[Congressional Record Volume 140, Number 11 (Tuesday, February 8, 1994)]
[Senate]
[Page S]
From the Congressional Record Online through the Government Printing Office [www.gpo.gov]


[Congressional Record: February 8, 1994]
From the Congressional Record Online via GPO Access [wais.access.gpo.gov]

 
                    SCHOOL-TO-WORK OPPORTUNITIES ACT

  The PRESIDING OFFICER. Under the previous order, the Senate will now 
resume consideration of S. 1361.
  The Senate continued with the consideration of the bill.
  Mr. KENNEDY. Mr. President, I ask unanimous consent to be able to 
proceed for 1 minute in terms of the order of votes, if there is no 
objection.
  The PRESIDING OFFICER. Is there objection to the unanimous-consent 
request propounded by the Senator from Massachusetts?
  Without objection, it is so ordered.
  The Senator is recognized for 1 minute.
  Mr. KENNEDY. Mr. President, for the information of the Members, we 
will vote on this amendment now. There are two, the Coverdell and Dole 
amendments, that I understand have been worked out. They will be 
accepted by unanimous consent unless there is objection to them. Right 
after this vote, we will go to those, and they will be accepted without 
objection, and then we will have the final passage vote on the School-
to-Work Program.
  So we will have final passage right after this, with intervening 
action by Senator Kassebaum to ask the Chair to put forward the Dole 
and Coverdell amendments, which have been worked out.
  I thank the Chair.


                       vote on amendment no. 1429

  The PRESIDING OFFICER. Under the previous order, the question is on 
agreeing to the motion to table amendment No. 1429 offered by the 
Senator from Washington [Mr. Gorton].
  The yeas and nays have been ordered. The clerk will call the roll.
  The bill clerk called the roll.
  Mr. FORD. I announce that the Senator from Louisiana [Mr. Breaux], 
the Senator from Louisiana [Mr. Johnston], the Senator from Illinois 
[Ms. Moseley-Braun], the Senator from West Virginia [Mr. Rockefeller] 
are necessarily absent.
  Mr. SIMPSON. I announce that the Senator from Rhode Island [Mr. 
Chafee], the Senator from Texas [Mr. Gramm], and the Senator from Texas 
[Mrs. Hutchison] are necessarily absent.
  The PRESIDING OFFICER. Are there any other Senators in the Chamber 
who desire to vote?
  The result was announced--yeas 50, nays 43, as follows:

                      [Rollcall Vote No. 31 Leg.]

                                YEAS--50

     Akaka
     Baucus
     Bingaman
     Boren
     Boxer
     Bradley
     Bryan
     Bumpers
     Byrd
     Campbell
     Conrad
     Daschle
     DeConcini
     Dodd
     Dorgan
     Exon
     Feingold
     Feinstein
     Ford
     Glenn
     Graham
     Harkin
     Heflin
     Hollings
     Inouye
     Kennedy
     Kerrey
     Kerry
     Kohl
     Lautenberg
     Leahy
     Levin
     Lieberman
     Mathews
     Metzenbaum
     Mikulski
     Mitchell
     Moynihan
     Murray
     Packwood
     Pell
     Pryor
     Reid
     Riegle
     Robb
     Sarbanes
     Sasser
     Simon
     Wellstone
     Wofford

                                NAYS--43

     Bennett
     Biden
     Bond
     Brown
     Burns
     Coats
     Cochran
     Cohen
     Coverdell
     Craig
     D'Amato
     Danforth
     Dole
     Domenici
     Durenberger
     Faircloth
     Gorton
     Grassley
     Gregg
     Hatch
     Hatfield
     Helms
     Jeffords
     Kassebaum
     Kempthorne
     Lott
     Lugar
     Mack
     McCain
     McConnell
     Murkowski
     Nickles
     Nunn
     Pressler
     Roth
     Shelby
     Simpson
     Smith
     Specter
     Stevens
     Thurmond
     Wallop
     Warner

                             NOT VOTING--7

     Breaux
     Chafee
     Gramm
     Hutchison
     Johnston
     Moseley-Braun
     Rockefeller
  So the motion to table the amendment (No. 1429) was agreed to.


                    Amendment No. 1433, as Modified

  The PRESIDING OFFICER. The Senator from Massachusetts [Mr. Kennedy].
  Mr. KENNEDY. Mr. President, there are now only two pending amendments 
to the school-to-work bill and there is one amendment that was adopted 
yesterday that needs to be modified.
  I understand Senator Dole is willing to modify his amendment.
  The PRESIDING OFFICER. The Chair will remind the Senator the pending 
amendment currently is amendment No. 1433, offered by the Senator from 
Kansas, Senator Kassebaum, for Senators Dole and Nickles.
  Mrs. KASSEBAUM. Mr. President, at this time I ask unanimous consent 
to modify the Dole-Nickles amendment, No. 1433, and send the 
modification to the desk.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  The amendment (No. 1433), as modified, is as follows:

       At the appropriate place in title V, insert the following:

     SEC.  . SENSE OF THE SENATE.

       It is the sense of the Senate that the Congress should fund 
     programs under this Act, for fiscal years 1996 through 2002, 
     predominately from the savings resulting from efforts of the 
     Department of Labor, the Department of Education, and other 
     Federal agencies, to eliminate, consolidate, or streamline, 
     duplicative or ineffective education or job training programs 
     in existence on the date of enactment of this Act.

  The PRESIDING OFFICER. Is there further debate on amendment No. 1433, 
as modified?
  The Chair recognizes the Senator from Massachusetts [Mr. Kennedy].
  Mr. KENNEDY. Mr. President, as modified, the amendment is acceptable. 
It expresses the sense of the Senate that the school-to-work initiative 
should be funded predominantly from streamlining existing programs. 
This is reflected in the President's fiscal year 1995 budget. So I hope 
it will be agreed to.
  Mr. DOLE. Mr. President, as we head into the 21st century, America 
must be prepared to meet the challenges of a world that is becoming 
increasingly more competitive. Few can dispute the importance of a 
highly skilled and well-trained work force to America's competitive 
position and to her economic security.
  Now, the stated goal of the school-to-work bill is a laudable one: To 
help ease the transition from high school to the workplace. Far too 
many of our young people are not adequately equipped with the skills 
necessary to be effective workers. American productivity suffers as a 
result.
  Over the years, the Federal Government has pumped billions upon 
billions of dollars into job training: The Department of Education runs 
59 separate programs at a total annual cost of more than $13 billion. 
The Department of Labor has 34 programs carrying a yearly price tag of 
$7 billion. Even the Interior Department has gotten into the act, 
running two separate job-training programs with an annual cost of more 
than $22 million. According to the General Accounting Office, the 
Federal Government spends nearly $25 billion each year on 154 separate 
job training and education programs. That's a lot of money, and a lot 
of programs--even by Washington standards.
  The school-to-work bill continues this spending pattern by 
authorizing hundreds of millions of dollars in additional funds over 
the next 5 years.
  I agree with the other concerns raised yesterday by my distinguished 
colleague from Kansas, Senator Kassebaum--that the School-to-Work 
Program lacks the flexibility necessary to successfully integrate 
existing job-training programs; that the priority given to ``paid-work 
experience'' is a disincentive to business involvement and could have 
the unintended consequences of reducing opportunities for our young 
people; and, most importantly, that school-to-work is nothing more and 
nothing less than another stand-alone job-training program.
  Before spending more money on job-training program No. 155, we ought 
to first have a full accounting of the 154 other Federal programs that 
are already up and running: Which programs work, and which ones don't 
work? Which programs can be made more effective through consolidation 
or streamlining, and which ones should be eliminated altogether?
  These concerns are real: For example, the Wall Street Journal 
reported that the Education Department's Vocational Lending Program 
made loans to train 81,600 cosmetology students, even though the job 
market is creating slots for just 17,000 new cosmetologists. This is 
the sort of ill-conceived and wasteful spending that gives Government a 
bad name.

  To his credit, Secretary of Labor Robert Reich has himself recognized 
that pouring more money into the job-training hodgepodge doesn't serve 
anyone--except perhaps the Government bureaucrats. As he recently 
pointed out in a speech before the Center for National Policy: 
``Investing scarce resources in programs that don't deliver cheats 
workers who require results and taxpayers who finance failure.'' 
Secretary Reich then outlined his philosophy on job-training:

       Where a program works and meets a real need, we'll make it 
     happen. Where it doesn't we'll eliminate it. And where it's 
     broken, we'll fix it. Build on what's working, get rid of 
     what's not.

  I agree. And that's why I joined yesterday with my distinguished 
colleague from Oklahoma, Senator Nickles, in offering an amendment that 
would put the Senate on record as supporting what works, and opposing 
what doesn't work.
  Our amendment is straightforward: It expresses the sense of the 
Senate that, in fiscal years 1996 through 2002, the School-to-Work 
Program should be funded predominantly from savings resulting from 
efforts to eliminate, consolidate, or streamline existing education and 
job training programs that are either duplicative or ineffective.
  In other words, I am willing to give Secretary Reich's philosophy a 
fighting chance: Let's consolidate, streamline, and eliminate those 
programs that don't work before throwing more money into another high-
dollar Federal program. Indeed, if the Department of Labor and the 
other Federal agencies do their job and identify those programs that 
deserve to be streamlined or eliminated, there should be plenty of 
funds left over to finance the new School-to-Work Program.
  In the $25 billion Federal job-training hodgepodge, we should be able 
to find at least $300 million in annual savings.
  The PRESIDING OFFICER. If there be no further debate, the question is 
on agreeing to the amendment.
  The amendment (No. 1433), as modified, was agreed to.
  The PRESIDING OFFICER. The Senator from Massachusetts, [Mr. Kennedy] 
is recognized.
  Mr. KENNEDY. Mr. President, I understand the Senator from Georgia is 
willing to withdraw his amendment?


                      Amendment No. 1432 Withdrawn

  Mrs. KASSEBAUM. Mr. President, on behalf of Senator Coverdell I would 
like to withdraw amendment No. 1432.
  The PRESIDING OFFICER. Without objection, it is so ordered. Amendment 
No. 1432, previously offered by the Senator from Georgia, is withdrawn.
  The amendment (No. 1432) was withdrawn.


                    Amendment No. 1424, As Modified

  Mr. KENNEDY. Mr. President, I understand the Senator from Kansas 
wishes to modify an amendment which she successfully offered yesterday.
  Mrs. KASSEBAUM. Mr. President, I ask unanimous consent to modify 
amendment No. 1424. This is my own amendment. This is a technical 
correction which has been agreed to on both sides.
  The PRESIDING OFFICER. Is there objection to the request on 
modification?
  Without objection the modification is agreed to.
  The amendment (No. 1424), as modified, 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) Carl D. Perkins Vocational and Applied Technology Act, 
     section 201; and
       (ii) the Job Training Partnership Act (29 U.S.C. 1501 et 
     seq.).
       (b) Use of Funds.--A State may use the State portion of 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 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 State seeking 
     to combine funds under subsection (a) shall include in the 
     application 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;
       (4) evidence of support for the waiver requests by the 
     State agencies officials with jurisdiction over the funds 
     that would be combined;
       (5) a State's authority to combine funds under this section 
     shall not exceed 5 years, except that the Secretaries may 
     extend such period if the Secretaries determine that such 
     authority would further the purpose of this Act; and
       (6) 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 504A, 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)''.

  The claim that Goals 2000 is voluntary is without merit. Any schools 
will dance for the piper with more money. Waving a $400 million carrot 
in front of school noses and promising that the control will stay in 
school hands is just plain fatuous. It is already mandatory for the 
States to jump through hoops and dance jigs in order to get Federal 
funds. There are strict guidelines in the grant programs that must be 
adhered to, or the money is withheld. Who supposes this will be 
different?
  Once the States submit educational plans and have them approved by 
the National Education Goals Panel or the National Education Standards 
Improvement Council or the Secretary of Education or whoever, and 
receive their stipend, they are hooked. They will be obligated to the 
Federal Government to do whatever the Government directs them to do. 
There is absolutely nothing in here that keeps the Government from 
changing course midstream. Once the schools are dependent on the funds 
from Goals 2000, they will have no choice but to comply. We do not need 
the Government ``Nanny'' directing how we raise and educate our 
children. Our children and parents need more support and freedom, not 
mandates.
  Mr. President, I urge my colleagues to oppose this legislation on its 
face. The promise of more money to our schools through this desirous 
method is repugnant; $400 million split among 50 States, the District 
of Columbia, and all our territories, let alone how much is actually 
appropriated after the bill goes to conference, will amount to little 
help, but the States will be tied to it forever. The ``National School 
Board'' will have arrived.
  This is coercion, Mr. President, and I will not support it. This is 
not the solution. Accountability is the solution--accountability to our 
parents, accountability to our children--not accountability to the 
National Education Association or the Department of Education.
  Mr. KENNEDY. Mr. President, I ask for the yeas and nays.
  Mr. PRESIDING OFFICER. The Chair will inquire of the Senator if he is 
requesting the yeas and nays on the underlying House bill?
  Mr. KENNEDY. The Chair is correct, on the House bill, the school-to-
work bill.
  Mr. President, I ask for the yeas and nays.
  The PRESIDING OFFICER. Is there a sufficient second?
  There is a sufficient second.
  The yeas and nays were ordered.
  The PRESIDING OFFICER. The bill is open to further amendment. If 
there be no further amendment to be proposed, the question is on 
agreeing to the committee amendment in the nature of a substitute, as 
amended.
  The amendment was agreed to.
  The PRESIDING OFFICER. Under the previous order the clerk will read 
S. 1361 for the third time.
  The bill was ordered to be engrossed for a third reading and was read 
the third time.
  Mr. WALLOP. Mr. President, yes there are problems in education. 
Federal Government control is not the solution to these problems. We 
cannot belittle the troubles that plague our children's schools, but a 
$400 million Federal Band-aid is going to fix nothing and harm 
everything. Goals 2000 will not fix education but it will complicate 
it. The most likely result of this new Federal intrusion will be 
irreparable damage to the entire education community in this country.
  Our schools need our help. Our students are facing problems and 
situations today that none of us ever encountered. But by and large 
they are more the fault of Government policy. Many public schools are 
facing dramatic difficulties, and the congressional knee-jerk reaction 
is: ``If only we give more money, everything will be fine.'' Mr. 
President, that is simply not true. Money can help a world of woes, but 
it won't buy quality. Like virtually every other sector in this country 
which the Federal Government touches, the educational structure is 
flabby from Federal pork.
  This legislation comes as a surprise. All I have been hearing about 
during my years here in the Senate, in public life before coming to 
Washington, was that Americans want less Federal intervention in their 
lives--not more. And here we are talking about giving the Government 
even more control over the basic education programs of our children.
  This bill is yet another step in the Federal Government's takeover of 
education in general. Sure, the bill's proponents repeat over and over 
again, ``It's voluntary, voluntary, voluntary.'' I say it is the large 
Federal camel's nose in history.
  Mr. HATCH. Mr. President, earlier today I voted against S. 1361, the 
School-to-Work Opportunities Act. I did so reluctantly, Mr. President, 
as I have been a long-time supporter and promoter of job training. I 
also cast my vote understanding that this bill would almost certainly 
become law, notwithstanding my concerns.
  Those concerns, Mr. President, were not with the laudable and 
legitimate needs that this legislation sought to address. My concerns 
deal with the fact that we already have 154 separate job training 
programs on the books that cost Federal taxpayers nearly $25 billion a 
year.
  There is currently a maze of Federal and State job training efforts 
that is in desperate need of reform. Notably, in that section of this 
bill that outlines the requisite content of the plan that States must 
file, S. 1361 states that such State plans must, among many things, 
``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 under the Adult Education 
Act, the Carl Perkins Vocational and Applied Technology Education Act, 
the Elementary and Secondary Education Act, the Higher Education Act, 
part F of title IV of the Social Security Act, the Goals 2000, the 
National Skills Standards Act, the Individuals With Disabilities Act, 
the Job Training Partnership Act, the Act of 1937--commonly known as 
the National Apprenticeship Act--the Rehabilitation Act of 1973, and 
the National and Community Service Act of 1990.''
  To the States I say: Good luck.
  As Senator Kassebaum has observed, this bill ``creates a whole new 
program to loop together another set of programs and relies on an 
elaborate set of waiver provisions to try to make it all work.'' The 
price tag is $300 million per year.
  Mr. President, I favor program coordination. I think the left hand 
ought to know what the right hand is doing. I might add that President 
Bush proposed legislation that would consolidate several Federal job 
training and vocational education efforts into one program with one set 
of rules and regulations, one application form, and one funding stream. 
I do not recall that this plan even got the benefit of a hearing.
  Today, Mr. President, instead of exercising some leadership--instead 
of making Federal programs more efficient and more workable--we are 
taking the coward's way out and making the States come up with a plan 
for coordination. We are making the States do what we ought to be 
doing--streamlining Federal bureaucracies.
  As I said, Mr. President, I sincerely appreciate the goal that is 
implicit in this bill. I cannot support the additional burden placed on 
States; I cannot support creation of yet another Federal apparatus for 
job training; and I cannot support authorizing $300 million in new 
money for this purpose when there are 154 other job training programs 
already in existence that could no doubt serve more people with more 
money.
  Mr. President, in these times of limited resources it is incumbent 
upon us to simply stop piling new and duplicative programs onto 
existing ones. In this case, we missed that opportunity.
  Mr. LAUTENBERG. Mr. President, I rise in support of S. 1361, the 
School-to-Work Opportunities Act. I am a cosponsor of this legislation 
and am pleased that the Senate is poised to pass it.
  Mr. President, our modern economy is rapidly changing. Today's 
American worker must compete against workers all over the world as well 
as embrace modern technology in the workplace.
  Despite these changes, our educational system is primarily focused on 
a traditional career path. We have several programs for students who go 
onto college. However, 75 percent of all high school graduates do not 
complete an undergraduate degree and 50 percent never take a post high-
school class.
  We need to equip these millions of non-college-bound students with 
basic academic and occupational skills necessary in an increasingly 
complex labor market. In the 1980's, the earnings gap between high 
school and college graduates doubled. At the same time, employers have 
expressed increasing frustration with the quality of job skills 
possessed by high school graduates.
  These trends tell us that we need to develop a new system to educate 
and train those who do not go on to college. We must prepare them for 
the competitive workplace of the 21st century. This is what the School-
to-Work Opportunities Act seeks to do--to provide educational and job 
training opportunity for those who are left out of our current system.
  The school-to-work bill provides funding to States to plan and 
develop school-to-work systems. This is critical because the current 
apprenticeship, job training, and job counseling system is fractured in 
each State. Each State plan must describe how the State will integrate 
private business and the educational system into a school-to-work plan. 
Once the State plan is completed, a State may receive an implementation 
grant to provide funding to local partnerships and school-to-work 
programs to help educate, train, and place young people into high 
skilled occupations. This bill also allows States to seek waivers from 
other Federal education and labor programs if they will help them 
better establish a coordinated school-to-work system.
  Mr. President, the young people of our country are our future. In the 
past, we have focused on the college bound students while leaving high 
school graduates with no career education and training. This bill will 
address this serious failure so that all of our young people can enter 
the job market with skills that permit them to make a productive 
contribution to our economy. It will also please the business community 
that will benefit from a better skilled work force. It is no surprise 
that this legislation is supported by the Business Roundtable, the 
National Association of Manufacturers, and the U.S. Chamber of Commerce 
as well as organized labor.
  I urge my colleagues to support this legislation.
  Mr. COATS. Mr. President, school-to-work transition is a concept that 
I strongly endorse. Many of our youth, as we have previously heard, 
will not go to college, and many who do go to college will not earn a 
degree. We need to provide meaningful opportunities for these 
students--and we need to provide them as early as possible.
  Not only do I support school-to-work as a theory, but I support many 
of the principles embodies in the legislation before us. Collaboration, 
public/private partnerships, mentorship--these are all important 
concepts, and crucial for an effective program.
  Unfortunately, the positive aspects of S. 1361 do not outweigh, in my 
mind, the problems with this proposal.
  First, I am concerned that this is yet another categorical program. 
According to the Government Accounting Office, we are presently funding 
over 150 job training programs at an estimated cost of $20 billion. The 
school-to-work bill adds another job training proposal to this already 
costly mix. And perhaps more important is the fact that it duplicates 
efforts already authorized to be provided to this same group--kids not 
bound for college.
  As a matter of fact, the State of Indiana, as well as 23 other 
States, has already received grants for the development of school-to-
work programs. Some might ask how this was possible since S. 1361 has 
not yet been enacted. Using existing authority under JTPA and the Carl 
Perkins Act, the Departments of Labor and Education have provided funds 
to States for the Development of school-to-work initiatives. So we see 
that school-to-work initiatives are not only possible, but are already 
being supported by Federal funds, so why is this bill needed?
  Second, I am concerned by the requirement that students who 
participate in this program be paid for their training. Aside from 
questioning the appropriateness of paying people for training, I am 
concerned that this requirement will significantly limit the 
opportunities for valuable work experiences. This is particularly true 
for small businesses, which are the life blood of our economy.
  Finally, I feel strongly that States should be afforded maximum 
flexibility in designing both the program and the work opportunities 
that would be available. As currently drafted, S. 1361 is prescriptive 
and would significantly tie the hands of the States, employers, and 
schools participating in this initiative. I think we have seen time and 
time again that Washington's one-size-fits-all solutions don't work. 
Let's let people with hands on experience design programs that will 
really help those in need.
  Mr. President, the concept of school-to-work transition is an 
important one, and that deserves our close attention. However, it is a 
job training proposal, and as such I think it would have been more 
appropriate to have considered in conjunction with the other job 
training programs.
  We have made a great deal of progress on this legislation over the 
course of the past few days, and have included some very important 
amendments. I strongly support these changes and the concept of school-
to-work, however, at this time I am unable to support this legislation. 
We still have a ways to go, and I would have preferred that this be 
considered in a broader context, but will re-examine the legislation 
when it emerges from conference.
  Mrs. MURRAY. Mr. President, I am pleased to speak today in favor of 
Senate bill 1361, the School-to-Work Opportunities Act.
  With this bill, we continue to build upon a theme introduced by 
President Clinton in last year's budget process--investing in our 
future. By immunizing our children and fully funding important programs 
such as Head Start, WIC, Goals 2000, and school-to-work, we are 
investing in our children, and in the America of tomorrow.
  As we focus on planning, and preparing our children for the future, 
we are challenged to make adjustments. We cannot afford to operate on 
old assumptions--assumptions that are no longer relevant today.
  We must recognize that approximately half of our Nation's young 
people do not go on to college; 75 percent do not earn a bachelor's 
degree. Many of these young people do not possess the basic academic 
and occupational skills necessary for the changing workplace, or for 
further education. Many cannot find stable, career-track jobs for a 
good 5 to 10 years after graduating from high school.
  Whether the family-wage jobs of the future will require a college 
degree, they no doubt will require professional or technical training. 
We must prepare our children throughout the Nation for both. The 
school-to-work bill will help young people link what they are learning 
in school to the workplace. It will also prepare them for 4-year 
college.
  Our schools have a stake in preparing students for tomorrow's work 
force. They must help educate and train our children today for the jobs 
of tomorrow.
  My home State of Washington has made major strides toward developing 
high school coursework that is relevant for students, and clearly 
applicable to the real world. Four model high schools in Bethel, 
Central Valley, Camas, and Grand Coulee are beginning their third year 
of comprehensive restructuring efforts.
  In addition, last year the Washington Legislature enacted the School-
to-Work Transitions Program. This program provides funding for model 
high school transition projects in 33 school districts in the State. 
The emphasis is on providing high school students with a choice of 
educational pathways. These pathways are based on the student's career 
interest area--and they integrate academic, vocational, and technical 
education into a single curriculum.
  In the Washington program, priority is given to high schools that 
work with middle and junior high schools to improve students' career 
awareness. In addition, the program requires that partnerships be 
formed with employers and employees to give students work-based 
learning experiences as well.
  Mr. President, I support the emphasis on collaboration in the 
Washington program, and in the bill before us. Encouraging government, 
educational institutions, employers, labor, students, parents, and 
community-based organizations to work together is crucial.
  In addition, we must work diligently to identify the growth sectors 
of our economy, and the education and skills that will be needed by the 
work force in these sectors. As part of this effort, I am holding a 
futures forum in my home State of Washington during the spring work 
period.
  I am bringing together experts from a variety of disciplines and 
communities in the State--experts in business, labor representatives, 
educators, academics, and government leaders--to discuss what 
Washington's economy and work force will look like in the next 10 to 20 
years. We will focus on the prospects for growth in a variety of 
sectors of the economy. And, we will discuss the education and skills 
that will be needed by the work force in State.
  We will also discuss how to give our children the education and 
skills they will need to participate in the work force of the future. 
This will be the first in a series of forums, and I look forward to 
hearing from those who work on this challenge on a daily basis.
  Finally, I want to mention the use of Federal funds as seed money to 
stimulate State and local creativity in establishing statewide school-
to-work programs. This approach is far superior to creating yet another 
large Federal employment and training program. This way we are 
encouraging States to expand upon existing programs such as tech prep 
education, cooperative education, youth apprenticeship, school-
sponsored enterprises, and existing school-to-work programs--like the 
one we have in Washington State.
  Mr. President, this is a very important bill for our Nation's 
children today, and for our economy tomorrow. I urge my colleagues to 
support this bill.
  Mr. HATFIELD. Mr. President, America's economic future is at risk. 
For years, I have been deeply concerned that the United States is 
addressing the requirements of its work force in the wrong way and this 
is posing a tremendous threat to our ability to compete in the emerging 
global economy.
  Under our current ``Tayloristic'' system, we have become so 
overdependent on a small cadre of decisionmakers and managers that our 
ability to increase our quality and variety of products, processes, and 
services is diminishing. Therefore, our capacity to adapt to new 
consumer needs in this global economy and sustain a high standard of 
living has suffered. If we continue to ignore our frontline workers' 
abilities, I believe that our folly ultimately will relegate us to 
second class status in the global marketplace.
  According to the Commission on the Skills of the American Workforce: 
``The world is prepared to pay high prices and high wages for quality, 
variety, and responsiveness to changing consumer tastes.'' If the 
United States is to continue as the world's economic leader, we must 
develop the best educated and best trained work force in the world in 
order to command those high prices and afford those high wages.
  American employers are realizing that they must insist on having 
workers who are able to adapt to changing conditions not only by 
learning new skills but also by changing their roles in the workplace. 
They must be capable of solving problems, and they must be encouraged 
to do so by working in teams and by helping forward-thinking management 
meet its responsibilities. Although the legislation before us today 
does not address the needs of our current work force, it will, however, 
help our competitiveness in the future by assisting States to prepare 
our youth for the critical transition from school to work.
  Currently, American high schools direct most of their attention 
toward preparing students for college. However, of those who enter 
college, only about 15 percent go on to graduate and then obtain a 4-
year college degree within 6 years of high school graduation. Yet we 
continue to allow our educational system to essentially ignore the 
needs of the remaining 85 percent. We abandon them to muddle between 
different educational and employment opportunities. Furthermore, about 
30 percent of youth aged 16 to 24 lack the necessary skills for entry-
level employment. This problem becomes shockingly vivid when one sees 
that 50 percent of adults in their late twenties have not found a 
steady job.
  Mr. President, it is time for us to change the way we think and 
virtually revolutionize the way we address the current educational 
system for those who will never enter our colleges and universities. We 
must help students understand why they are learning the particular 
subject matter so that they think more about applied academics and 
connect education to the world of work. We must help them make a 
successful transition from school to work.
  In 1991, Oregon made a striking break with traditional American 
education with the passage of Oregon Education Act for the 21st 
century. Among other things, it established certificates of initial 
mastery and advanced mastery as new high-performance standards for all 
students and has created new partnerships among business, labor, and 
the educational community to develop academic and professional 
technical standards.
  Once basic mastery is demonstrated, and no one advances until 
fundamental skills are absorbed--students will select a broad career 
area to provide the context for further study. This prepares them for 
postsecondary education or further skills training for family-wage 
jobs. Work-based learning opportunities will be provided to interested 
students so that necessary skills and competencies can be learned in 
the work environment as well as in the classroom. This is vital, it 
drives home to students the interrelationship between education and 
work.
  Our school reform strategy recognizes the interdependence between 
places of learning and places of work. In fact, several high schools 
like Sprague, Roosevelt, and David-Douglas have made this connection. 
Education and work force reform movements also recognize that to 
improve the performance of students and the productivity of workers 
requires new partnerships among business, labor, education, and 
government. Understandably, Oregon has received national recognition 
for focusing on the critical school-to-work transition.
  The legislation before us today will provide seed money to help 
States develop comprehensive plans that includes work-based and school-
based learning programs. Most systems will involve a year of 
postsecondary education and 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. Second, it will provide the States with 5-year 
implementation grants to help operate these systems.
  Mr. President, many of the problems facing our noncollege bound 
students need to be addressed at the State and local levels. 
Nevertheless, this is also a national problem because our economic 
competitiveness depends on our willingness to help them meet our future 
work-force demands.
  If we are to affect lasting change for future generations--if that 
change is to keep pace with the changing global marketplace--then we 
must engage schools, businesses, and government at all levels to 
prepare tomorrow's workers for our future. Passage of this legislation 
today will encourage our States to creatively meet the needs of our 
noncollege bound student population. The needs of these students have 
been ignored for far too long and it is my pleasure to be an original 
cosponsor of this bill.
  Mr. GRASSLEY. Mr. President, I rise today to address the issue of 
school to work. I share many of the sentiments that have already been 
expressed by my colleagues. Today, students who do not pursue a college 
degree, face great challenges in finding a job which is personally and 
financially rewarding. The issue before us is how to do we better 
assist these young people find gainful employment and make the 
transition from school-to-work?
  Only 25 percent of all high school graduates go on to college. The 
remaining students enter the work force with only a high school diploma 
and limited skills. At one time, low-skill, high-wage manufacturing 
jobs were abundant. This is no longer the case. Today, individuals 
without a college degree earn significantly less than individuals with 
a college degree and that gap is widening each year.
  I agree with my colleagues that we need to build a better partnership 
between our schools and businesses to determine what skills are needed 
in the increasingly competitive economy. We then must target students 
at need and equip them with the necessary skills. My question is do we 
need another Federal jobs program to achieve this goal? I don't believe 
so and that is why I am not able to support S. 1361, the School-to-Work 
Opportunities Act.
  There are 154 existing Federal jobs-related programs which cost the 
Treasury over $20 billion annually. Enacting this legislation would 
create yet another program with a price tag of $300 million this year 
and such sums as necessary for the period of its authorization. 
Although the program is due to expire after its authorization, I have 
not known this Congress to allow programs to expire. It's much easier 
to extend a program than to let it die.
  I believe the better way to address the issue of school-to-work is to 
focus on existing programs and restructure them to better serve our 
young people. For example, there are a number of existing programs that 
target the very students we are talking about today. The Carl Perkins 
Tech-Prep Program, career academies and youth apprenticeship programs 
all assist students in the transition from school to work. It seems to 
make better sense to determine how to improve these programs and, if 
necessary, integrate them. Unfortunately, there are provisions in the 
school-to-work bill which would prevent the integration of the Carl 
Perkins Tech Prep Program into the School-to-Work Program.
  For example, the School-to-Work Program requires a paid work 
experience in certain circumstances. The Carl Perkins Tech-Prep Program 
does not have a similar requirement, so this program would operate 
parallel to the new school-to-work program. They couldn't be 
coordinated, nor integrated, yet they would essentially serve the same 
students.

  I would like to take this opportunity to discuss the paid work 
experience which I have alluded to. The original language contained in 
the bill required students to have a work experience which must be 
paid. Many small businesses struggle financially. While many may want 
to participate in the program, they may find the salary requirement 
prohibitive. This provision ignores the value of unpaid work 
experiences. I am pleased that my colleagues recognized the burden of 
this provision when it adopted an amendment removing the paid work 
requirement except in some cases. A student can still have a valuable 
learning experience if the job is unpaid. Shadowing experiences, 
mentoring are all crucial learning experiences.
  I believe we are placing too much emphasis on spending more and not 
enough on improving existing education and jobs programs. We must 
better manage these programs. If our young people are not prepared to 
enter the work force, shouldn't we try to understand why? Should school 
curriculum be altered? School systems across the country already 
recognize that they should be building partnerships with local 
employers to prepare students for employment. We do not need new 
Federal legislation to achieve these goals. Again, we are faced with a 
situation where local action is outpacing Federal legislative 
initiatives.
  I strongly support the intentions of this legislation, but I am not 
prepared to vote to create yet another Federal program. I would rather 
reevaluate existing programs and determine how they can better serve 
our young people prepare for the future.
  Mr. ROCKEFELLER. Mr. President, America's future lies with its 
children. Recognizing the importance of providing educational and 
occupational training for today's youth, I am proud to cosponsor the 
School-to-Work Opportunities Act. Because of a personal commitment, I 
had to be in West Virginia earlier today and unfortunately missed the 
vote on final passage of this legislation. But it was clear this 
measure had strong bipartisan support and would pass. My statement is 
to reinforce my support for this initiative.
  This legislation represents part of an overall strategy to reform our 
American educational system, and it specifically seeks to enhance the 
transition to work for young people. The provisions of this bill 
reaffirm this Nation's commitment to the education and employment of 
today's youth. The bill's goal is to unite partnerships of employers 
and educators to create a high quality school-to-work program that 
assists students in the transition from school to a well-paying first 
job.
  The legislation maps out a new strategy to achieve this goal. First, 
it establishes components and goals for successful school-to-work 
programs. Next, it seeks to integrate work-based and school-based 
learning to provide students with additional skills. It will create a 
national framework that provides States the flexibility to develop 
programs to effectuate the transition from school to employment.
  Every parent, student, teacher, and employer should embrace the goals 
of the School-to-Work Act and strive together to achieve them.
  We need to recognize that approximately one-half of American youth do 
not go to college and about 75 percent of those who initially enroll do 
not graduate. Even more important, a 1990 report by the Commission on 
the Skills of the American Work Force noted that 70 percent of the jobs 
in America in the year 2000 will not require a college education, but 
most will require training beyond high school.
  America needs the School-to-Work Act to ensure that students who 
don't go to college still are prepared to enter the work force. 
Entering work directly after high school needs to be a viable 
alternative for students who cannot or do not want to attend college. 
Our competitiveness will depend on how well we prepare our youth for 
the modern workplace.
  Every student should have the opportunity to earn a living at a high-
skill, high-wage job upon graduation from high school. Under the 
School-to-Work Act, we will ensure that students are given the 
educational and occupational training that they need to obtain a high-
paying first job and begin a career. The legislation establishes a 
national framework within which States can develop effective systems 
for improving students' transition from school to work.
  Under the legislation, States will have the flexibility to design 
their own programs suited to their States' needs, economy and labor 
market. Although the program requires core components and goals it does 
not mandate the means to achieve these goals. Various sources of 
support, including Federal grants to States, waivers, direct grants to 
local partnerships, and high poverty area grants, will enable States to 
create their own school-to-work programs.
  States will receive a 1-year planning grant and one 5-year 
implementation grant. The act also provides for waivers of certain 
regulatory and statutory programs to all other Federal funds to be 
coordinated with comprehensive school-to-work programs.
  The heart of the program is making employers full partners in 
providing high-quality, work-based learning experiences to students. 
The program will improve the knowledge and skill of young people by 
combining academic and occupational learning. Every school-to-work plan 
must include work-based learning that provides job training or work 
experiences. In addition, each program must provide school-based 
learning including career counseling and instruction in a career major, 
and a program of study that is based on high academic and skill 
standards as proposed in Goals 2000 Educate America Act.
  This combination of occupational and academic education will provide 
students with additional knowledge and skills that will better prepare 
them to enter the job market and obtain high-wage, high-paying jobs.
  My support of the School-to-Work Act is a continuation of my work as 
chairman of the National Commission on Children. As chairman, I 
traveled across the country meeting with young people, parents, and 
teachers. Everywhere I went, people recognized that education is the 
key to the future. Education will provide students with the key to 
unlock to door to high-wage, high-skill jobs upon graduation from high 
school.
  Educators and employers need to unite in the effort to educate youth 
and provide them opportunities to contribute to society. The School-to-
Work Act provides the means for a partnership between schools and 
employers, a partnership that was strongly endorsed by the unanimous, 
bipartisan report of the National Commission on Children. It is 
gratifying to note that this important legislation reflects the 
principles of reform outlined by the Commission.
  Mr. DODD. Mr. President, I rise today in strong support of S. 1361, 
the School-to-Work Opportunities Act.
  In the last few days, we have charted a new course in Federal 
education legislation. For over a decade, States and communities have 
been at work developing innovative programs to address the challenges 
facing today's schools. With the Goals 2000 legislation and the School-
to-Work Opportunities Act, the Federal Government finally steps forward 
as a full partner in these efforts. And unlike in the past, we are 
bringing more than our ideas and mandates to the table. These new 
initiatives come not with strings, but with money and flexibility.
  The School-to-Work Opportunities Act is aimed at the 75 percent of 
students who never complete college. These students are often 
overlooked by the current system. To a great extent, the focus of our 
high schools has been on the college-bound student. Computer 
programming, accounting, automotive engineering, and other 
vocationally-oriented courses have been offered as electives, if at 
all. Students who complete high school, but not college, find 
themselves with a diploma, but few job skills.
  Thirty years ago, a high school diploma was enough to put a young man 
or woman into a job that could support a family and a home. Today, that 
is just not the case. The average monthly earnings of a full-time 
worker with only a high school diploma is just $1,200. There are few 
places in America where this income could support a family. And the 
situation is only getting worse for these low-skill workers as the 
workplace grows ever more technologically advanced. We must do what we 
can to make sure these young people are not left to fall further 
behind.
  The school-to-work initiative seeks to ensure students a smooth 
transition from school into meaningful, high-quality jobs. Under this 
legislation, partnerships will be developed at the State and local 
level to bring together employers, educators, labor leaders, community-
based organizations, and others. These partnerships will work to 
coordinate existing programs to prepare students to compete and succeed 
in the high-technology, high-skill work force of the next century.
  Many States are already experimenting in this area. Pennsylvania has 
had tremendous success with its youth apprenticeship program. 
Connecticut has a similar program that brings together inner-city youth 
and representatives of the building and construction trades. The Tech-
Prep Program has also provided thousands of young people in Connecticut 
and in many other States with new opportunities. The school-to-work 
initiative will provide these States with seed money to expand and 
enhance these and other programs to meet the critical needs of non-
college bound students.
  I urge my colleagues to join me in support of this important bill.
  The PRESIDING OFFICER. Under the previous order, the clerk will 
report H.R. 2884.
  The assistant legislative clerk read as follows:

       A bill (H.R. 2884) 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.
  The PRESIDING OFFICER. All after the enacting clause is stricken. The 
text of S. 1361, as amended, is substituted in lieu thereof, and H.R. 
2884, as amended, is considered read a third time.
  The question is, Shall the bill, H.R. 2884, as amended, pass? The 
yeas and nays have been ordered. The clerk will call the roll.
  The assistant legislative clerk called the roll.
  Mr. FORD. I announce that the Senator from Louisiana [Mr. Breaux], 
the Senator from Louisiana [Mr. Johnston], the Senator from Illinois 
[Ms. Moseley-Braun], and the Senator from West Virginia [Mr. 
Rockefeller] are necessarily absent.
  I further announce that, if present and voting, the Senator from 
Illinois [Ms. Moseley-Braun] would vote ``aye.''
  Mr. SIMPSON. I announce that the Senator from Rhode Island [Mr. 
Chafee], the Senator from Texas [Mr. Gramm], and the Senator from Texas 
[Mrs. Hutchison] are necessarily absent.
  The PRESIDING OFFICER. Are there any other Senators in the Chamber 
who desire to vote?
  The result was announced--yeas 62, nays 31, as follows:

                      [Rollcall Vote No. 32 Leg.]

                                YEAS--62

     Akaka
     Baucus
     Biden
     Bingaman
     Bond
     Boren
     Boxer
     Bradley
     Bryan
     Bumpers
     Campbell
     Cochran
     Cohen
     Conrad
     D'Amato
     Danforth
     Daschle
     DeConcini
     Dodd
     Dorgan
     Durenberger
     Exon
     Feingold
     Feinstein
     Ford
     Glenn
     Graham
     Harkin
     Hatfield
     Heflin
     Hollings
     Inouye
     Jeffords
     Kennedy
     Kerrey
     Kerry
     Kohl
     Lautenberg
     Leahy
     Levin
     Lieberman
     Mathews
     Metzenbaum
     Mikulski
     Mitchell
     Moynihan
     Murray
     Nunn
     Packwood
     Pell
     Pryor
     Reid
     Riegle
     Robb
     Sarbanes
     Sasser
     Shelby
     Simon
     Specter
     Thurmond
     Wellstone
     Wofford

                                NAYS--31

     Bennett
     Brown
     Burns
     Byrd
     Coats
     Coverdell
     Craig
     Dole
     Domenici
     Faircloth
     Gorton
     Grassley
     Gregg
     Hatch
     Helms
     Kassebaum
     Kempthorne
     Lott
     Lugar
     Mack
     McCain
     McConnell
     Murkowski
     Nickles
     Pressler
     Roth
     Simpson
     Smith
     Stevens
     Wallop
     Warner

                             NOT VOTING--7

     Breaux
     Chafee
     Gramm
     Hutchison
     Johnston
     Moseley-Braun
     Rockefeller
  So the bill (H.R. 2884), as amended, was passed, as follows:

                               H.R. 2884

     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 and in congressional districts with low population 
              densities.

                      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. Combination of Federal funds by States.
Sec. 506. Requirements.
Sec. 507. Sanctions.
Sec. 508. Authorization of appropriations.
Sec. 509. Acceptance of gifts, and other matters.
Sec. 510. State authority.
Sec. 511. Construction.
Sec. 512. Additional Federal requirements.
Sec. 513. Sense of the Senate.

                        TITLE VI--OTHER PROGRAMS

Sec. 601. Tech-prep education.

                    TITLE VII--TECHNICAL PROVISIONS

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

               TITLE VIII--ALASKA NATIVE ART AND CULTURE

Sec. 801. Short title.
Sec. 802. Alaska Native art and culture.

     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) encourage the development and implementation of 
     programs that will provide paid high-quality, work-based 
     learning experiences;
       (10) 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;
       (11) 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
       (12) 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) 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.
       (d) Grants to Consortia.--
       (1) In general.--The Secretaries may make grants under 
     subsection (a) to consortia of congressional districts with 
     low population densities, to enable each such consortium to 
     complete development of comprehensive, consortiawide School-
     to-Work Opportunities systems. Each such system shall be 
     implemented by individuals selected by the States in which 
     the system is located. Each such system shall meet the 
     requirements of this Act for such a system, except as 
     otherwise provided in this subsection.
       (2) Amount.--Notwithstanding any other provision of this 
     section, the amount of a development grant under this 
     subtitle to a consortium shall be in such amount as the 
     Secretaries may determine to be appropriate.
       (3) Application.--For purposes of the application of this 
     subtitle to a consortium:
       (A) Governor.--References to a Governor shall be deemed to 
     be references to an official designated by the consortium to 
     carry out the duties of a Governor under this subtitle.
       (B) State.--References to a State shall be deemed to be 
     references to the consortium.
       (C) Official.--References to an official of a State shall 
     be deemed to be references to such an official of any of the 
     States in which the consortium is located.
       (4) Ability of state to carry out program.--Nothing in this 
     subsection shall limit the ability of a State to carry out a 
     statewide School-to-Work Opportunities system in the State, 
     even if a congressional district located in the State 
     participates in a consortium under paragraph (1).
       (5) Definition.--As used in this subsection, the term 
     ``consortia of congressional districts with low population 
     densities'' means a consortia of congressional districts, 
     each congressional district of which has an average 
     population density of less than 20.00 persons per square 
     mile, based on 1993 data from the Bureau of the Census.
                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 extent to which the School-to-Work 
     Opportunities system will include programs that will provide 
     paid high-quality, work-based learning experiences;
       (10) 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;
       (11) 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;
       (12) 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;
       (13) 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;
       (14) 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;
       (15) 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;
       (16) 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;
       (17) describe the performance standards that the State 
     intends to meet; and
       (18) 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;
       (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; and
       (4) give priority to applications that describe systems 
     that include programs that will provide paid high-quality, 
     work-based learning experiences;
     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 extent to which the program will provide 
     paid high-quality, work-based learning experiences;
       (E) describes the process that will be used to ensure 
     employer involvement in the development and implementation of 
     the School-to-Work Opportunities program;
       (F) provides such other information as the State may 
     require; and
       (G) 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.
       (i) Grants to Consortia.--
       (1) In general.--The Secretaries may make grants under 
     subsection (a) to consortia of congressional districts with 
     low population densities, to enable each such consortium to 
     implement comprehensive, consortiawide School-to-Work 
     Opportunities systems. Each such system shall be implemented 
     by individuals selected by the States in which the system is 
     located. Each such system shall meet the requirements of this 
     Act for such a system, except as otherwise provided in this 
     subsection.
       (2) Amount.--Notwithstanding any other provision of this 
     section, the amount of an implementation grant under this 
     subtitle to a consortium shall be in such amount as the 
     Secretaries may determine to be appropriate.
       (3) Application.--For purposes of the application of this 
     subtitle to a consortium:
       (A) Governor.--References to a Governor shall be deemed to 
     be references to an official designated by the consortium to 
     carry out the duties of a Governor under this subtitle.
       (B) State.--References to a State shall be deemed to be 
     references to the consortium.
       (C) Official.--References to an official of a State shall 
     be deemed to be references to such an official of any of the 
     States in which the consortium is located.
       (4) Waivers.--In order for a consortium that receives a 
     grant under this section to receive a waiver under title V 
     with respect to an congressional district located within a 
     State, the State and officials of the State shall comply with 
     the applicable requirements of title V for such a waiver.
       (5) Ability of state to carry out program.--Nothing in this 
     subsection shall limit the ability of a State to carry out a 
     statewide School-to-Work Opportunities system in the State, 
     even if a congressional district located in the State 
     participates in a consortium under paragraph (1).
       (6) Definition.--As used in this subsection, the term 
     ``consortia of congressional districts with low population 
     densities'' means a consortia of congressional district, each 
     congressional district of which has an average population 
     density of less than 20.00 persons per square mile, based on 
     1993 data from the Bureau of the Census.

     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, and to 
     implement such programs in congressional districts with low 
     population densities, to provide support for a comprehensive 
     range of education, training, and support services for youth 
     residing in designated high poverty areas or in congressional 
     districts with low population densities.

     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 (11) 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 AND IN CONGRESSIONAL DISTRICTS 
                   WITH LOW POPULATION DENSITIES.

       (a) In General.--
       (1) Award of grants.--From the funds reserved under section 
     508(b), the Secretaries are authorized and encouraged 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 and to partnerships to implement such programs 
     in congressional districts with low population densities.
       (2) High poverty area.--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.
       (3) Congressional district with a low population density.--
     For purposes of this subsection, the term ``congressional 
     district with a low population density'' means a 
     congressional district with an average population density of 
     less than 20.00 persons per square mile, based on 1993 data 
     from 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 (11) 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 508(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 
     508(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 508(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 508(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 508(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 508(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 508(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. 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 Carl D. Perkins Vocational and Applied Technology 
     Act, section 201; and
       (ii) the Job Training Partnership Act (29 U.S.C. 1501 et 
     seq.).
       (b) Use of Funds.--A State may use the State portion of 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 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 State seeking 
     to combine funds under subsection (a) shall include in the 
     application 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;
       (4) evidence of support for the waiver request by the State 
     agencies or officials with jurisdiction over the funds that 
     would by combined;
       (5) a State's authority to combine funds under this section 
     shall not exceed 5 years, except that the Secretaries may 
     extend such period if the Secretaries determine that such 
     authority would further the purposes of this Act; and
       (6) such other information as the Secretaries may require.

     SEC. 506. 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. 507. 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. 508. AUTHORIZATION OF APPROPRIATIONS.

       (a) Authorization.--There are authorized to be appropriated 
     to the Secretaries $300,000,000 for fiscal year 1995, and 
     $400,000,000 for fiscal year 1996; $400,000,000 for fiscal 
     year 1997; $330,000,000 for fiscal year 1998; and 
     $220,000,000 for fiscal year 1999.
       (b) High Poverty Areas and Congressional Districts With Low 
     Population Densities.--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. 509. 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. 510. 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. 511. 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. 512. ADDITIONAL FEDERAL REQUIREMENTS.

       (a) Purpose.--The purpose of this section is to ensure that 
     the funds provided under this Act cannot be utilized by the 
     Federal Government to contribute to an unfunded Federal 
     mandate.
       (b) Requirements.--Subject to subsection (c) and 
     notwithstanding any other provision of Federal law, no 
     provision of Federal law shall require a State, in order to 
     receive funds under this Act, to comply with any Federal 
     requirement, other than a requirement of this Act as in 
     effect on the effective date of this Act.
       (c) Rule of Construction.--Any provision of Federal 
     statutory or regulatory law, in effect on or after the 
     effective date of this Act, shall be subject to subsection 
     (b) unless such law explicitly excludes the application of 
     subsection (b) by reference to this section.

     SEC. 513. SENSE OF THE SENATE.

       It is the sense of the Senate that the Congress should fund 
     programs under this Act, for fiscal years 1996 through 2002, 
     predominately from the savings resulting from efforts of the 
     Department of Labor, the Department of Education, and other 
     Federal agencies, to eliminate, consolidate, or streamline, 
     duplicative or ineffective education or job training programs 
     in existence on the date of enactment of 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.
               TITLE VIII--ALASKA NATIVE ART AND CULTURE

     SEC. 801. SHORT TITLE.

       This title may be cited as ``Alaska Native Culture and Arts 
     Development Act''.

     SEC. 802. ALASKA NATIVE ART AND CULTURE.

       Section 1521 of the Higher Education Amendments of 1986 (20 
     U.S.C. 4441) is amended to read as follows:

             ``Part B--Native Hawaiians and Alaska Natives

     ``SEC. 1521. PROGRAM FOR NATIVE HAWAIIAN AND ALASKA NATIVE 
                   CULTURE AND ARTS DEVELOPMENT.

       ``(a) In General.--The Secretary of the Interior is 
     authorized to make grants for the purpose of supporting 
     programs for Native Hawaiian or Alaska Native culture and 
     arts development to any private, nonprofit organization or 
     institution which--
       ``(1) primarily serves and represents Native Hawaiians or 
     Alaska Natives, and
       ``(2) has been recognized by the Governor of the State of 
     Hawaii or the Governor of the State of Alaska, as 
     appropriate, for the purpose of making such organization or 
     institution eligible to receive such grants.
       ``(b) Purpose of Grants.--Grants made under subsection (a) 
     shall, to the extent deemed possible by the Secretary and the 
     recipient of the grant, be used--
       ``(1) to provide scholarly study of, and instruction in, 
     Native Hawaiian or Alaska Native art and culture,
       ``(2) to establish programs which culminate in the awarding 
     of degrees in the various fields of Native Hawaiian or Alaska 
     Native art and culture, or
       ``(3) to establish centers and programs with respect to 
     Native Hawaiian or Alaska Native art and culture that are 
     similar in purpose to the centers and programs described in 
     subsections (b) and (c) of section 1510.
       ``(c) Management of Grants.--
       ``(1) Any organization or institution which is the 
     recipient of a grant made under subsection (a) shall 
     establish a governing board to manage and control the program 
     with respect to which such grant is made.
       ``(2) For any grants made with respect to Native Hawaiian 
     art and culture, the members of the governing board which is 
     required to be established under paragraph (1) shall--
       ``(A) be Native Hawaiians or individuals widely recognized 
     in the field of Native Hawaiian art and culture,
       ``(B) include a representative of the Office of Hawaiian 
     Affairs of the State of Hawaii,
       ``(C) include the president of the University of Hawaii,
       ``(D) include the president of the Bishop Museum, and
       ``(E) serve for a fixed term of office.
       ``(3) For any grants made with respect to Alaska Native art 
     and culture, the members of the governing board which is 
     required to be established under paragraph (1) shall--
       ``(A) include Alaska Natives and individuals widely 
     recognized in the field of Alaska Native art and culture,
       ``(B) represent the Eskimo, Indian and Aleut cultures of 
     Alaska, and
       ``(C) serve for a fixed term.''.

  Mr. KENNEDY. Mr. President, I move to reconsider the vote.
  Mr. SIMON. I move to lay that motion on the table.
  The motion to lay on the table was agreed to.
  The PRESIDING OFFICER. Under the previous order, the Senate insists 
on its amendment and requests a conference with the House thereon, and 
the Chair is authorized to appoint conferees on the part of the Senate.
  The Presiding Officer appointed Mr. Kennedy, Mr. Pell, Mr. 
Metzenbaum, Mr. Simon, Mr. Dodd, Mr. Harkin, Ms. Mikulski, Mr. 
Bingaman, Mr. Wellstone, Mr. Wofford, Mrs. Kassebaum, Mr. Jeffords, Mr. 
Coats, Mr. Gregg, Mr. Thurmond, Mr. Hatch, and Mr. Durenberger 
conferees on the part of the Senate.
  Mrs. KASSEBAUM. Mr. President, I am pleased we have been able to 
reach agreement on a number of amendments on this bill, including both 
of the amendments I offered yesterday.
  We have agreed to a 5-year authorization, and Senator Nickles has 
been very helpful in limiting the amount of funds authorized. I am also 
pleased that we have worked out language so that my amendment to 
consolidate programs has been accepted.
  Despite these improvements, Mr. President, I voted against the bill. 
As I said yesterday, we already have 154 job training programs, and we 
don't need 155.
  I believe this bill is another example of what is wrong with our job 
training efforts. 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.
  Mr. President, this bill is loaded with various kinds of grants--
State development grants, State implementation grants, Federal 
implementation grants, and high-poverty area grants. I fear the job 
opportunities created will not be for students but for grant writers 
and auditors.
  Creating new programs because we are disappointed with the 
effectiveness of the old ones is a time-honored tradition in Congress. 
Yielding again to this temptation is not the answer.
  Instead of establishing a new categorical program, we need to reform 
the patchwork job training system we now have. Our primary goal should 
be to overhaul the current system, not simply add another job training 
program to the 154 we already have.
  I would like to thank the Senators on this side of the aisle who 
worked to make improvements on this bill, particularly Senators 
Thurmond and Senator Gregg. I also appreciated the efforts of Senator 
Gorton, Senator Nickles, and Senator Pressler.
  I would also to thank staff on this side of the aisle: Todd Atwater 
with Senator Thurmond, Alyssa Hamilton with Senator Gregg, Linda 
Benning with Senator Pressler, Stand Bowman with Senator Gorton, Diane 
Moery with Senator Nickles, and Ted Verheggen, Carla Widener, and Dan 
Bolen.

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