
     and insert ``SEC. 510.''.
       In section 508 in the section heading, strike ``SEC. 508.'' 
     and insert ``SEC. 509.''.
       In section 507 in the section heading, strike ``SEC. 507.'' 
     and insert ``SEC. 508.''.
       In section 506 in the section heading, strike ``SEC. 506.'' 
     and insert ``SEC. 507.''.
       In section 505, in the section heading, strike ''SEC. 
     505,'' and insert ``SEC. 506.''.
       In section 505A, in the section heading, strike ``SEC. 
     504A.'' and insert ``SEC. 505.''.
       In section 303(a)(1), strike ``507(b)'' and insert 
     ``508(b)''.
       In section 401(a), strike ``507(c)'' and insert ``508(c)''.
       In section 401(b), strike ``507(c)'' and insert ``508(c)''.
       In section 402(a), strike ``507(c)'' and insert ``508(c)''.
       In section 402(b), strike ``507(c)'' and insert ``508(c)''.
       In section 402(d), strike ``507(c)'' and insert ``508(c)''.
       In section 403(b), strike ``507(c)'' and insert ``508(c)''.
       In section 403(c), strike ``507(c)'' and insert ``508(c)''.

  Mrs. KASSEBAUM. Mr. President, this amendment will provide the States 
with greater flexibility to combine Federal programs into one school-
to-work system. It addresses the concerns I raised in my opening 
remarks about the flexibility that the Governors would like to have. It 
gives the States the option of integrating existing Federal School-to-
Work Programs without having to apply for separate waivers from each 
and every one of the separate rules and laws governing those programs.
  A similar amendment was included in the substitute that was submitted 
by the chairman, but only related to a small portion of funds in the 
bill.
  My amendment would cover all of the funds that are authorized. One of 
the goals of the School-To-Work Opportunities Act is to bring together 
existing programs for young people into one comprehensive statewide 
system. I think this is a laudable goal. I believe this amendment would 
go even further than the committee substitute that we are considering 
in making that flexibility available to all initiatives.
  That is the thrust of my amendment, Mr. President.
  Mr. KENNEDY. Mr. President, I yield myself time on the amendment.
  Mr. President, I want to thank Senator Kassebaum for focusing 
attention on a direction that I think all of us on the committee, as 
well as in the administration, are attempting to go; that is, in terms 
of the restructuring of the various training programs.
  As the Senator understands, we were the ones that initiated that GAO 
study because of the concern of the proliferation of various programs 
that had taken place and because we did not believe that there was the 
kind of overview and oversight of the effectiveness of those programs 
that we desired, and which the President and the Secretary have spoken 
to. I welcome the fact that she referenced the strong commitment of 
both Secretary Reich and the President at the meeting last week on 
dislocated workers, about the importance of that particular 
consolidation. We are strongly committed to that outcome for the 
reasons that I will identify shortly. I think those of us who know the 
commitment of the administration find that already the administration, 
in its new budget, is making recommendations for the abandonment of 
some of the existing programs and some enhancement of those programs 
that effectively have been found to be of value.
  So that process is moving ahead. I know and respect her position that 
we ought to hold back now until we are able to deal with the totality 
of various training programs. We have some difference in that area. The 
facts remain that any of the young or old people in our society today 
that take a training program really do not know about what skills they 
are obtaining. And what we have attempted to do with the skills 
standards and in the Goals 2000, as well as building on that program, 
is to make sure that when a person is able to take that training 
program and when they are able to complete it, they achieve some form 
of certification which is portable, which means they may be able to 
move from Boston to San Francisco or San Francisco to Springfield and 
have portable creditable skills, which virtually do not exist today 
from what we have seen in the evaluation of various job training 
programs. That is an essential aspect for any effective training 
program.
  Second, one of the important reasons that the business community 
supported it is because then the business community knows when they 
have an individual that has certification, they know that individual 
has certain skills that can be utilized by that employer. That is very 
important to them. In too many instances today, they do not know 
whether that individual has gone through an effective kind of training 
program or not.
  Third, the taxpayers will know whether their investment, in terms of 
trying to keep people in the job market, rather than paying for the 
support programs and the safety net, are effective, and whether that 
whole range of different training programs are effective, and they are 
actually training individuals to have a useful and productive life and 
will be able, through that kind of training, to expand and strengthen 
our economy.
  Mr. President, this is a very modest program. But what we are 
attempting to do is to see--if this approach is effective and works, 
clearly it will be a path to be followed as we reshape the other 
training programs, which I know the administration would want.
  So, Mr. President, I do believe that this is a serious attempt to try 
and take those elements of training programs which have been effective, 
both in terms of our own experience here in the United States, as well 
as those that have been effective in other industrial countries of the 
world that have been working in these areas for a long period of time, 
and to try and put them into effect. I think what all of us understand 
is the change in the condition of our economy. Fifty years ago, if you 
were a ship fitter in Quincy, MA, so was your father and your 
grandfather. Your daughter or mother never worked. Now if you enter the 
job market, you are going to have eight different jobs over the course 
of your lifetime. That is entirely different. The training programs 
that were developed over a 30- or 40-year period targeted the various 
kinds of groups. That has to be altered and changed into a holistic 
kind of approach, and I agree with the Senator about that.
  We have every reason to believe that this will be a core step in 
terms of moving us more effectively into the opportunity of giving so 
many of those young people a chance in our society. Forty years ago, 
when you graduated from high school, you could have a very useful, 
constructive, productive life, and do very well in terms of your income 
and in terms of looking out after the hopes and dreams of our children. 
Now in the last 10, 12 years, your real income has declined in many 
communities--in my State by 20 percent or more; nationwide, about 13, 
14, 15 percent. Those are the realities.
  It is a changed work force and a changed world economy, and the fact 
remains, as the Senator from Illinois has pointed out, without these 
kinds of skills, we are really disadvantaging our young people in a 
very important way. Education used to be a luxury. Now it is a 
necessity. These training programs are absolutely essential in terms of 
the young people in this country and older people, as well. I hope that 
at the appropriate time this approach, with all due respect, will not 
be accepted.
  Mr. SIMON. Will the Senator yield 3 minutes?
  Mr. KENNEDY. I yield 3 minutes to the Senator from Illinois.
  The ACTING PRESIDENT pro tempore. The Chair advises the Senator that 
there is no time limit on the amendment.
  The Senator from Illinois is recognized.
  Mr. SIMON. All right. Thank you, Mr. President. Let me respond 
briefly to my friend, the Senator from Kansas. I think the Senator from 
Massachusetts used the right term. We are going to have to reshape 
things. It is easy to get the proliferation of programs, and we have 
all been guilty. When we talk about 154, however, which GAO has 
reached, that includes Pell grants, guaranteed student loans, and a lot 
of things that we would not consider part of this specific kind of 
thing.
  But my creative staff, in digging out programs, found that the 
Senator from Kansas is cosponsoring legislation for the police corps 
program to create a new career program there, and one for EPA, and I am 
sure your creative staff can find where I am doing something along the 
same lines. It becomes easy. That is why the point the Senator makes 
that we have to be careful about creating new programs is so valid.
  First of all, we are not creating any new Federal entity here. We are 
limiting administrative costs to 15 percent. Sixty-five percent of the 
money, the first year, has to go to these partnerships. Seventy-five 
percent has to go to these partnerships the second year.
  We have this GAO report that was sent on January 28 to look at this 
proliferation. We are going to have a hearing next month on this whole 
question of proliferation.
  I would just add one other small experiment, because my thinking is 
the same as the Senator from Kansas on this. There is a small 
experiment that is taking place. I have an amendment on a bill dealing 
with Indian reservations that permits a waiver on all Indian 
reservations starting last October 1 where, despite all other laws and 
regulations, they can waive everything and consolidate all programs on 
the Indian reservations.
  It is a demonstration project, if you will. It is, at least at this 
point, causing some discussion on Indian reservations, and maybe we can 
learn something there in addition to being able to do a more effective 
job there.
  But the point that the Senator from Kansas makes is a valid point. I 
do not think it applies with validity to this legislation, and it will 
not surprise her that I disagree with the validity of that as applied 
to this legislation.
  Mrs. KASSEBAUM. Mr. President, if I may just ask the Senator from 
Illinois a couple of questions.
  The ACTING PRESIDENT pro tempore. Does the Senator yield?
  Mr. SIMON. I would be pleased to yield.
  Mrs. KASSEBAUM. All three of us have been saying similar things about 
the need to integrate programs and the importance of these efforts, of 
course, to our youth today. They will have to be far better prepared in 
many ways than in the past before entering the work force.
  But I say again that this is an opportunity to really do something a 
bit different. We just did Tech-Prep, and I was very supportive of 
that, on the Carl Perkins reauthorization 2 years ago. This is the same 
type of initiative. There is really no difference between the Tech-Prep 
program and this.
  So, again, while I think we all have the same goals, the tune is a 
little bit different. I am just saying that we should take this 
opportunity--seize the moment--and not add another job training program 
to the list. Because this is a new program; it is a new authorization, 
and it is a new appropriated account. As long as we are speaking on my 
amendment and, I assume, because of the Senator's efforts to provide 
waivers for Indian reservations, would the Senator then be supportive 
of my amendment that would grant a full waiver to the States on the 
school-to-work bill?
  Mr. SIMON. The answer is I may be. We are checking out the Senator's 
amendment with the Departments of Labor and Education to get their 
reaction.
  I have not had a chance to read the amendment yet. I do not know if 
my colleague from Massachusetts has or not. But the answer is we may be 
supporting it. We want to look at it.
  The point that the Senator from Kansas makes about Tech-Prep, there 
is no question there are a number of programs where there can be some 
overlapping, and that is why we do have to reshape. While there is some 
overlapping, this is a different program, and it is one that I think 
really needs to be encouraged.
  This is one where, for once, we have business, labor, everyone aboard 
saying this is the direction we are going to have to go. I think we 
have an opportunity. I do not want to see us muff that opportunity.
  Mrs. KASSEBAUM. Mr. President, if I may just ask the chairman of the 
committee, Senator Kennedy, to clarify floor procedure on our time for 
those who may be wondering. We are offering amendments now and we can 
offer them for the remainder of the day. I have some other amendments. 
Should we continue offering amendments?
  Mr. KENNEDY. The answer is yes, and we will accommodate whatever the 
desire of the Members is so that we can ask consent to set those aside 
and preserve the options.
  The amendments will be required to be put in by 6 o'clock this 
evening, but we want to indicate the amendments will be stacked until 
tomorrow.
  Mrs. KASSEBAUM. The amendments will be stacked until tomorrow 
sometime?
  Mr. KENNEDY. Tomorrow afternoon. So we will proceed in that way. So 
for any Members who want it, the managers will ask consent to 
temporarily set aside what is existing so they can offer amendments. In 
the agreement there have been a number that have been identified. It is 
certainly our intention to ensure that the rights of Senators are 
protected along that line.
  Let me, if I could, Mr. President, mention that Tech-Prep--and I 
yield myself time on the amendment--has been a great success. We are 
very strong in support of it. That is one type of a program that 
effectively is 2 years in high school and then 2 years after high 
school. That is a particular mode and model which has been very 
successful in a number of areas, and we are very strong supporters of 
it. A number of the Members that were supporters here were actually 
innovators of it. That demonstrates the direction we can go.
  There are other models as well that have been illustrated offering 
opportunities. This is an area in which, by following both the academic 
achievement and developing the core curriculum and tying that in, in 
most cases, into community colleges and with their cooperation, that 
has been successful.
  But we are not prepared to say that is the only model. What we are 
prepared to say is that is just the kind of cooperation that we have 
seen in the past. And what we want to try to do is expand those 
concepts and encourage the various elements here--the business 
community, the training programs, people--to move ahead.
  We have a handful of programs that have been innovative and creative. 
I know in my own State, which I will discuss as well, which I think are 
not the Tech-Prep but are other similar kinds of programs that are 
helping youths open opportunities for students, we have a protect 
health care program that has 150 students working in seven area 
hospitals. That is working. That is 150 students. You know we are 
losing 400,000 students every year out of high schools. This program 
works to try to pick up many of those students who have been left out 
and left behind, too, developing programs for those individuals.
  And we are hopeful that, as well, if we are tying that into the 
President's program in terms of service programs, national service 
programs, to take those numbers of individuals who drop out--and many 
end up in gangs and many end up in violence--to offer some additional 
kind of paths to these individuals to involve themselves in programs.
  So, I believe, Mr. President, that, if we are able with this 
legislation to begin to move us down this road, it offers 
opportunities.
  Second, let me just say that the 8-year authorization is enormously 
important. If there is one thing we have learned in terms of education, 
encouraging academic and training reform, it is to have a degree of 
predictability and certainty in the support of these programs so they 
are not on one year and turned off the next, on for a few months and 
then canceled.
  We have tough accountability in these programs, so if they do get 
started and they are working and for some reason they are not measuring 
up, they can be terminated. That is very explicit in this legislation.
  But what they are trying to do is give that kind of encouragement so 
there will be a program that is developed by business, by training 
programs, by labor, by the community to serve important kinds of needs 
in terms of bringing skills and skill standards to those individuals, 
and we will be able to continue for a period of time so we can get that 
careful evaluation. That is enormously important. We have tried to 
build that concept as well in terms of the Goals 2000, and that has 
been virtually uniformly recommended by those who know successful 
programs.
  So, Mr. President, maybe we will have an opportunity to come back and 
revisit this subject matter. But I will include in the Record some of 
the programs that we have seen and have been successful. And people can 
say, if they are going on, why do we have to do anything else? The 
problem is they are only reaching a very, very small number of young 
people, and what we are very hopeful in doing is sensitizing schools 
all over this country and business all over the country in training 
programs to bring this concept into fulfillment as a matter of broad 
national policy. That is why we think this legislation makes some 
sense.
  The ACTING PRESIDENT pro tempore. The Senator from Illinois.
  Mr. SIMON. Let me just underscore the points the Senator from 
Massachusetts made that I did not make in my opening remarks.
  This bill affects dropouts, and we have to reach these young people 
one way or another.
  We had a very interesting series of witnesses, young people who came 
in and testified. One young man from the Boston area, who had been a 
gang member and was brought back in through this kind of an opportunity 
and is planning on going to college, said he wanted to become a lawyer.
  I asked him what percentage of the gang members in the gang that he 
belonged to would, if they had this kind of an opportunity, drop their 
membership in the gang and come back to school and seize an 
opportunity? And he said, ``I think half of them would.''
  Now that is just one young man who had been a member of the gang. But 
this is a program that can reach dropouts and really can be a 
constructive force in our society. I hope we move ahead on it.
  Mr. KENNEDY. Will the Senator yield?
  Mr. SIMON. I am pleased to yield.
  Mr. KENNEDY. I think that expression was from those young people who 
were attending the course at a high school in Chicago. The Senator from 
Illinois asked those young people what they were doing prior to the 
time they were involved in this program. Their answers were: You would 
not want to know what we had been doing. A number of them talked about 
how they were not attending school.
  As the Senator understands, the attentiveness and interest and sense 
of pride and sense of achievement and accomplishment that radiated out 
of that classroom in a very tough area of the city, and the sense of 
pride as well of those business leaders in terms of their involvement 
in that community, was inspiring.
  Mr. SIMON. I thank the Senator for his remarks. If I may just add, 
not only the sense of pride on the part of business, but a feeling that 
this is a very practical way for us to get the employees we need, so 
that business benefits as well as those students benefit.
  Mr. KENNEDY. The point they mentioned is that these students are in 
that community and live in that community in the proximity of the 
plant, and how they were wanting to have people that lived in that 
proximity because they wanted also to have some impact in that 
community.
  We lose track of some of these other tangential, positive ripples 
that, hopefully, can take place in this kind of an endeavor. And it was 
certainly evident at that time.
  Well, we may come back and discuss these matters.
  I understand the Senator has another amendment.
  I ask unanimous consent that the current amendment be temporarily set 
aside.
  The ACTING PRESIDENT pro tempore. Is there objection? Without 
objection, it is so ordered.
  Mrs. KASSEBAUM. Mr. President, I thank the Senator from 
Massachusetts.


                           Amendment No. 1425

   (Purpose: To limit the fiscal years for which appropriations are 
                              authorized)

  Mrs. KASSEBAUM. I send an amendment to the desk and ask for its 
immediate consideration.
  The ACTING PRESIDENT pro tempore. The clerk will report.
  The bill clerk read as follows:

       The Senator from Kansas [Mrs. Kassebaum] proposes an 
     amendment numbered 1425.

  Mrs. KASSEBAUM. Mr. President, I ask unanimous consent that reading 
of the amendment be dispensed with.
  The ACTING PRESIDENT pro tempore. Without objection it is so ordered.
  The amendment is as follows:

       In section 507(a), strike ``7'' and insert ``2''.

  Mrs. KASSEBAUM. Mr. President, the amendment that I send to the desk 
is a simple one. It changes the authorization of this bill from 8 years 
to 3 years.
  Senator Kennedy just addressed this very issue a few moments ago by 
saying why an 8-year authorization is important. It allows time to 
develop the program, to develop some continuity in the program and to 
be better able to weigh the merits and demerits of what is being done.
  I would argue that making this change from 8 years to 3 years is a 
critical one if we are truly serious about integrating programs and 
reforming the system. Seldom do we give an 8-year authorization. That 
is a long authorization.
  While I can understand some of the merits of the argument of the 
Senator from Massachusetts, I really believe that it will not allow us 
to be able to give the attention that we need to give to the 
integration of the various programs.
  If we have an 8-year authorization out there, we are not going to be 
forced to really review the success or failure of this program for a 
full 8 years, when the program is scheduled to end.
  We may say that we will hold hearings and provide some insight into 
this, but we seldom do. That has been my concern. I am not aware of a 
single program that Congress has authorized for such a long period of 
time in this particular area of interest.
  Lack of oversight has continued to be a perennial problem when it 
comes to any program, and job training programs in particular. Rarely 
do we take the time to look back at programs we have enacted to 
determine if they are working as we intended.
  That is why, Mr. President, I believe changing the authorization to 3 
years is an important part of this initiative that will force us to be 
far more vigilant in giving oversight to this initiative.
  I yield the floor.
  Mr. KENNEDY addressed the Chair.
  The ACTING PRESIDENT pro tempore. The Senator from Massachusetts.
  Mr. KENNEDY. Mr. President, as we mentioned before, in terms of 
trying to encourage these different departures and new directions in 
stability and certainty in terms of the integrity of the program, 
obviously there will be a review of these programs. But, I would say, 
by and large, the overwhelming majority of the people involved in the 
programs say unless you have some degree of certainty, unless we know 
this program, if we do it right, whether it is 8 years or 5 years, has 
a defined period of time, then the chances of its successes are 
marginal.
  Second, you have the annual appropriations that review these programs 
year in and year out.
  I think, third, we have seen, both in terms of the work that our 
committee is going to be doing in the area of dislocated programs and 
other programs, that we are going to be working closely on these 
programs. And, quite frankly, we do, in some areas of public policy, 
not even have annual periods of time. We authorize virtually without 
limitation in terms of years.
  It is reasonable. We want accountability and review. But we want to 
balance that against a period of certainty and stability.
  I think the recommendations for the time were put in that kind of 
context. Given the ability of the Senate and the House to review these 
annually in terms of the appropriations--and I think there are very 
scarce resources in terms of the kinds of domestic discretionary 
programs that this will be funded by, there will be a very high, 
intense review, I think, as there is currently on all domestic 
discretionary programs. I think we ought to at least give this the 
opportunity to work and not hamstring it right from the beginning. So 
we would resist this.
  The ACTING PRESIDENT pro tempore. The Senator from Illinois.
  Mr. SIMON. Mr. President, I concur completely with what my colleague 
from Massachusetts has to stay.
  Under the amendment by the Senator from Kansas, this would be a 3-
year authorization. And it really, you know, takes a little while to 
get a program up and going. Secretary Riley and Secretary Reich are 
eager on this, so I think this one is going to move fairly quickly.
  If this were a cutting back from 8 years to 6 years, something like 
that, I think that could be considered. And I have spoken to my 
colleague from Massachusetts about that. But a 3-year authorization, I 
do not think is realistic.
  I would be happy to join the Senator from Kansas at any point she 
wants to hold a hearing to see how the thing is going. Let us review 
it. It does not need just to be the Appropriations Committee that takes 
a look at this. But I think we have to have more than a 3-year 
authorization.
  Mrs. KASSEBAUM. Mr. President, I suggest the absence of a quorum.
  The ACTING PRESIDENT pro tempore. Under the regular order, time is 
not charged.
  The clerk will call the roll.
  The assistant legislative clerk proceeded to call the roll.
  Mr. DURENBERGER. Mr. President, I ask unanimous consent that the 
order for the quorum call be rescinded.
  The ACTING PRESIDENT pro tempore. Without objection, it is so 
ordered.
  The Chair will inquire of the Senator whether he is speaking on the 
bill or on the amendment of the Senator from Kansas?
  Mr. DURENBERGER. Mr. President, I am speaking on the bill.
  The ACTING PRESIDENT pro tempore. We are under a time limit, the 
Chair would notify the Senator from Minnesota, on the bill. One would 
need to yield time.
  Mr. SIMON. Mr. President, I yield 5 minutes.
  Mr. DURENBERGER. Mr. President, I ask unanimous consent I may speak 
for 5 minutes on the bill and 5 minutes on one of the Kassebaum 
amendments.
  The ACTING PRESIDENT pro tempore. Without objection, it is so 
ordered.
  Mr. DURENBERGER. I understand I have been yielded time for that 
purpose as well. I hope I did this right.
  Mr. President, I thank you very much for clarifying the situation.
  The ACTING PRESIDENT pro tempore. The Senator from Minnesota.
  Mr. DURENBERGER. Mr. President, I rise today to urge my colleagues to 
give their strong support to the School-to-Work Opportunities Act. I 
became the lead Republican cosponsor of the School-to-Work Act because 
the bill is consistent, in my view, with so many basic Republican 
principles like bottom-up program development, strong community 
involvement, program consolidation, and a limited role for the Federal 
Government. The reality is the School-to-Work Opportunities Act 
provides seed money, technical assistance to States and communities in 
order to encourage and facilitate locally developed, locally operated, 
locally administered school-to-work transition programs. And as I get 
into my statement, I will illustrate what I mean by ``local'' and 
``community,'' in terms of my own community.
  It builds on existing programs and it removes existing barriers that 
States and employers now face in making alternative ways of learning 
job skills a real option.
  The programs supported by the legislation will help bring together 
employers, educators, government, labor, everyone--I will, again, 
illustrate that in my statement because it is really happening in my 
community--in true partnerships, to provide training and opportunities 
so that all our Nation's young people can compete for higher skilled, 
higher wage jobs.
  Because the success of so many American businesses depends largely on 
their ability to attract a high-skilled workforce, this initiative will 
also help U.S. companies to thrive in an increasingly competitive 
global marketplace.
  I really should begin this by thanking my colleagues--the chairman of 
the committee; the ranking member of the committee; and my colleague 
from Kansas, Senator Kassebaum--from whom I have learned so much about 
this. I thank Senator Simon, Senator Hatfield, Senator Jeffords, 
Senator Bond, and others who, through their cosponsorship, helped make 
this a bipartisan initiative--through their sponsorship, in the case of 
my colleague from Illinois.
  I know these people truly understand the hope the School-to-Work 
Opportunities Act holds for our Nation's children and employers.
  The Secretary of Labor--not really an instrument of bringing this to 
our attention; I think most of us learned this from our own communities 
and we have learned at least what to do about it from our colleagues--
but the Secretary of Labor has made it a very important part of the 
administration's new approach to education and the workplace.
  As I mentioned, my colleague from Illinois, Senator Simon, has always 
been trying to teach us something about the connection to education, 
and what is it all for? He is one of the better educators, in so many 
ways, among our colleagues here in the Senate. He and his staff, I 
think, have stimulated all of us to think more appropriately about the 
role that Federal legislation should play in making education relate to 
the workplace and, in particular, to take advantage of this new 
locality-by-locality definition of what is community when we talk about 
bringing all of these various forms of education together.
  So I think this is one of those unique times when all of us can 
celebrate a very constructive relationship among the people involved in 
this part of the process in our own communities on all these education 
and training issues. To me it has been a great source of pride to have 
worked on this and have it come to the floor today.
  At this stage, Mr. President, I really want to thank the people who 
make my being here possible, the people in Minnesota, particularly 
Minnesota business, labor, education, and government leaders, all of 
whom have given their knowledge, enthusiasm, commitment, and time to 
help make the School-to-Work Opportunities Act even better.
  In the last several months, I spent a great deal of time getting what 
we call around here constructive input on this legislation from so many 
people in Minnesota. It makes my head swim to try to identify them, 
which I am going to do here in a little bit. They are really involved 
in apprenticeships, school-to-work training and they are doing that at 
the State and local level in Minnesota.
  It is the overwhelming support of these Minnesotans which has guided 
my efforts and reinforced my own commitment to help Senator Simon and 
the administration in building even broader support for the 
legislation.
  Let me give just several of the important contributions from 
Minnesota that have been part of the bill. Based on recommendations 
from Minnesota:
  We strengthened provisions of the bill to assure consultation and 
collaboration among all key players, but ensure that State Governors 
bear ultimate responsibility and accountability for State school-to-
work plans.
  We added statutory and report language that broadened the definition 
of school-to-work opportunities in order to make it clear, one, that 
school-to-work opportunities, including career exploration and other 
less formal workplace learning programs, should begin much earlier than 
the 11th grade, in many cases as early as elementary, middle, and 
junior high; second, school-to-work opportunities may be linked to 
part-time employment and emerging community service and service 
learning initiatives all of which Minnesotans consider an integral part 
of State-based education reform.
  Mr. President, we added at the request of Minnesotans an entire 
section in the bill creating a Federal clearinghouse in order to 
encourage replication of successful programs and to facilitate 
interstate collaboration in research and other opportunity areas.
  Finally, we added a section of the bill which streamlines and 
strengthens provisions allowing Federal mandates to be waived.
  The many Minnesotans who offered me their guidance on the bill should 
be very proud that their contributions are now part of the legislation 
before us today.
  In particular, I want to recognize Tom Triplett, president of the 
Minnesota Business Partnership; Larry Perlman, CEO of Ceridian Corp.; 
Jean Dunn, executive director of the Minnesota Teamsters Service 
Bureau. There is a spectacular Minnesotan.
  I also want to call attention to the assistance given to me in 
recommending improvements in the bill by Dale Jorgenson, the youth 
apprenticeship coordinator at Minnesota Technology, Inc.; Tom Berg from 
the Minnesota Department of Education; Mick Coleman from the Minnesota 
Technical College System.
  I ask unanimous consent that a complete list of the many Minnesota 
leaders in education, labor, and government who contributed to the 
School-to-Work Opportunities Act be printed in the Record at the 
conclusion of my remarks.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  (See exhibit 1.)
  Mr. DURENBERGER. Mr. President, in addition, I would like to thank 
three groups of people I met with in Minnesota during the January 
recess, trudging through the snow, who are now designing school-to-work 
programs that could be assisted by the legislation.
  The first of these, first on so many of these creative ways of 
approaching these issues, is the teamsters in Twin Cities, the 
Teamsters Service Bureau in particular, working with the Service 
Employees Union, the Communications Workers Union, with educators and 
employers on an exciting programs called Skills for Tomorrow.
  Under this workplace literacy project, employees in the trucking, 
health care, and telecommunications industries are learning valuable 
job skills in special classes taught during the regular work day.
  In addition to the workplace literacy project, the Teamster Service 
Bureau is also partner with other business and education organizations 
in establishing a new charter public school that would use youth 
apprenticeships as one of the main means of teaching and learning.
  The other two groups I met with include educators, labor, and 
hospital officials in the Twin Cities and in the Duluth-Cloquet, MN, 
areas who are designing new youth apprenticeship programs in several 
different health care occupations.
  Many Members know of my strong interest in health care reform. I must 
say, I was struck as I listened to both these groups during the January 
recess at how important the fundamental changes we are talking about 
today are in preparing Americans for work and how important they will 
be to our ability to achieve the kind of cost savings and other changes 
we all so desperately need in America's health care system.
  Finally, I want to recognize the contributions of Dr. David Johnson 
from the University of Minnesota's National Transition Network.
  In his testimony before the Labor and Human Resources Committee, Dr. 
Johnson expressed the importance of ensuring the School-to-Work 
Opportunities Act promotes opportunities for all Americans, including 
those young Americans with disabilities. Dr. Johnson's recommendations 
and guidance, along with the contributions of the entire disability 
community, formed the basis for a set of modifications submitted by 
Senator Harkin and myself that are now incorporated into this bill as 
well.
  As a result, the programs supported by the School-to-Work 
Opportunities Act now guarantee full and meaningful participation by 
all Americans with disabilities.
  Mr. President, in addition to the changes I previously mentioned, I 
am encouraged by the interest I received from my colleague from 
Illinois and other members of the Labor Committee in continuing to 
collaborate on our common objectives during the coming reauthorization 
of the Elementary and Secondary Education Act, as well as all other 
education and job training proposals, welfare reform and other 
initiatives we will consider later this year.
  I know that Senator Kassebaum, in particular, would prefer that we 
deal with more fundamental reform of our numerous existing job training 
programs prior to adopting this bill. To her and to others who share 
this view, let me say I strongly support the need for a fundamental 
overhaul of this Nation's job training program.
  I must also say I particularly appreciate the fact that each time we 
come on one of these things, she says, ``Why can't we reorganize this 
thing so we don't have so many separate organizations, agencies, 
programs,'' and so forth. Let us start looking at the whole person 
rather than categorizing these folks. There are too many different 
programs and different funding streams. There are too many different 
priorities and targets that overlap single people.
  My personal preference would be to leave the design of these programs 
and setting of priorities and how funds should be spent to the State 
and local level, not the Federal level. I believe the legislation 
before us is consistent with that preference, and I believe that 
working together on a bipartisan basis with the administration we will 
have opportunities this year to accomplish the objectives that both 
Senator Kassebaum and I share.
  Let me say in this regard that I intend to support Senator 
Kassebaum's amendment that would give States more flexibility in 
integrating and combining Federal funds and existing State programs in 
order to develop and implement more effective school-to-work programs.
  I hope, in conclusion, that my colleagues on both sides of the aisle 
will join those of us who have spoken today in support of this very 
important legislation. The School-to-Work Opportunities Act really 
comes from our communities. It comes from our workplaces and it comes 
from our schools. Therefore, in my experience in Minnesota, I must say, 
Mr. President, it does represent a very significant step forward in 
supporting initiatives at the State and local level that make the kind 
of changes we need in how we both teach and how we learn.
  Thank you, Mr. President. I yield the floor.

                               Exhibit 1

                       Sources of Minnesota Input

       Summaries of the School-to-Work Opportunities Act--and an 
     invitation to comment or make suggestions for changes--were 
     mailed in early August to more then 350 Minnesotans in state 
     and local government, business and labor organizations, 
     educators, and others. A number of individuals and 
     organizations responded or were contacted directly. Among 
     those whose suggestions formed the basis for these 
     recommendations were:


                      state government, education

       Allison England, Office of Governor Arne Carlson, Thomas 
     Berg, Minnesota Department of Education; Mike Coleman, youth 
     apprenticeship coordinator, Minnesota Technical Colleges, 
     John Harback, instructor, Northeast Metro Technical College, 
     John Lennes, Commissioner, Minnesota Department of Labor and 
     Industry, Tony Scallon, Director, Skills For tomorrow Charter 
     School, Russell O. Smith, Superintendent, Cloquet Public 
     Schools, Nick Waldoch, youth apprenticeship coordinator, 
     Minnesota Department of Education.


                       Business and labor leaders

       Tom Triplett, President, Minnesota Business Partnership, 
     Paula Prahl, Education Policy Director, Honeywell, Lawrence 
     Perlman, CEO, Ceridian; and Chair, Business Roundtable Task 
     Force on Workforce Training and Development, Robert 
     Unterberger, General Manager, IBM Corporation, Rochester, 
     Jean Dunn, Executive Director, Minnesota Teamsters Service 
     Center, Steve Gilbertson, union representative, Local 789, 
     United Food and Commercial Workers Union.


                                 Other

       Dale Jorgenson, Minnesota Technology, Inc., Carol 
     Truesdell, Executive Director, Minneapolis Youth Trust, Rich 
     Cairn, service learning consultant; and former deputy 
     director, National Youth Leadership Council.

  Mr. SIMON. Mr. President, I yield myself 1 minute.
  I simply want to thank the Senator for Minnesota for his comments. I 
am pleased to be associated with him in this effort. But let me add one 
other thing.
  I have been around this body, the Senate, and the House long enough 
to see frequently when Members announce their retirement, then you 
hardly ever see them participating in anything. It says something about 
the personal character of David Durenberger that he continues to be 
just as vigorous, just as active after announcing he is not going to be 
running for reelection as he was before. I am very proud to be 
associated with him in this body.
  Mrs. KASSEBAUM. Mr. President, while we may differ on the support 
ultimately of this legislation, I, too, wish to commend the Senator 
from Minnesota for his very constructive approach on the school-to-work 
legislation. As Senator Durenberger outlined, he talked to many people. 
He thought about it. He worked with many different concerns on this 
legislation, and that is how good legislation should be achieved.
  So I certainly value his contribution and am particularly pleased he 
is going to support the amendment on giving the States a waiver as 
well.
  I thank the Senator.
  Mr. DURENBERGER. Mr. President, might I be yielded a minute on the 
amendment so that I might respond?
  The ACTING PRESIDENT pro tempore. The Senator is recognized. There is 
no time limit.
  Mr. DURENBERGER. Mr. President, I am prompted to say two things in 
addition to speaking of my gratitude for the opportunity to serve with 
these two wonderful Midwest colleagues from whom I have learned so 
much.
  First, I think I am a lucky person because I represent a State like 
Minnesota and people are never satisfied with anything going as well as 
it could so they are constantly wanting to do better, to do more, and 
so forth. So it is a really easy people to represent because people are 
always telling you where to go and what to do, and so forth, and so the 
compliments are for my constituency.
  Second, right now, in response to what both my colleagues said, I 
think I have about 330 days remaining on my term, some of which are 
recess days, some of which are adjournment days, so maybe that cuts it 
in half, something like that. There seems to be an awful lot remaining 
to do that I have noticed accumulated on my watch.
  So I wish to say to my colleagues it is no accident that I am here. 
There is a lot to do. There are only 100 of us to do it. I have pledged 
to you that I will be back here at every opportunity to help you, and 
that includes probably some time in 1995 and beyond where the spirit so 
moves me.
  I thank my colleagues and I yield the floor.
  I suggest the absence of a quorum.
  The ACTING PRESIDENT pro tempore. The presence of a quorum has been 
raised. The clerk will call the roll.
  The assistant legislative clerk proceeded to call the roll.
  Mr. GRASSLEY. Mr. President, I ask unanimous consent that the order 
for the quorum call be rescinded.
  The ACTING PRESIDENT pro tempore. Is there objection? Without 
objection, it is so ordered.
  Mr. GRASSLEY. I further ask, Mr. President, to speak for 9 or 10 
minutes as if in morning business.
  The ACTING PRESIDENT pro tempore. Is there objection? Without 
objection, it is so ordered.
  Mr. GRASSLEY. I thank the Chair.

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