[Congressional Record Volume 140, Number 16 (Wednesday, February 23, 1994)]
[House]
[Page H]
From the Congressional Record Online through the Government Printing Office [www.gpo.gov]


[Congressional Record: February 23, 1994]
From the Congressional Record Online via GPO Access [wais.access.gpo.gov]

 
                    GOALS 2000; EDUCATE AMERICA ACT

  Mr. FORD of Michigan. Mr. Speaker, I move to take from the Speaker's 
table the bill (H.R. 1804) to improve learning and teaching by 
providing a national framework for education reform; to promote the 
research, consensus building, and systemic changes needed to ensure 
equitable educational opportunities and high levels of educational 
achievement for all American students; to provide a framework for 
reauthorization of all Federal education programs; to promote the 
development and adoption of a voluntary national system to skill 
standards and certifications; and for other purposes'', with a Senate 
amendment thereto and concur in the Senate amendment with an amendment.
  The Clerk read the title of the bill.
  The Clerk read the Senate amendment, as follows:

       Senate amendment:
       Strike out all after the enacting clause and insert:

     SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

       (a) Short Title.--Titles I through IV of this Act may be 
     cited as the ``Goals 2000: Educate America Act''.
       (b) Table of Contents.--The table of contents is as 
     follows:

Sec. 1. Short title; table of contents.
Sec. 2. Purpose.
Sec. 3. Definitions.

                   TITLE I--NATIONAL EDUCATION GOALS

Sec. 101. Purpose.
Sec. 102. National education goals.

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

                 Part A--National Education Goals Panel

Sec. 201. Purpose.
Sec. 202. National education goals panel.
Sec. 203. Duties.
Sec. 204. Powers of the goals panel.
Sec. 205. Administrative provisions.
Sec. 206. Director and staff; experts and consultants.
Sec. 207. Early childhood assessment.

      Part B--National Education Standards and Improvement Council

Sec. 211. Purpose.
Sec. 212. National Education Standards and Improvement Council.
Sec. 213. Duties.
Sec. 214. Annual reports.
Sec. 215. Powers of the council.
Sec. 216. Administrative provisions.
Sec. 217. Director and staff; experts and consultants.
Sec. 218. Opportunity-to-learn development grants.

              Part C--Leadership in Educational Technology

Sec. 221. Purposes.
Sec. 222. Federal leadership.
Sec. 223. Office of Educational Technology.
Sec. 224. Uses of funds.
Sec. 225. Non-Federal share.
Sec. 226. Office of Training Technology Transfer.

                Part D--Authorization of Appropriations

Sec. 231. Authorization of appropriations.

       TITLE III--STATE AND LOCAL EDUCATION SYSTEMIC IMPROVEMENT

Sec. 301. Findings.
Sec. 302. Purpose.
Sec. 303. Authorization of appropriations.
Sec. 304. Allotment of funds.
Sec. 305. State applications.
Sec. 306. State improvement plans.
Sec. 307. Secretary's review of applications; payments.
Sec. 308. State use of funds.
Sec. 309. Subgrants for local reform and professional development.
Sec. 310. Availability of information and training.
Sec. 311. Waivers of statutory and regulatory requirements.
Sec. 312. Progress reports.
Sec. 313. National leadership.
Sec. 314. Assistance to the outlying areas and to the Secretary of the 
              Interior.
Sec. 315. Clarification regarding State standards and assessments.
Sec. 316. State planning for improving student achievement through 
              integration of technology into the curriculum.

                        TITLE IV--MISCELLANEOUS

Sec. 401. Public schools.
Sec. 402. Construction.
Sec. 403. Kalid Abdul Mohammed.
Sec. 404. Prohibition on Federal mandates, direction, and control.
Sec. 405. School prayer.
Sec. 406. Daily silence for students.
Sec. 407. Funding for the Individuals With Disabilities Education Act.
Sec. 408. National Board for Professional Teaching Standards.
Sec. 409. Forgiveness of certain overpayments.
Sec. 410. Study of Goals 2000 and students with disabilities.
Sec. 411. Mentoring, peer counseling and peer tutoring.
Sec. 412. Content and performance standards.
Sec. 413. State-sponsored higher education trust fund savings plan.
Sec. 414. Amendments to sumer youth employment and training program.
Sec. 415. State and local government control of education.
Sec. 416. Protection of pupils.
Sec. 417. Contraceptive devices.
Sec. 418. Educational agencies not denied funds for adopting 
              constitutional policy relative to prayer in schools.

                TITLE V--NATIONAL SKILL STANDARDS BOARD

Sec. 501. Short title.
Sec. 502. Purpose.
Sec. 503. Establishment of National Board.
Sec. 504. Functions of the National Board.
Sec. 505. Deadlines.
Sec. 506. Reports.
Sec. 507. Authorization of appropriations.
Sec. 508. Definitions.
Sec. 509. Sunset provision.

                         TITLE VI--SAFE SCHOOLS

                      Part A--Safe Schools Program

Sec. 601. Short title; statement of purpose.
Sec. 602. Safe schools program authorized.
Sec. 603. Eligible applicants.
Sec. 604. Applications and plans.
Sec. 605. Use of funds.
Sec. 606. National leadership.
Sec. 607. National cooperative education statistics system.
Sec. 608. Coordiation of Federal assistance.
Sec. 609. Effective date.

      Part B--State Leadership Activities To Promote Safe Schools

Sec. 621. State leasership activities to promote safe schools program.

     TITLE VII--MIDNIGHT BASKETBALL LEAGUE TRAINING AND PARTNERSHIP

Sec. 701. Short title.
Sec. 702. Grants for midnight basketball league training and 
              partnership programs.
Sec. 703. Public housing midnight basketball league programs.

         TITLE VIII--YOUTH VIOLENCE IN SCHOOLS AND COMMUNITIES

Sec. 801. Purpose.
Sec. 802. Findings.
Sec. 803. Provisions.

             TITLE IX--EDUCATIONAL RESEARCH AND IMPROVEMENT

Sec. 901. Short title.

         Part A--Office of Educational Research and Improvement

Sec. 911. Repeal.
Sec. 912. Office of Educational Research and Improvement.
Sec. 913. Savings provisions.
Sec. 914. Field readers.

                Part B--Educational Improvement Programs


               SUBPART 1--INTERNATIONAL EDUCATION PROGRAM

Sec. 921. International Education Program.


  SUBPART 2--AMENDMENTS TO THE CARL D. PERKINS VOCATIONAL AND APPLIED 
                        TECHNOLOGY EDUCATION ACT

Sec. 931. National Occupational Information Coordinating Committee.


    SUBPART 3--ELEMENTARY MATHEMATICS AND SCIENCE EQUIPMENT PROGRAM

Sec. 941. Short title.
Sec. 942. Statement of purpose.
Sec. 943. Program authorized.
Sec. 944. Allotments of funds.
Sec. 945. State application.
Sec. 946. Local application.
Sec. 947. Participation of private schools.
Sec. 948. Program requirements.
Sec. 949. Federal administration.
Sec. 950. Authorization of appropriations.


                      SUBPART 4--MEDIA INSTRUCTION

Sec. 951. Media instruction.


                        SUBPART 5--STAR SCHOOLS

Sec. 961. Star schools.


       SUBPART 6--OFFICE OF COMPREHENSIVE SCHOOL HEALTH EDUCATION

Sec. 971. Office of Comprehensive School Health Education.


              SUBPART 7--MINORITY-FOCUSED CIVICS EDUCATION

Sec. 981. Short title.
Sec. 982. Purposes.
Sec. 983. Grants authorized; authorization of appropriations.
Sec. 984. Definitions.
Sec. 985. Applications.

                          Part C--Definitions

Sec. 991. Definitions.

                      TITLE X--PARENTS AS TEACHERS

Sec. 1001. Findings.
Sec. 1002. Statement of purpose.
Sec. 1003. Definitions.
Sec. 1004. Program established.
Sec. 1005. Program requirements.
Sec. 1006. Special rules.
Sec. 1007. Parents As Teachers Centers.
Sec. 1008. Evaluations.
Sec. 1009. Application.
Sec. 1010. Payments and Federal share.
Sec. 1011. Authorization of appropriations.
Sec. 1012. Home instruction program for preschool youngsters.

                       TITLE XI--GUN-FREE SCHOOLS

Sec. 1101. Short title.
Sec. 1102. Gun-free requirements in elementary and secondary schools.

                 TITLE XII--ENVIRONMENTAL TOBACCO SMOKE

Sec. 1201. Short title.
Sec. 1202. Findings.
Sec. 1203. Definitions.
Sec. 1204. Nonsmoking policy for children's services.
Sec. 1205. Technical assistance.
Sec. 1206. Federally funded programs.
Sec. 1207. Report by the Administrator.
Sec. 1208. Preemption.

     SEC. 2. PURPOSE.

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

     SEC. 3. DEFINITIONS.

       As used in this Act (other than in titles V and IX)--
       (1) the term ``all children'' means children from all 
     backgrounds and circumstances, including disadvantaged 
     children, children with diverse racial, ethnic, and cultural 
     backgrounds, children with disabilities, children with 
     limited-English proficiency, children who have dropped out of 
     school, and academically talented children;
       (2) the term ``all students'' means students from a broad 
     range of backgrounds and circumstances, including 
     disadvantaged students, students with diverse racial, ethnic, 
     and cultural backgrounds, students with disabilities, 
     students with limited-English proficiency, students who have 
     dropped out of school, and academically talented students;
       (3) the term ``assessment'' means the overall process and 
     instrument used to measure student attainment of content 
     standards, except that such term need not include the 
     discrete items that comprise each assessment;
       (4) the term ``content standards'' means broad descriptions 
     of the knowledge and skills students should acquire in a 
     particular subject area;
       (5) the term ``Governor'' means the chief executive of the 
     State;
       (6) the term ``intergenerational mentoring program'' means 
     a program that--
       (A) matches adult mentors, with a particular emphasis on 
     older mentors, with elementary and secondary school age 
     children for the purposes of sharing experience and skills;
       (B) is operated by a nonprofit organization or governmental 
     agency;
       (C) provides opportunities for older individuals to be 
     involved in the design and operation of the program; and
       (D) has established, written mechanisms for screening 
     mentors, orienting mentors and proteges, matching mentors and 
     proteges, and monitoring mentoring relationships;
       (7) the terms ``interoperable'' and ``interoperability'' 
     refers to the ability to easily exchange data with, and 
     connect to, other hardware and software in order to provide 
     the greatest accessibility for all students;
       (8) the term ``local educational agency'' has the meaning 
     given such term in section 1471(12) of the Elementary and 
     Secondary Education Act of 1965, except that such term may 
     include a public school council if such council is mandated 
     by State law;
       (9) the term ``opportunity-to-learn standards'' means the 
     conditions of teaching and learning necessary for all 
     students to have a fair opportunity to learn, including ways 
     of measuring the extent to which such standards are being 
     met;
       (10) the term ``outlying areas'' means Guam, American 
     Samoa, the Virgin Islands, the Commonwealth of the Northern 
     Mariana Islands, Palau (until the effective date of the 
     Compact of Free Association with the Government of Palau), 
     and the Freely Associated States;
       (11) the term ``performance standards'' means concrete 
     examples and explicit definitions of what students have to 
     know and be able to do to demonstrate that such students are 
     proficient in the skills and knowledge framed by content 
     standards;
       (12) the term ``public telecommunication entity'' has the 
     same meaning given to such term in section 397(12) of the 
     Communications Act of 1934;
       (13) the term ``related services'' includes the types of 
     services described in section 602(17) of the Individuals with 
     Disabilities Education Act;
       (14) the term ``school'' means a public school that is 
     under the authority of the State educational agency or a 
     local educational agency or, for the purpose of carrying out 
     section 314(b), a school that is operated or funded by the 
     Bureau of Indian Affairs;
       (15) the term ``Secretary'', unless otherwise specified, 
     means the Secretary of Education;
       (16) the term ``State'' means each of the 50 States, the 
     District of Columbia, and the Commonwealth of Puerto Rico;
       (17) the term ``State educational agency'' has the same 
     meaning given such term in section 1471(23) of the Elementary 
     and Secondary Education Act of 1965; and
       (18) the term ``technology'' means the latest state-of-the-
     art technology products and services, such as closed circuit 
     television systems, educational television or radio programs 
     and services, cable television, satellite, copper and fiber 
     optic transmission, computer, video and audio laser and CD-
     ROM disks, and video and audio tapes, or other technologies.
                   TITLE I--NATIONAL EDUCATION GOALS

     SEC. 101. PURPOSE.

       It is the purpose of this title to establish National 
     Education Goals.

     SEC. 102. NATIONAL EDUCATION GOALS.

       The Congress declares the National Education Goals are as 
     follows:
       (1) School readiness.--
       (A) Goal.--By the year 2000, all children in America will 
     start school ready to learn.
       (B) Objectives.--The objectives for the goal described in 
     subparagraph (A) are that--
       (i) all children, including disadvantaged and disabled 
     children, will have access to high-quality and 
     developmentally appropriate preschool programs that help 
     prepare children for school;
       (ii) every parent in the United States will be a child's 
     first teacher and devote time each day to helping such 
     parent's preschool child learn, and parents will have access 
     to the training and support parents need; and
       (iii) children will receive the nutrition, physical 
     activity experiences, and health care needed to arrive at 
     school with healthy minds and bodies, and the number of low-
     birthweight babies will be significantly reduced through 
     enhanced prenatal health systems.
       (2) School completion.--
       (A) Goal.--By the year 2000, the high school graduation 
     rate will increase to at least 90 percent.
       (B) Objectives.--The objectives for the goal described in 
     subparagraph (A) are that--
       (i) the Nation must dramatically reduce its high school 
     dropout rate, and 75 percent of high school students who do 
     drop out of school will successfully complete a high school 
     degree or its equivalent; and
       (ii) the gap in high school graduation rates between United 
     States students from minority backgrounds and their 
     nonminority counterparts will be eliminated.
       (3) Student achievement and citizenship.--
       (A) Goal.--By the year 2000, United States students will 
     leave grades 4, 8, and 12 having demonstrated competency over 
     challenging subject matter including English, mathematics, 
     science, foreign languages, civics and government, economics, 
     arts, history, and geography, and every school in the United 
     States will ensure that all students learn to use their minds 
     well, so students may be prepared for responsible 
     citizenship, further learning, and productive employment in 
     our Nation's modern economy.
       (B) Objectives.--The objectives for the goal described in 
     subparagraph (A) are that--
       (i) the academic performance of elementary and secondary 
     students will increase significantly in every quartile, and 
     the distribution of minority students in each quartile will 
     more closely reflect the student population as a whole;
       (ii) the percentage of students who demonstrate the ability 
     to reason, solve problems, apply knowledge, and write and 
     communicate effectively will increase substantially;
       (iii) all students will be involved in activities that 
     promote and demonstrate good citizenship, good health, 
     community service, and personal responsibility;
       (iv) all students will have access to physical education 
     and health education to ensure all students are healthy and 
     fit;
       (v) the percentage of students who are competent in more 
     than one language will substantially increase; and
       (vi) all students will be knowledgeable about the diverse 
     heritage of our Nation and about the world community.
       (4) Mathematics and science.--
       (A) Goal.--By the year 2000, United States students will be 
     first in the world in mathematics and science achievement.
       (B) Objectives.--The objectives for the goal described in 
     subparagraph (A) are that--
       (i) mathematics and science education, including the metric 
     system of measurement, will be strengthened throughout the 
     educational system, especially in the early grades;
       (ii) the number of teachers with a substantive background 
     in mathematics and science will increase by 50 percent from 
     the number of such teachers in 1992; and
       (iii) the number of United States undergraduate and 
     graduate students, especially women and minorities, who 
     complete degrees in mathematics, science, and engineering 
     will increase significantly.
       (5) Adult literacy and lifelong learning.--
       (A) Goal.--By the year 2000, every adult United States 
     citizen will be literate and will possess the knowledge and 
     skills necessary to compete in a global economy and exercise 
     the rights and responsibilities of citizenship.
       (B) Objectives.--The objectives for the goal described in 
     subparagraph (A) are that--
       (i) every major United States business will be involved in 
     strengthening the connection between education and work;
       (ii) all workers will have the opportunity to acquire the 
     knowledge and skills, from basic to highly technical, needed 
     to adapt to emerging new technologies, work methods, and 
     markets through public and private educational, vocational, 
     technical, workplace, or other programs;
       (iii) the number of quality programs, including programs at 
     libraries, that are designed to serve more effectively the 
     needs of the growing number of part-time and mid-career 
     students, will increase substantially;
       (iv) the proportion of qualified students, especially 
     minorities, who enter college, who complete at least 2 years 
     of college, and who complete their degree programs, will 
     increase substantially; and
       (v) the proportion of college graduates who demonstrate an 
     advanced ability to think critically, communicate 
     effectively, and solve problems will increase substantially.
       (6) Safe, disciplined, and alcohol- and drug- free 
     schools.--
       (A) Goal.--By the year 2000, every school in the United 
     States will be free of drugs, firearms, alcohol, and violence 
     and will offer a disciplined environment conducive to 
     learning.
       (B) Objectives.--The objectives for the goal described in 
     subparagraph (A) are that--
       (i) every school will implement a firm and fair policy on 
     use, possession, and distribution of drugs and alcohol;
       (ii) parents, businesses, governmental and community 
     organizations will work together to ensure that schools 
     provide a healthy environment and are a safe haven for all 
     children;
       (iii) every school district will develop a sequential, 
     comprehensive kindergarten through twelfth grade drug and 
     alcohol prevention education program;
       (iv) drug and alcohol curriculum should be taught as an 
     integral part of sequential, comprehensive health education;
       (v) community-based teams should be organized to provide 
     students and teachers with needed support; and
       (vi) every school should work to eliminate sexual 
     harassment.
       (7) Parental participation.--
       (A) Goal.--By the year 2000, every school will promote 
     partnerships that will increase parental involvement and 
     participation in promoting the social, emotional and academic 
     growth of children.
       (B) Objectives.--The objectives for the Goal established 
     under subparagraph (A) are that--
       (i) every State will develop policies to assist local 
     schools and school districts to establish programs for 
     increasing partnerships that respond to the varying needs of 
     parents and the home, including parents of children who are 
     disadvantaged or bilingual, or parents of children with 
     disabilities;
       (ii) every school will actively engage parents and families 
     in a partnership which supports the academic work of children 
     at home and shared educational decision-making at school; and
       (iii) parents and families will help to ensure that schools 
     are adequately supported and will hold schools and teachers 
     to high standards of accountability.
       (8) Teacher education and professional development.--
       (A) Goal.--By the year 2000, the Nation's teaching force 
     will have access to programs for the continued improvement of 
     their professional skills and the opportunity to acquire the 
     knowledge and skills needed to instruct and prepare all 
     American students for the next century.
       (B) Objectives.--The objectives for the goal established 
     under subparagraph (A) are that--
       (i) all teachers will have access to preservice teacher 
     education and continuing professional development activities 
     that will provide such teachers with the knowledge and skills 
     needed to teach to an increasingly diverse student population 
     with a variety of educational, social, and health needs;
       (ii) all teachers will have continuing opportunities to 
     acquire additional knowledge and skills needed to teach 
     challenging subject matter and to use emerging new methods, 
     forms of assessment, and technologies;
       (iii) States and school districts will create integrated 
     strategies to attract, recruit, prepare, retrain, and support 
     the continued professional development of teachers, 
     administrators, and other educators, so that there is a 
     highly talented work force of professional educators to teach 
     challenging subject matter; and
       (iv) partnerships will be established, whenever possible, 
     among local educational agencies, institutions of higher 
     education, parents, and local labor, business, and 
     professional associations to provide and support programs for 
     the professional development of educators.
    TITLE II--NATIONAL EDUCATION REFORM LEADERSHIP, STANDARDS, AND 
                              ASSESSMENTS

                 PART A--NATIONAL EDUCATION GOALS PANEL

     SEC. 201. PURPOSE.

       It is the purpose of this part to establish a bipartisan 
     mechanism for--
       (1) building a national consensus for education 
     improvement;
       (2) reporting on progress toward achieving the National 
     Education Goals;
       (3) periodically reviewing the goals and objectives 
     described in title I and recommending adjustments to such 
     goals and objectives, as needed, in order to guarantee 
     education reform that continues to provide guidance for 
     quality, world class education for all students; and
       (4) reviewing and approving the voluntary national content 
     standards, voluntary national student performance standards 
     and voluntary national opportunity-to-learn standards 
     certified by the National Education Standards and Improvement 
     Council, as well as the criteria for the certification of 
     such standards, and the criteria for the certification of 
     State assessments or systems of assessments certified by such 
     Council.

     SEC. 202. NATIONAL EDUCATION GOALS PANEL.

       (a) Establishment.--There is established in the executive 
     branch a National Education Goals Panel (hereafter in this 
     title referred to as the ``Goals Panel'').
       (b) Composition.--The Goals Panel shall be composed of 18 
     members (hereafter in this part referred to as ``members''), 
     including--
       (1) two members appointed by the President;
       (2) eight members who are Governors, 3 of whom shall be 
     from the same political party as the President and 5 of whom 
     shall be of the opposite political party of the President, 
     appointed by the Chairperson and Vice Chairperson of the 
     National Governors' Association, with the Chairperson and 
     Vice Chairperson each appointing representatives of such 
     Chairperson's or Vice Chairperson's respective political 
     party, in consultation with each other;
       (3) four Members of the Congress, of whom--
       (A) one member shall be appointed by the Majority Leader of 
     the Senate from among the Members of the Senate;
       (B) one member shall be appointed by the Minority Leader of 
     the Senate from among the Members of the Senate;
       (C) one member shall be appointed by the Majority Leader of 
     the House of Representatives from among the Members of the 
     House of Representatives; and
       (D) one member shall be appointed by the Minority Leader of 
     the House of Representatives from among the Members of the 
     House of Representatives; and
       (4) four members of State legislatures appointed by the 
     President of the National Conference of State Legislatures, 
     of whom 2 shall be of the same political party as the 
     President of the United States.
       (c) Special Appointment Rules.--
       (1) In general.--The members appointed pursuant to 
     subsection (b)(2) shall be appointed as follows:
       (A) If the Chairperson of the National Governors' 
     Association is from the same political party as the 
     President, the Chairperson shall appoint 3 individuals and 
     the Vice Chairperson of such association shall appoint 5 
     individuals.
       (B) If the Chairperson of the National Governors' 
     Association is from the opposite political party as the 
     President, the Chairperson shall appoint 5 individuals and 
     the Vice Chairperson of such association shall appoint 3 
     individuals.
       (2) Special rule.--If the National Governors' Association 
     has appointed a panel that meets the requirements of 
     subsections (b) and (c), except for the requirements of 
     paragraph (4) of subsection (b), prior to the date of 
     enactment of this Act, then the members serving on such panel 
     shall be deemed to be in compliance with the provisions of 
     such subsections and shall not be required to be reappointed 
     pursuant to such subsections.
       (d) Terms.--The terms of service of members shall be as 
     follows:
       (1) Presidential appointees.--Members appointed under 
     subsection (b)(1) shall serve at the pleasure of the 
     President.
       (2) Governors.--Members appointed under paragraph (2) of 
     subsection (b) shall serve a 2-year term, except that the 
     initial appointments under such paragraph shall be made to 
     ensure staggered terms with one-half of such members' terms 
     concluding every 2 years.
       (3) Congressional appointees and state legislators.--
     Members appointed under paragraphs (3) and (4) of subsection 
     (b) shall serve for 2-year terms.
       (e) Date of Appointment.--The initial members shall be 
     appointed not later than 60 days after the date of enactment 
     of this Act.
       (f) Initiation.--The Goals Panel may begin to carry out its 
     duties under this part when 10 members of the Goals Panel 
     have been appointed.
       (g) Vacancies.--A vacancy on the Goals Panel shall not 
     affect the powers of the Goals Panel, but shall be filled in 
     the same manner as the original appointment.
       (h) Travel.--Each member may be allowed travel expenses, 
     including per diem in lieu of subsistence, as authorized by 
     section 5703 of title 5, United States Code, for each day the 
     member is engaged in the performance of duties for the Goals 
     Panel away from the home or regular place of business of the 
     member.
       (i) Chairperson.--
       (1) In general.--The members shall select a Chairperson 
     from among the members described in paragraph (2) of 
     subsection (b).
       (2) Term and political affiliation.--The Chairperson of the 
     Goals Panel shall serve a 1-year term and shall alternate 
     between political parties.

     SEC. 203. DUTIES.

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

     SEC. 204. POWERS OF THE GOALS PANEL.

       (a) Hearings.--
       (1) In general.--The Goals Panel shall, for the purpose of 
     carrying out this part, conduct such hearings, sit and act at 
     such times and places, take such testimony, and receive such 
     evidence, as the Goals Panel considers appropriate.
       (2) Representation.--In carrying out this part, the Goals 
     Panel shall conduct hearings to receive reports, views, and 
     analyses of a broad spectrum of experts and the public on the 
     establishment of voluntary national content, voluntary 
     national student performance standards, voluntary national 
     opportunity-to-learn standards, and State assessments or 
     systems of assessments described in section 213(e).
       (b) Information.--The Goals Panel may secure directly from 
     any department or agency of the Federal Government 
     information necessary to enable the Goals Panel to carry out 
     this part. Upon request of the Chairperson of the Goals 
     Panel, the head of any such department or agency shall 
     furnish such information to the Goals Panel to the extent 
     permitted by law.
       (c) Postal Services.--The Goals Panel may use the United 
     States mail in the same manner and under the same conditions 
     as departments and agencies of the Federal Government.
       (d) Gifts; Use of Facilities.--The Goals Panel may--
       (1) accept, administer, and utilize gifts or donations of 
     services, money, or property, whether real or personal, 
     tangible or intangible; and
       (2) use the research, equipment, services, and facilities 
     of any department, agency or instrumentality of the Federal 
     Government, or of any State or political subdivision thereof 
     with the consent of such department, agency, instrumentality, 
     State or subdivision, respectively.
       (e) Administrative Arrangements and Support.--
       (1) In general.--The Secretary shall provide to the Goals 
     Panel, on a reimbursable basis, such administrative support 
     services as the Goals Panel may request.
       (2) Contracts and other arrangements.--The Secretary shall, 
     to the extent appropriate, and on a reimbursable basis, make 
     contracts and other arrangements that are requested by the 
     Goals Panel to help the Goals Panel compile and analyze data 
     or carry out other functions necessary to the performance of 
     the Goals Panel's responsibilities.

     SEC. 205. ADMINISTRATIVE PROVISIONS.

       (a) Meetings.--The Goals Panel shall meet on a regular 
     basis, as necessary, at the call of the Chairperson of the 
     Goals Panel or a majority of the members of the Goals Panel.
       (b) Quorum.--A majority of the members shall constitute a 
     quorum for the transaction of business.
       (c) Voting and Final Decisions.--
       (1) In general.--No individual may vote, or exercise any of 
     the duties or powers of a member of the Goals Panel, by 
     proxy.
       (2) Final decisions.--
       (A) In making final decisions of the Goals Panel with 
     respect to the exercise of its duties and powers the Goals 
     Panel shall operate on the principle of consensus among the 
     members of the Goals Panel.
       (B) If a vote of the membership of the Goals Panel is 
     required to reach a final decision with respect to the 
     exercise of its duties and powers, then such final decision 
     shall be made by a three-fourths vote of the members of the 
     Goals Panel who are present and voting.
       (d) Public Access.--The Goals Panel shall ensure public 
     access to the proceedings of the Goals Panel (other than 
     proceedings, or portions of proceedings, relating to internal 
     personnel and management matters) and shall make available to 
     the public, at reasonable cost, transcripts of such 
     proceedings.

     SEC. 206. DIRECTOR AND STAFF; EXPERTS AND CONSULTANTS.

       (a) Director.--The Chairperson of the Goals Panel, without 
     regard to the provisions of title 5, United States Code, 
     relating to the appointment and compensation of officers or 
     employees of the United States, shall appoint a Director to 
     be paid at a rate not to exceed the rate of basic pay payable 
     for level V of the Executive Schedule.
       (b) Appointment and Pay of Employees.--
       (1) In general.--(A) The Director may appoint not more than 
     4 additional employees to serve as staff to the Goals Panel 
     without regard to the provisions of title 5, United States 
     Code, governing appointments in the competitive service.
       (B) The employees appointed under subparagraph (A) may be 
     paid without regard to the provisions of chapter 51 and 
     subchapter III of chapter 53 of that title relating to 
     classification and General Schedule pay rates, but shall not 
     be paid a rate that exceeds the maximum rate of basic pay 
     payable for GS-15 of the General Schedule.
       (2) Additional employees.--The Director may appoint 
     additional employees to serve as staff to the Goals Panel in 
     accordance with title 5, United States Code.
       (c) Experts and Consultants.--The Goals Panel may procure 
     temporary and intermittent services of experts and 
     consultants under section 3109(b) of title 5, United States 
     Code.
       (d) Staff of Federal Agencies.--Upon the request of the 
     Goals Panel, the head of any department or agency of the 
     United States may detail any of the personnel of such 
     department to the Goals Panel to assist the Goals Panel in 
     carrying out its responsibilities under this part.

     SEC. 207. EARLY CHILDHOOD ASSESSMENT.

       (a) In general.--The Goals Panel shall support the work of 
     its Resource and Technical Planning Groups on School 
     Readiness (hereafter in this subsection referred to as the 
     ``Groups'') to improve the methods of assessing the readiness 
     of all children for school.
       (b) Activities.--The Groups shall--
       (1) develop a model of elements of school readiness that 
     address a broad range of early childhood developmental needs, 
     including the needs of children with disabilities;
       (2) create clear guidelines regarding the nature, 
     functions, and uses of early childhood assessments, including 
     norm-referenced assessments and assessment formats that are 
     appropriate for use in culturally and linguistically diverse 
     communities, based on model elements of school readiness;
       (3) monitor and evaluate early childhood assessments, 
     including the ability of existing assessments to provide 
     valid information on the readiness of children for school; 
     and
       (4) monitor and report on the long-term collection of data 
     on the status of young children to improve policy and 
     practice, including the need for new sources of data 
     necessary to assess the broad range of early childhood 
     developmental needs.
       (c) Advice.--The Groups shall advise and assist the 
     Congress, the Secretary, the Goals Panel, and others 
     regarding how to improve the assessment of young children and 
     how such assessments can improve services to children.
       (d) Report.--The Goals Panel shall provide reports on the 
     work of the Groups to the Congress, the Secretary, and the 
     public.

      PART B--NATIONAL EDUCATION STANDARDS AND IMPROVEMENT COUNCIL

     SEC. 211. PURPOSE.

       It is the purpose of this part to establish a mechanism 
     to--
       (1) certify voluntary national content standards and 
     voluntary national student performance standards that define 
     what all students should know and be able to do;
       (2) certify challenging State content standards and 
     challenging State student performance standards submitted by 
     States on a voluntary basis, if such standards are comparable 
     in rigor and quality to the voluntary national content 
     standards and voluntary national student performance 
     standards certified by the National Education Standards and 
     Improvement Council;
       (3) certify voluntary national opportunity-to-learn 
     standards that describe the conditions of teaching and 
     learning necessary for all students to have a fair 
     opportunity to achieve the knowledge and skills described in 
     the voluntary national content standards and the voluntary 
     national student performance standards certified by the 
     National Education Standards and Improvement Council;
       (4) certify comprehensive State opportunity-to-learn 
     standards submitted by States on a voluntary basis that--
       (A) describe the conditions of teaching and learning 
     necessary for all students to have a fair opportunity to 
     learn; and
       (B) address the elements described in section 213(c)(3); 
     and
       (5) certify assessments or systems of assessments submitted 
     by States or groups of States on a voluntary basis, if such 
     assessments or systems--
       (A) are aligned with and support State content standards 
     certified by such Council; and
       (B) are valid, reliable, and fair when used for their 
     intended purposes.

     SEC. 212. NATIONAL EDUCATION STANDARDS AND IMPROVEMENT 
                   COUNCIL.

       (a) Establishment.--There is established in the executive 
     branch a National Education Standards and Improvement Council 
     (hereafter in this part referred to as the ``Council'').
       (b) Composition.--The Council shall be composed of 19 
     members (hereafter in this part referred to as ``members'') 
     appointed by the President from nominations submitted by the 
     Goals Panel.
       (c) Qualifications.--
       (1) In general.--The members of the Council shall include--
       (A) five professional educators appointed from among 
     elementary and secondary classroom teachers, preschool 
     educators, related services personnel, and other school-based 
     professionals, State or local educational agency 
     administrators, or other educators;
       (B) four representatives of business and industry or 
     postsecondary educational institutions, including at least 1 
     representative of business and industry who is also a member 
     of the National Skill Standards Board established pursuant to 
     title V;
       (C) five representatives of the public, appointed from 
     among representatives of advocacy, civil rights, and 
     disability groups, parents, civic leaders, tribal 
     governments, or State or local education policymakers 
     (including members of State or local school boards); and
       (D) five education experts, appointed from among experts in 
     measurement and assessment, curriculum, school finance and 
     equity, or school reform.
       (2) Nominations.--The Goals Panel shall submit to the 
     President at least 15 nominations for each of the 4 
     categories of appointment described in subparagraphs (A) 
     through (D) of paragraph (1).
       (3) Representation.--To the extent feasible, the membership 
     of the Council shall--
       (A) be geographically representative of the United States 
     and reflect the diversity of the United States with respect 
     to race, ethnicity, gender and disability characteristics; 
     and
       (B) include persons from each of the 4 categories described 
     in subparagraphs (A) through (D) of paragraph (1) who have 
     expertise in the education of subgroups of students who are 
     at risk of school failure.
       (d) Terms.--
       (1) In general.--Members shall be appointed for 3-year 
     terms, with no member serving more than 2 consecutive terms.
       (2) Initial terms.--The President shall establish initial 
     terms for members of 1, 2, or 3 years in order to establish a 
     rotation in which one-third of the members are selected each 
     year.
       (e) Date of Appointment.--The initial members shall be 
     appointed not later than 120 days after the date of enactment 
     of this Act.
       (f) Initiation.--The Council shall begin to carry out the 
     duties of the Council under this part when all 19 members 
     have been appointed.
       (g) Retention.--In order to retain an appointment to the 
     Council, a member shall attend at least two-thirds of the 
     scheduled meetings, and hearings when appropriate, of the 
     Council in any given year.
       (h) Vacancy.--A vacancy on the Council shall not affect the 
     powers of the Council, but shall be filled in the same manner 
     as the original appointment.
       (i) Compensation.--Members who are not regular full-time 
     employees of the United States, while attending meetings or 
     hearings of the Council, may be provided compensation at a 
     rate fixed by the Secretary, but not exceeding the maximum 
     rate of basic pay payable for GS-15 of the General Schedule.
       (j) Travel.--Each member of the Council may be allowed 
     travel expenses, including per diem in lieu of subsistence, 
     as authorized by section 5703 of title 5, United States Code, 
     for each day the member is engaged in the performance of 
     duties for the Council away from the home or regular place of 
     business of the member.
       (k) Officers.--The members shall select officers of the 
     Council from among the members. The officers of the Council 
     shall serve for 1-year terms.
       (l) Conflict of Interest.--No member, staff, expert, or 
     consultant assisting the Council shall be appointed to the 
     Council--
       (1) if such member, staff, expert, or consultant has a 
     fiduciary interest in an educational assessment; and
       (2) unless such member, staff, expert, or consultant agrees 
     that such member, staff, expert, or consultant, respectively, 
     will not obtain such an interest for a period of 2 years from 
     the date of termination of such member's service on the 
     Council.

     SEC. 213. DUTIES.

       (a) Voluntary National Content Standards; Voluntary 
     National Student Performance Standards.--
       (1) In general.--The Council, upon recommendation from a 
     working group on voluntary national content standards, 
     shall--
       (A) identify areas in which voluntary national content 
     standards need to be developed;
       (B) certify voluntary national content standards and 
     voluntary national student performance standards that define 
     what all students should know and be able to do; and
       (C) forward such voluntary national content standards and 
     voluntary national student performance standards to the Goals 
     Panel for approval.
       (2) Criteria.--(A) The Council, upon recommendation from a 
     working group on voluntary national content standards and 
     voluntary national student performance standards, shall--
       (i) identify and develop criteria to be used for certifying 
     the voluntary national content standards and voluntary 
     national student performance standards; and
       (ii) before applying such criteria, forward such criteria 
     to the Goals Panel for approval.
       (B) The criteria developed by the Council shall address--
       (i) the extent to which the proposed standards are 
     internationally competitive and comparable to the best 
     standards in the world;
       (ii) the extent to which the proposed voluntary national 
     content standards and voluntary national student performance 
     standards reflect the best available knowledge about how all 
     students learn and about how a content area can be most 
     effectively taught;
       (iii) the extent to which the proposed voluntary national 
     content standards and voluntary national student performance 
     standards have been developed through an open and public 
     process that provides for input and involvement of all 
     relevant parties, including teachers, related services 
     personnel, and other professional educators, employers and 
     postsecondary education institutions, curriculum and subject 
     matter specialists, parents, secondary school students, and 
     the public; and
       (iv) other factors that the Council deems appropriate.
       (C) In developing the criteria, the Council shall work with 
     entities that are developing, or have already developed, 
     content standards, and any other entities that the Council 
     deems appropriate, to identify appropriate certification 
     criteria.
       (b) Voluntary State Content Standards; Voluntary State 
     Student Performance Standards.--The Council may certify 
     challenging State content standards and challenging State 
     student performance standards presented on a voluntary basis 
     by a State or group of States, if such standards are 
     comparable in rigor and quality to the voluntary national 
     content standards and voluntary national student performance 
     standards certified by the Council.
       (c) Voluntary National Opportunity-To-Learn Standards.--
       (1) In general.--The Council, upon recommendation from a 
     working group on voluntary national opportunity-to-learn 
     standards, shall certify exemplary, voluntary national 
     opportunity-to-learn standards that will establish a basis 
     for providing all students a fair opportunity to achieve the 
     knowledge and skills described in the voluntary national 
     content standards certified by the Council. In carrying out 
     the preceding sentence the Council and the working group are 
     authorized to consider proposals for voluntary national 
     opportunity-to-learn standards from groups other than those 
     that receive grants under section 218.
       (2) Requirement.--The voluntary national opportunity-to-
     learn standards shall be sufficiently general to be used by 
     any State without unduly restricting State and local 
     prerogatives regarding instructional methods to be employed.
       (3) Elements addressed.--The voluntary national 
     opportunity-to-learn standards certified by the Council shall 
     address--
       (A) the quality and availability of curricula, 
     instructional materials, and technologies;
       (B) the capability of teachers to provide high-quality 
     instruction to meet diverse learning needs in each content 
     area;
       (C) the extent to which teachers and administrators have 
     ready and continuing access to professional development, 
     including the best knowledge about teaching, learning, and 
     school improvement;
       (D) the extent to which curriculum, instructional 
     practices, and assessments are aligned to content standards;
       (E) the extent to which school facilities provide a safe 
     and secure environment for learning and instruction and have 
     the requisite libraries, laboratories, and other resources 
     necessary to provide an opportunity-to-learn; and
       (F) other factors that the Council deems appropriate to 
     ensure that all students receive a fair opportunity to 
     achieve the knowledge and skills described in the voluntary 
     national content standards and the voluntary national student 
     performance standards certified by the Council.
       (4) Additional duties.--In carrying out this subsection, 
     the Council shall--
       (A) identify what other countries with rigorous content 
     standards do to--
       (i) provide their children with opportunities to learn;
       (ii) prepare their teachers; and
       (iii) provide continuing professional development 
     opportunities for their teachers; and
       (B) develop criteria to be used for certifying the 
     voluntary national opportunity-to-learn standards and, before 
     applying such criteria, forward such criteria to the Goals 
     Panel for approval.
       (5) Recommendations and coordination.--The Council shall 
     assist in the development of the voluntary national 
     opportunity-to-learn standards by--
       (A) making recommendations to the Secretary regarding 
     priorities and selection criteria for each grant awarded 
     under section 218; and
       (B) coordinating with each consortium receiving a grant 
     under section 218 to ensure that the opportunity-to-learn 
     standards the consortium develops for all students are of 
     high quality and are consistent with the criteria developed 
     by the Council for the certification of such standards.
       (6) Approval.--The Council shall forward the voluntary 
     national opportunity-to-learn standards that the Council 
     certifies to the Goals Panel for approval.
       (d) Voluntary State Opportunity-To-Learn Standards.--The 
     Council may certify comprehensive State opportunity-to-learn 
     standards presented on a voluntary basis by a State that--
       (1) describe the conditions of teaching and learning 
     necessary for all students to have a fair opportunity to 
     learn; and
       (2) address the elements described in section 213(c)(3).
       (e) Assessments.--
       (1) In general.--(A) The Council shall certify, for a 
     period not to exceed 5 years, an assessment of a single 
     subject area or a system of assessments involving several 
     subject areas presented on a voluntary basis by a State or 
     group of States if such assessment or system of assessments--
       (i) is aligned with such State's or group of States' 
     challenging State content standards certified by the Council;
       (ii) involves multiple measures of student performance; and
       (iii) provides for--
       (I) the participation of all students with diverse learning 
     needs in such assessment or system; and
       (II) the adaptations and accommodations necessary to permit 
     such participation.
       (B) Assessments or systems of assessments shall be 
     certified for the purpose of--
       (i) exemplifying for students, parents, and teachers the 
     kinds and levels of achievement that should be expected, 
     including the identification of student performance 
     standards;
       (ii) improving classroom instruction and improving the 
     learning outcomes for all students;
       (iii) informing students, parents, and teachers about 
     student progress toward such standards;
       (iv) measuring and motivating individual students, schools, 
     districts, States, and the Nation to improve educational 
     performance; and
       (v) assisting education policymakers in making decisions 
     about education programs.
       (2) Implementation.--(A)(i) The Council shall develop, and 
     not sooner than 3 years nor later than 4 years after the date 
     of enactment of this Act, begin utilizing, criteria for the 
     certification of an assessment or a system of assessments in 
     accordance with this subsection.
       (ii) The Council shall not certify an assessment or system 
     of assessments for a period of 3 years beginning on the date 
     of enactment of this Act, if such assessment or system will 
     be used to make decisions regarding graduation, grade 
     promotion, or retention of students.
       (iii) Before utilizing the criteria described in clause 
     (i), the Council shall forward such criteria to the Goals 
     Panel for approval.
       (B) The certification criteria described in this paragraph 
     shall address the extent to which an assessment or a system 
     of assessments--
       (i)(I) is aligned with a State's or a group of States' 
     challenging State content standards, if such State or group 
     has challenging State content standards that have been 
     certified by the Council; and
       (II) will support effective curriculum and instruction;
       (ii) is to be used for a purpose for which such assessment 
     or system is valid, reliable, fair, and free of 
     discrimination; and
       (iii) includes all students, especially students with 
     disabilities or with limited-English proficiency.
       (C) In determining appropriate certification criteria under 
     this paragraph, the Council shall--
       (i) consider standards and criteria being developed by 
     other national organizations and recent research on 
     assessment;
       (ii) recommend needed research;
       (iii) encourage the development and field testing of 
     assessments or systems of assessments; and
       (iv) provide a public forum for discussing, debating, and 
     building consensus for the criteria to be used for the 
     certification of assessments or systems of assessments.
       (D) Prior to determining the certification criteria 
     described in this paragraph, the Council shall take public 
     comment on its proposed certification criteria.
       (f) Performance of Duties.--In carrying out its 
     responsibilities under this title, the Council shall--
       (1) work with Federal and non-Federal departments, 
     agencies, or organizations that are conducting research, 
     studies, or demonstration projects to determine 
     internationally competitive education standards and 
     assessments, and may establish subject matter and other 
     panels to advise the Council on particular content, student 
     performance, and opportunity-to-learn standards and on 
     assessments or systems of assessments;
       (2) establish cooperative arrangements with the National 
     Skill Standards Board to promote the coordination of the 
     development of content and student performance standards 
     under this title with the development of skill standards 
     described in title V;
       (3) recommend studies to the Secretary that are necessary 
     to carry out the Council's responsibilities;
       (4) inform the public about what constitutes high quality, 
     internationally competitive, content, student performance, 
     and opportunity-to-learn standards, and assessments or 
     systems of assessments;
       (5) on a regular basis, review and update criteria for 
     certifying content, student performance, and opportunity-to-
     learn standards, and assessments or systems of assessments; 
     and
       (6) periodically recertify, as appropriate, the voluntary 
     national content standards, the voluntary national student 
     performance standards, and the voluntary national 
     opportunity-to-learn standards.
       (g) Construction.--Nothing in this Act shall be construed 
     to--
       (1) require any State to have standards certified pursuant 
     to subsection (b) or (d) in order to participate in any 
     Federal program; or
       (2) create a legally enforceable right for any person 
     against a State, local educational agency, or school based on 
     a standard or assessment certified by the Council or the 
     criteria developed by the Council for such certification.

     SEC. 214. ANNUAL REPORTS.

       Not later than 1 year after the date the Council concludes 
     its first meeting, and each year thereafter, the Council 
     shall prepare and submit a report regarding its work to the 
     President, the Secretary, the appropriate committees of the 
     Congress, the Governor of each State, and the Goals Panel.

     SEC. 215. POWERS OF THE COUNCIL.

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

     SEC. 216. ADMINISTRATIVE PROVISIONS.

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

     SEC. 217. DIRECTOR AND STAFF; EXPERTS AND CONSULTANTS.

       (a) Director.--The Chairperson of the Council, without 
     regard to the provisions of title 5, United States Code, 
     relating to the appointment and compensation of officers or 
     employees of the United States, shall appoint a Director to 
     be paid at a rate not to exceed the rate of basic pay payable 
     for level V of the Executive Schedule.
       (b) Appointment and Pay of Employees.--
       (1) In general.--(A) The Director may appoint not more than 
     4 additional employees to serve as staff to the Council 
     without regard to the provisions of title 5, United States 
     Code, governing appointments in the competitive service.
       (B) The employees appointed under subparagraph (A) may be 
     paid without regard to the provisions of chapter 51 and 
     subchapter III of chapter 53 of that title relating to 
     classification and General Schedule pay rates, but shall not 
     be paid a rate that exceeds the maximum rate of basic pay 
     payable for GS-15 of the General Schedule.
       (2) Additional employees.--The Director may appoint 
     additional employees to serve as staff of the Council 
     consistent with title 5, United States Code.
       (c) Experts and Consultants.--The Council may procure 
     temporary and intermittent services under section 3109(b) of 
     title 5, United States Code.
       (d) Staff of Federal Agencies.--Upon the request of the 
     Council, the head of any department or agency of the Federal 
     Government may detail any of the personnel of such department 
     or agency to the Council to assist the Council in carrying 
     out its duties under this part.

     SEC. 218. OPPORTUNITY-TO-LEARN DEVELOPMENT GRANTS.

       (a) Opportunity-To-Learn Development Grants.--
       (1) In general.--The Secretary is authorized to award more 
     than one grant, on a competitive basis, to consortia of 
     individuals and organizations to enable such consortia to 
     develop voluntary national opportunity-to-learn standards, 
     and a listing of model programs for use, on a voluntary 
     basis, by States in--
       (A) assessing the capacity and performance of individual 
     schools; and
       (B) developing appropriate actions to be taken in the event 
     that the schools fail to achieve such standards.
       (2) Composition of consortium.--To the extent possible, 
     each consortium described in paragraph (1) shall include the 
     participation of--
       (A) Governors (other than Governors serving on the Goals 
     Panel);
       (B) chief State school officers;
       (C) teachers, especially teachers involved in the 
     development of content standards, and related services 
     personnel;
       (D) principals;
       (E) superintendents;
       (F) State and local school board members;
       (G) curriculum and school reform experts;
       (H) parents;
       (I) State legislators;
       (J) representatives of businesses;
       (K) representatives of higher education;
       (L) representatives of regional accrediting associations;
       (M) representatives of advocacy groups; and
       (N) secondary school students.
       (b) Applications.--Each consortium that desires to receive 
     a grant under this subsection shall submit an application to 
     the Secretary at such time, in such manner, and containing 
     such information and assurances as the Secretary may require.
       (c) Award Consideration.--In establishing priorities and 
     selection criteria for awarding more than one grant under 
     this section, the Secretary shall give serious consideration 
     to the recommendations made by the Council pursuant to 
     section 213(c)(5)(A).

              PART C--LEADERSHIP IN EDUCATIONAL TECHNOLOGY

     SEC. 221. PURPOSES.

       It is the purpose of this part to promote achievement of 
     the National Education Goals and--
       (1) to provide leadership at the Federal level, through the 
     Department of Education, by developing a national vision and 
     strategy--
       (A) to infuse technology and technology planning into all 
     educational programs and training functions carried out 
     within school systems at the State and local level;
       (B) to coordinate educational technology activities among 
     the related Federal and State departments or agencies, 
     industry leaders, and interested educational and parental 
     organizations;
       (C) to establish working guidelines to ensure maximum 
     interoperability nationwide and ease of access for the 
     emerging technologies so that no school system will be 
     excluded from the technological revolution; and
       (D) to ensure that Federal technology-related policies and 
     programs facilitate the use of technology in education;
       (2) to promote awareness of the potential of technology for 
     improving teaching and learning;
       (3) to support State and local efforts to increase the 
     effective use of technology for education;
       (4) to demonstrate ways in which technology can be used to 
     improve teaching and learning, and to help ensure that all 
     students have an equal opportunity to meet challenging State 
     education standards;
       (5) to ensure the availability and dissemination of 
     knowledge (drawn from research and experience) that can form 
     the basis for sound State and local decisions about 
     investment in, and effective uses of, educational technology;
       (6) to promote high-quality professional development 
     opportunities for teachers and administrators regarding the 
     integration of technology into instruction and 
     administration;
       (7) to promote the effective uses of technology in existing 
     Federal education programs, such as chapter 1 of title I of 
     the Elementary and Secondary Education Act of 1965 and 
     vocational education programs; and
       (8) to monitor, and disseminate information regarding, 
     advancements in technology to encourage the development of 
     effective educational uses of technology.

     SEC. 222. FEDERAL LEADERSHIP.

       (a) Activities Authorized.--
       (1) In general.--In order to provide Federal leadership 
     that promotes higher student achievement through the use of 
     technology in education and to achieve the purposes of this 
     part, the Secretary, in consultation with the Office of 
     Science and Technology Policy, the National Science 
     Foundation, the Department of Commerce, the Department of 
     Energy, the National Aeronautics and Space Administration, 
     and other appropriate Federal departments or agencies, may 
     carry out activities designed to achieve the purposes of this 
     part.
       (2) Transfer of funds.--For the purpose of carrying out 
     coordinated or joint activities to achieve the purposes of 
     this part, the Secretary may accept funds from, and transfer 
     funds to, other Federal departments or agencies.
       (b) National Long-Range Technology Plan.--
       (1) In general.--The Secretary shall develop and publish 
     within 12 months of the date of enactment of this Act, and 
     update when the Secretary determines appropriate, a national 
     long-range plan that supports the overall national technology 
     policy and carries out the purposes of this part.
       (2) Plan requirements.--The Secretary shall--
       (A) develop the national long-range plan in consultation 
     with other Federal departments or agencies, State and local 
     education practitioners and policymakers, experts in 
     technology and the educational applications of technology, 
     representatives of a distance learning consortia, 
     representatives of telecommunications partnerships receiving 
     assistance under the Star Schools Program Assistance Act, and 
     providers of technology services and products;
       (B) transmit such plan to the President and to the 
     appropriate committees of the Congress; and
       (C) publish such plan in a form that is readily accessible 
     to the public.
       (3) Contents of the plan.--The national long-range plan 
     shall describe the Secretary's activities to promote the 
     purposes of this part, including--
       (A) how the Secretary will encourage the effective use of 
     technology to provide all students the opportunity to achieve 
     challenging State content standards and challenging State 
     student performance standards, especially through programs 
     administered by the Department of Education;
       (B) joint activities in support of the overall national 
     technology policy with other Federal departments or agencies, 
     such as the Office of Science and Technology Policy, the 
     National Endowment for the Humanities, the National Endowment 
     for the Arts, the National Aeronautics and Space 
     Administration, the National Science Foundation, and the 
     Departments of Commerce, Energy, Health and Human Services, 
     and Labor--
       (i) to promote the use of technology in education, and 
     training and lifelong learning, including plans for the 
     educational uses of a national information infrastructure; 
     and
       (ii) to ensure that the policies and programs of such 
     departments or agencies facilitate the use of technology for 
     educational purposes, to the extent feasible;
       (C) how the Secretary will work with educators, State and 
     local educational agencies, and appropriate representatives 
     of the private sector to facilitate the effective use of 
     technology in education;
       (D) how the Secretary will promote--
       (i) higher achievement of all students through the 
     integration of technology into the curriculum;
       (ii) increased access to the benefits of technology for 
     teaching and learning for schools with a high concentration 
     of children from low-income families;
       (iii) the use of technology to assist in the implementation 
     of State systemic reform strategies;
       (iv) the application of technological advances to use in 
     education; and
       (v) increased opportunities for the professional 
     development of teachers in the use of new technologies;
       (E) how the Secretary will determine, in consultation with 
     appropriate individuals, organizations, industries, and 
     agencies, the feasibility and desirability of establishing 
     guidelines to facilitate an easy exchange of data and 
     effective use of technology in education;
       (F) how the Secretary will utilize the outcomes of the 
     evaluation undertaken pursuant to section 908 of the Star 
     Schools Program Assistance Act to promote the purposes of 
     this part; and
       (G) the Secretary's long-range measurable goals and 
     objectives relating to the purposes of this part.
       (c) Assistance.--The Secretary shall provide assistance to 
     the States to enable such States to plan effectively for the 
     use of technology in all schools throughout the State in 
     accordance with the purpose and requirements of section 316.

     SEC. 223. OFFICE OF EDUCATIONAL TECHNOLOGY.

       (a) Amendment to the Department of Education Organization 
     Act.--Title II of the Department of Education Organization 
     Act (20 U.S.C. 3411 et seq.) is amended by adding at the end 
     the following new section:


                   ``office of educational technology

       ``Sec. 216. There shall be in the Department of Education 
     an Office of Educational Technology, to be administered by 
     the Director of Educational Technology. The Director of 
     Educational Technology shall report directly to the Secretary 
     and shall perform such additional functions as the Secretary 
     may prescribe. Such Office shall be established in accordance 
     with section 405A of the General Education Provisions Act.''.
       (b) Amendment to the General Education Provisions Act.--
     Part A of the General Education Provisions Act (20 U.S.C. 
     1221c et seq.) is amended by inserting after section 405 the 
     following new section:

     ``SEC. 405A. OFFICE OF EDUCATIONAL TECHNOLOGY.

       ``(a) Establishment.--The Secretary shall establish an 
     Office of Educational Technology (hereafter in this section 
     referred to as the `Office').
       ``(b) Functions of the Office.--The Director of the Office 
     of Educational Technology (hereafter in this section referred 
     to as the `Director'), through the Office, shall--
       ``(1) in support of the overall national technology policy 
     and in consultation with other Federal departments or 
     agencies which the Director determines appropriate, provide 
     leadership to the Nation in the use of technology to promote 
     achievement of the National Education Goals and to increase 
     opportunities for all students to achieve challenging State 
     content and challenging State student performance standards;
       ``(2) review all programs and training functions 
     administered by the Department and recommend policies in 
     order to promote increased use of technology and technology 
     planning throughout all such programs and functions;
       ``(3) review all relevant programs supported by the 
     Department to ensure that such programs are coordinated with 
     and support the national long-range technology plan developed 
     pursuant to this Act; and
       ``(4) perform such additional functions as the Secretary 
     may require.
       ``(c) Personnel.--The Director is authorized to select, 
     appoint, and employ such officers and employees as may be 
     necessary to carry out the functions of the Office, subject 
     to the provisions of title 5, United States Code (governing 
     appointments in the competitive service), and the provisions 
     of chapter 51 and subchapter III of chapter 53 of such title 
     (relating to classification and General Schedule pay rates.
       ``(d) Experts and Consultants.--The Secretary may obtain 
     the services of experts and consultants in accordance with 
     section 3109 of title 5, United States Code.''.
       (c) Compensation of the director.--Section 5315 of title 5, 
     United States Code, is amended by adding at the end the 
     following:
       ``Director of the Office of Educational Technology.''.

     SEC. 224. USES OF FUNDS.

       (a) In General.--The Secretary shall use funds appropriated 
     pursuant to the authority of section 231(d) for activities 
     designed to carry out the purpose of this part, including--
       (1) providing assistance to technical assistance providers 
     to enable such providers to improve substantially the 
     services such providers offer to educators regarding the 
     educational uses of technology, including professional 
     development;
       (2) consulting with representatives of industry, elementary 
     and secondary education, higher education, and appropriate 
     experts in technology and the educational applications of 
     technology, in carrying out the activities assisted under 
     this part;
       (3) research on, and the development of, guidelines to 
     facilitate maximum interoperability, efficiency and easy 
     exchange of data for effective use of technology in 
     education;
       (4) research on, and the development of, educational 
     applications of the most advanced and newly emerging 
     technologies;
       (5) the development, demonstration, and evaluation of 
     applications of existing technology in preschool education, 
     elementary and secondary education, training and lifelong 
     learning, and professional development of educational 
     personnel;
       (6) the development and evaluation of software and other 
     products, including multimedia television programming, that 
     incorporate advances in technology and help achieve the 
     National Education Goals, challenging State content standards 
     and challenging State student performance standards;
       (7) the development, demonstration, and evaluation of model 
     strategies for preparing teachers and other personnel to use 
     technology effectively to improve teaching and learning;
       (8) the development of model programs that demonstrate the 
     educational effectiveness of technology in urban and rural 
     areas and economically distressed communities;
       (9) research on, and the evaluation of, the effectiveness 
     and benefits of technology in education giving priority to 
     research on, and evaluation of, such effectiveness and 
     benefits in elementary and secondary schools;
       (10) a biannual assessment of, and report to the public 
     regarding, the uses of technology in elementary and secondary 
     education throughout the United States upon which private 
     businesses and Federal, State and local governments may rely 
     for decisionmaking about the need for, and provision of, 
     appropriate technologies in schools, which assessment and 
     report shall use, to the extent possible, existing 
     information and resources;
       (11) conferences on, and dissemination of information 
     regarding, the uses of technology in education;
       (12) the development of model strategies to promote gender 
     equity in the use of technology;
       (13) encouraging collaboration between the Department of 
     Education and other Federal agencies in the development, 
     implementation, evaluation and funding of applications of 
     technology for education, as appropriate; and
       (14) such other activities as the Secretary determines will 
     meet the purposes of this part.
       (b) Special Rules.--
       (1) In general.--The Secretary shall carry out the 
     activities described in subsection (a) directly or by grant 
     or contract.
       (2) Grants and contracts.--Each grant or contract under 
     this part shall be awarded--
       (A) on a competitive basis; and
       (B) pursuant to a peer review process.

     SEC. 225. NON-FEDERAL SHARE.

       (a) In General.--Subject to subsections (b) and (c), the 
     Secretary may require any recipient of a grant or contract 
     under this part to share in the cost of the activities 
     assisted under such grant or contract, which non-Federal 
     share shall be announced through a notice in the Federal 
     Register and may be in the form of cash or in-kind 
     contributions, fairly valued.
       (b) Increase.--The Secretary may increase the non-Federal 
     share that is required of a recipient of a grant or contract 
     under this part after the first year such recipient receives 
     funds under such grant or contract.
       (c) Maximum.--The non-Federal share required under this 
     section shall not exceed 50 percent of the cost of the 
     activities assisted pursuant to a grant or contract under 
     this part.

     SEC. 226. OFFICE OF TRAINING TECHNOLOGY TRANSFER.

       (a) Transfer.--
       (1) In general.--The Office of Training Technology Transfer 
     as established under section 6103 of the Training Technology 
     Transfer Act of 1988 (20 U.S.C. 5093) is transferred to the 
     Office of Educational Technology.
       (2) Technical amendment.--The first sentence of section 
     6103(a) of the Training Technology Transfer Act of 1988 (20 
     U.S.C. 5093(a)) is amended by striking ``Office of 
     Educational Research and Improvement'' and inserting ``Office 
     of Educational Technology''.
       (b) Authorization of Appropriations.--The Training 
     Technology Transfer Act of 1988 (20 U.S.C. 5091 et seq.) is 
     amended by adding at the end the following new section:

     ``SEC. 6108. AUTHORIZATION OF APPROPRIATIONS.

       ``There are authorized to be appropriated $3,000,000 for 
     fiscal year 1995, and such sums as may be necessary for each 
     of the fiscal years 1996 through 1999, to carry out this 
     chapter.''.

                PART D--AUTHORIZATION OF APPROPRIATIONS

     SEC. 231. AUTHORIZATION OF APPROPRIATIONS.

       (a) National Education Goals Panel.--There are authorized 
     to be appropriated $3,000,000 for fiscal year 1994, and such 
     sums as may be necessary for each of the 4 succeeding fiscal 
     years, to carry out part A.
       (b) National Education Standards and Improvement Council.--
     There are authorized to be appropriated $3,000,000 for fiscal 
     year 1994, and such sums as may be necessary for each of the 
     4 succeeding fiscal years, to carry out part B.
       (c) Opportunity-To-Learn Development Grants.--There are 
     authorized to be appropriated $1,000,000 for fiscal year 
     1994, and such sums as may be necessary for fiscal year 1995, 
     to carry out section 219.
       (d) Leadership in Educational Technology.--There are 
     authorized to be appropriated $5,000,000 for the fiscal year 
     1994, and such sums as may be necessary for each of the 
     fiscal years 1995 through 1998, to carry out part C.
       TITLE III--STATE AND LOCAL EDUCATION SYSTEMIC IMPROVEMENT

     SEC. 301. FINDINGS.

       The Congress finds that--
       (1) all students can learn to high standards and must 
     realize their potential if the United States is to prosper;
       (2) the reforms in education from 1977 through 1992 have 
     achieved some good results, but such reform efforts often 
     have been limited to a few schools or to a single part of the 
     educational system;
       (3) leadership must come from teachers, related services 
     personnel, principals, and parents in individual schools, and 
     from policymakers at the local, State, tribal, and national 
     levels, in order for lasting improvements in student 
     performance to occur;
       (4) simultaneous top-down and bottom-up education reform is 
     necessary to spur creative and innovative approaches by 
     individual schools to help all students achieve 
     internationally competitive standards;
       (5) strategies must be developed by communities and States 
     to support the revitalization of all local public schools by 
     fundamentally changing the entire system of public education 
     through comprehensive, coherent, and coordinated improvement;
       (6) parents, teachers and other local educators, and 
     business, community, and tribal leaders, must be involved in 
     developing system-wide improvement strategies that reflect 
     the needs of their individual communities;
       (7) all students are entitled to teaching practices that 
     are in accordance with accepted standards of professional 
     practice and that hold the greatest promise of improving 
     student performance;
       (8) all students are entitled to participate in a broad and 
     challenging curriculum and to have access to resources 
     sufficient to address other education needs;
       (9) State and local education improvement efforts must 
     incorporate strategies for providing students and families 
     with coordinated access to appropriate social services, 
     health care, nutrition, early childhood education, and child 
     care to remove preventable barriers to learning and enhance 
     school readiness for all students;
       (10) States and local educational agencies, working 
     together, must immediately set about developing and 
     implementing such system-wide improvement strategies if our 
     Nation is to educate all children to meet their full 
     potential and achieve the National Education Goals described 
     in title I;
       (11) State and local systemic improvement strategies must 
     provide all students with effective mechanisms and 
     appropriate paths to the work force as well as to higher 
     education;
       (12) businesses should be encouraged--
       (A) to enter into partnerships with schools;
       (B) to provide information and guidance to schools based on 
     the needs of area businesses for properly educated graduates 
     in general and on the need for particular workplace skills 
     that the schools may provide;
       (C) to provide necessary education and training materials 
     and support; and
       (D) to continue the lifelong learning process throughout 
     the employment years of an individual;
       (13) the appropriate and innovative use of technology, 
     including distance learning, can be very effective in helping 
     to provide all students with the opportunity to learn and 
     meet high standards;
       (14) Federal funds should be targeted to support State and 
     local initiatives, and to leverage State and local resources 
     for designing and implementing system-wide education 
     improvement plans; and
       (15) quality education management services are being 
     utilized by local educational agencies and schools through 
     contractual agreements between local educational agencies or 
     schools and such businesses.

     SEC. 302. PURPOSE.

       It is the purpose of this title to--
       (1) improve the quality of education for all students by 
     supporting a long-term, broad-based effort to provide 
     coherent and coordinated improvements in the system of 
     education throughout our Nation at the State and local 
     levels;
       (2) provide new authorities and funding for our Nation's 
     school systems;
       (3) not replace or reduce funding for existing Federal 
     education programs; and
       (4) ensure that no State or local educational agency will 
     reduce its funding for education or for education reform on 
     account of receiving any funds under this title.

     SEC. 303. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated $400,000,000 for 
     the fiscal year 1994, and such sums as may be necessary for 
     each of the fiscal years 1995 through 1998, to carry out this 
     title.

     SEC. 304. ALLOTMENT OF FUNDS.

       (a) Reservations of Funds.--From funds appropriated 
     pursuant to the authority of section 303 in each fiscal year, 
     the Secretary--
       (1) shall reserve a total of 1 percent to provide 
     assistance, in amounts determined by the Secretary--
       (A) to the outlying areas;
       (B) to the Secretary of the Interior to benefit Indian 
     students in schools operated or funded by the Bureau of 
     Indian Affairs; and
       (C) to the Alaska Federation of Natives in cooperation with 
     the Alaska Native Education Council to benefit Alaska Native 
     students; and
       (2) may reserve a total of not more than 4 percent for--
       (A) national leadership activities under subsections (a), 
     (b) and (d) of section 313; and
       (B) the costs of peer review of State improvement plans and 
     applications under this title.
       (b) State Allotments.--From the amount appropriated under 
     section 303 and not reserved under subsection (a) in each 
     fiscal year the Secretary shall make allotments to State 
     educational agencies as follows:
       (1) 50 percent of such amount shall be allocated in 
     accordance with the relative amounts each State would have 
     received under chapter 1 of title I of the Elementary and 
     Secondary Education Act of 1965 for the preceding fiscal year 
     if funds under such chapter in such preceding fiscal year 
     were not reserved for the outlying areas.
       (2) 50 percent of such amount shall be allocated in 
     accordance with the relative amounts each State would have 
     received under part A of chapter 2 of title I of the 
     Elementary and Secondary Education Act of 1965 for the 
     preceding fiscal year if funds under such chapter in such 
     preceding fiscal year were not reserved for the outlying 
     areas.
       (c) Reallotments.--If the Secretary determines that any 
     amount of a State educational agency's allotment for any 
     fiscal year under subsection (b) will not be needed for such 
     fiscal year by the State, the Secretary shall reallot such 
     amount to other State educational agencies that need 
     additional funds, in such manner as the Secretary determines 
     is appropriate.
       (d) Maintenance of Effort.--Each recipient of funds under 
     this title, in utilizing the proceeds of an allotment 
     received under this title, shall maintain the expenditures of 
     such recipient for the activities assisted under this title 
     at a level equal to not less than the level of such 
     expenditures maintained by such recipient for the fiscal year 
     preceding the fiscal year for which such allotment is 
     received, except that provisions of this section shall not 
     apply in any fiscal year in which the amount appropriated to 
     carry out this title is less than the amount appropriated to 
     carry out this title in the preceding fiscal year.
       (e) Supplement Not Supplant.--Each recipient of funds under 
     this title, may use the proceeds of an allotment received 
     under this title only so as to supplement and, to the extent 
     practicable, increase the level of funds that would, in the 
     absence of such Federal funds, be made available from non-
     Federal sources for the activities assisted under this title.

     SEC. 305. STATE APPLICATIONS.

       (a) Application.--
       (1) In general.--Each State educational agency that desires 
     to receive an allotment under this title shall submit an 
     application to the Secretary at such time and in such manner 
     as the Secretary may determine.
       (2) Additional information.--In addition to the information 
     described in subsections (b) and (c), each such application 
     shall include--
       (A) an assurance that the State educational agency will 
     cooperate with the Secretary in carrying out the Secretary's 
     responsibilities under section 313, and will comply with 
     reasonable requests of the Secretary for data related to the 
     State's progress in developing and implementing its State 
     improvement plan under this title;
       (B) an assurance that State law provides adequate authority 
     to carry out each component of the State's improvement plan 
     developed, or to be developed, under section 306, or that 
     such authority will be sought; and
       (C) such other assurances and information as the Secretary 
     may require.
       (b) First Year.--A State educational agency's application 
     for the first year of assistance under this title shall--
       (1) describe the process by which the State educational 
     agency will develop a school improvement plan that meets the 
     requirements of section 306; and
       (2) describe how the State educational agency will use 
     funds received under this title for such year, including how 
     such agency will make subgrants to local educational agencies 
     in accordance with section 309(a), and how such agency will 
     use funds received under this title for education preservice 
     programs and professional development activities in 
     accordance with section 309(b).
       (c) Subsequent Years.--A State educational agency's 
     application for the second year of assistance under this 
     title shall--
       (1) cover the second through fifth years of the State's 
     participation;
       (2) include a copy of the State's improvement plan that 
     meets the requirements of section 306, or if the State 
     improvement plan is not complete, a statement of the steps 
     the State will take to complete the plan and a schedule for 
     doing so; and
       (3) include an explanation of how the State educational 
     agency will use funds received under this title, including 
     how such agency will make subgrants to local educational 
     agencies in accordance with section 309(a), and how such 
     agency will use such funds received under this title for 
     education preservice programs and professional development 
     activities in accordance with section 309(b).

     SEC. 306. STATE IMPROVEMENT PLANS.

       (a) Basic Scope of Plan.--Any State educational agency that 
     desires to receive an allotment under this title after its 
     first year of participation shall develop and implement a 
     State improvement plan for the improvement of elementary and 
     secondary education in the State.
       (b) Plan Development.--
       (1) In general.--A State improvement plan under this title 
     shall be developed by a broad-based State panel in 
     cooperation with the State educational agency and the 
     Governor. The panel shall include--
       (A) the Governor and the chief State school officer, or 
     their designees;
       (B) the chairperson of the State board of education and the 
     chairpersons of the appropriate authorizing committees of the 
     State legislature, or their designees;
       (C) school teachers, related services personnel, 
     principals, and administrators who have successfully improved 
     student performance; and
       (D) representatives of teachers' organizations, 
     organizations serving young children, parents, secondary 
     school students, business and labor leaders, community-based 
     organizations of demonstrated effectiveness, institutions of 
     higher education, private, nonprofit elementary and secondary 
     schools, local boards of education, State and local 
     officials, tribal agencies, as appropriate, and others.
       (2) Appointment.--The Governor and the chief State school 
     officer shall each appoint half the members of the panel and 
     shall jointly select the Chairperson of the panel and the 
     representative of a private, nonprofit elementary and 
     secondary school described in paragraph (1)(D).
       (3) Representation.--The membership of the panel shall be 
     geographically representative of the State and reflect the 
     diversity of the population of the State with regard to race, 
     ethnicity, gender and disability characteristics.
       (4) Consultation.--The panel shall consult the Governor, 
     the chief State school officer, the State board of education, 
     and relevant committees of the State legislature in 
     developing the State improvement plan.
       (5) Outreach.--The panel shall be responsible for 
     conducting a statewide, grassroots outreach process, 
     including conducting public hearings, to involve educators, 
     related services personnel, parents, local officials, tribal 
     government officials, as appropriate, individuals 
     representing private nonprofit elementary and secondary 
     schools, community and business leaders, citizens, children's 
     advocates, secondary school students, and others with a stake 
     in the success of students and their education system, and 
     who are representative of the diversity of the State and the 
     State's student population, including students of limited-
     English proficiency, American Indian, Alaska Native, and 
     Native Hawaiian students, and students with disabilities, in 
     the development of the State improvement plan and in a 
     continuing dialogue regarding the need for and nature of 
     challenging standards for students and local and State 
     responsibilities for helping all students achieve such 
     standards in order to assure that the development and 
     implementation of the State improvement plan reflects local 
     needs and experiences and does not result in a significant 
     increase in paperwork for teachers.
       (6) Procedure and approval.--The panel shall develop a 
     State improvement plan, provide opportunity for public 
     comment, and submit such plan to the State educational agency 
     for approval.
       (7) Submission.--The State educational agency shall submit 
     the original State improvement plan developed by the panel 
     and the State improvement plan modified by such agency, 
     together with an explanation of any changes made by such 
     agency to the plan developed by the panel, to the Secretary 
     for approval.
       (8) Matters not under the jurisdiction of the state 
     educational agency.--If any portion of a State improvement 
     plan addresses matters that, under State or other applicable 
     law, are not under the authority of the State educational 
     agency, the State educational agency shall obtain the 
     approval of, or changes to, such portion, with an explanation 
     thereof, from the Governor or other official responsible for 
     that portion before submitting such plan to the Secretary.
       (9) Monitoring; revisions; reporting.--After approval of 
     the State improvement plan by the Secretary, the panel shall 
     be informed of progress on such plan by the State educational 
     agency, and such agency, in close consultation with teachers, 
     principals, administrators, advocates and parents in local 
     educational agencies and schools receiving funds under this 
     title, shall monitor the implementation and operation of such 
     plan. The panel shall review such plan, and based on the 
     progress described in the preceding sentence, determine if 
     revisions to such plan are appropriate and necessary. The 
     panel shall periodically report such determination to the 
     public.
       (c) Teaching, Learning, Standards, and Assessments.--Each 
     State improvement plan shall establish strategies for meeting 
     the National Education Goals described in title I by 
     improving teaching and learning and students' mastery of 
     basic and advanced skills to achieve a higher level of 
     learning and academic accomplishment in English, math, 
     science, United States history, geography, foreign languages 
     and the arts, civics, government, economics, physics, and 
     other core curricula, and such strategies shall involve 
     broad-based and ongoing classroom teacher input, such as--
       (1) a process for developing or adopting challenging State 
     content standards and challenging State student performance 
     standards for all students;
       (2) a process for providing assistance and support to local 
     educational agencies and schools to strengthen the capacity 
     and responsibility of such agencies and schools to provide 
     all of their students the opportunity to meet challenging 
     State content standards and challenging State student 
     performance standards;
       (3) a process for developing or recommending instructional 
     materials and technology to support and assist local 
     educational agencies and schools to provide all of their 
     students the opportunity to meet the challenging State 
     content standards and challenging State student performance 
     standards;
       (4) a process for developing and implementing a valid, 
     fair, nondiscriminatory, and reliable assessment or system of 
     assessments--
       (A) which assessment or system shall--
       (i) be aligned with such State's content standards;
       (ii) involve multiple measures of student performance;
       (iii) provide for--

       (I) the participation of all students with diverse learning 
     needs in such assessment or system; and
       (II) the adaptations and accommodations necessary to permit 
     such participation;

       (iv) be consistent with relevant, nationally recognized 
     professional and technical standards for such assessment or 
     system;
       (v) be capable of providing coherent information about 
     student attainments relative to the State content standards; 
     and
       (vi) support effective curriculum and instruction; and
       (B) which process shall provide for monitoring the 
     implementation of such assessment, system or set and the 
     impact of such assessment, system or set on improved 
     instruction for all students; and
       (5) a process for improving the State's system of teacher 
     and school administrator preparation and licensure, and of 
     continuing professional development programs, including the 
     use of technology at both the State and local levels, so that 
     all teachers, related services personnel, and administrators 
     develop the subject matter and pedagogical expertise needed 
     to prepare all students to meet the challenging standards 
     described in paragraph (1).
       (d) Opportunity-To-Learn Strategies.--Each State 
     improvement plan shall establish strategies for providing all 
     students with an opportunity to learn.
       (e) Accountability and Management.--Each State plan shall 
     establish strategies for improved accountability and 
     management of the education system of the State.
       (f) Parental and Community Support and Involvement.--Each 
     State improvement plan shall describe comprehensive 
     strategies to involve communities, including community 
     representatives such as parents, businesses, institutions of 
     higher education, libraries, cultural institutions, 
     employment and training agencies, health and human service 
     agencies, intergenerational mentoring programs, and other 
     public and private nonprofit agencies that provide 
     nonsectarian social services, health care, child care, early 
     childhood education, and nutrition to students, in helping 
     all students meet the challenging State standards.
       (g) Making the Improvements System-Wide.--In order to help 
     provide all students throughout the State the opportunity to 
     meet challenging State content standards and challenging 
     State student performance standards, each State improvement 
     plan shall describe the various strategies for ensuring that 
     all local educational agencies and schools within the State 
     are involved in developing and implementing needed 
     improvements within a specified period of time.
       (h) Promoting Bottom-Up Reform.--Each State improvement 
     plan shall include strategies for ensuring that 
     comprehensive, systemic reform is promoted from the bottom up 
     in communities, local educational agencies, and schools, and 
     is guided by coordination and facilitation from State 
     leaders.
       (i) Benchmarks and Timelines.--Each State improvement plan 
     shall include specific benchmarks of improved student 
     performance and of progress in implementing such plan, and 
     timelines against which the progress of the State in carrying 
     out such plan, including the elements described in 
     subsections (c) through (h), can be measured.
       (j) Peer Review and Secretarial Approval.--
       (1) In general.--(A) The Secretary shall review, within a 
     reasonable period of time, each State improvement plan 
     prepared under this section, and each application submitted 
     under section 305, through a peer review process involving 
     the assistance and advice of State and local education 
     policymakers, educators, classroom teachers, related services 
     personnel, experts on educational innovation and improvement, 
     parents, advocates, and other appropriate individuals. Such 
     peer review process shall be representative of the diversity 
     of the United States with regard to geography, race, 
     ethnicity, gender and disability characteristics. Such peer 
     review process shall include at least 1 site visit to each 
     State.
       (B) Notwithstanding the provisions of subparagraph (A), in 
     the first year that a State educational agency submits an 
     application for assistance under this title the Secretary 
     shall not be required to--
       (i) review such application through a peer review process; 
     and
       (ii) conduct a site visit.
       (2) Approval of plan.--The Secretary shall approve a State 
     improvement plan if--
       (A) such plan is submitted to the Secretary not later than 
     2 years after the date the State educational agency receives 
     its first allotment under section 304(b); and
       (B) the Secretary determines, after considering the peer 
     reviewers' comments, that such plan--
       (i) reflects a widespread commitment within the State; and
       (ii) holds reasonable promise of helping all students.
       (3) Disapproval.--The Secretary shall not disapprove a 
     State's plan, or any State application submitted under 
     section 305, before offering the State--
       (A) an opportunity to revise such plan or application; and
       (B) a hearing.
       (k) Amendments to Plan.--
       (1) In general.--Each State educational agency shall 
     periodically review its State improvement plan and revise 
     such plan, as appropriate, in accordance with the process 
     described in subsection (b).
       (2) Review.--The Secretary shall review any major amendment 
     to a State improvement plan and shall not disapprove any such 
     amendment before offering a State educational agency--
       (A) an opportunity to revise such amendment; and
       (B) a hearing.
       (l) Preexisting State Plans and Panels.--
       (1) In general.--If a State has developed a comprehensive 
     and systemic State improvement plan to help all students meet 
     challenging State content standards and challenging State 
     student performance standards, or any component of such plan, 
     that meets the intent and purposes of section 302, the 
     Secretary shall approve such plan or component 
     notwithstanding that such plan was not developed in 
     accordance with subsection (b), if--
       (A) the Secretary determines that such approval would 
     further the purposes of State systemic education improvement; 
     and
       (B) such plan ensures broad-based input from various 
     education, political, community, and other appropriate 
     representatives.
       (2) Special rule.--(A) If, before the date of enactment of 
     this Act, a State has made substantial progress in developing 
     a plan that meets the intent and purposes of section 302, but 
     was developed by a panel that does not meet the requirements 
     of paragraphs (1) through (3) of subsection (b), the 
     Secretary shall, at the request of the Governor and the State 
     educational agency, treat such panel as meeting such 
     requirements for all purposes of this title if the Secretary 
     determines that there has been substantial public and 
     educator involvement in the development of such plan.
       (B) If a State has not developed a State improvement plan 
     but has an existing panel which such State would like to use 
     for the purpose of developing such plan, then the Secretary 
     shall, at the request of the Governor and the State 
     educational agency, treat such panel as meeting the 
     requirements of paragraphs (1) through (3) of subsection (b) 
     for all purposes of this title if--
       (i) the Secretary determines that such existing panel is 
     serving a similar such purpose; and
       (ii) the composition of such existing panel would ensure 
     broad-based input from various education, political, 
     community, and other appropriate representatives.

     SEC. 307. SECRETARY'S REVIEW OF APPLICATIONS; PAYMENTS.

       (a) First Year.--The Secretary shall approve the State 
     educational agency's initial year application under section 
     305(b) if the Secretary determines that--
       (1) such application meets the requirements of this title; 
     and
       (2) there is a substantial likelihood that the State will 
     be able to develop and implement an education improvement 
     plan that complies with section 306.
       (b) Second Through Fifth Years.--The Secretary shall 
     approve the State educational agency's renewal application 
     under section 305(c)(1) in the second through fifth years of 
     participation only if--
       (1)(A) the Secretary has approved the State improvement 
     plan under section 306(j); or
       (B) the Secretary determines that the State has made 
     substantial progress in developing its State improvement plan 
     and will implement such plan not later than the end of the 
     second year of participation; and
       (2) the application meets the other requirements of this 
     title.
       (c) Payments.--For any fiscal year for which a State has an 
     approved application under this title, the Secretary shall 
     provide an allotment to the State educational agency in the 
     amount determined under section 304(b).

     SEC. 308. STATE USE OF FUNDS.

       (a) First Year.--In the first year for which a State 
     educational agency receives an allotment under this title, 
     such agency--
       (1) if the amount appropriated pursuant to the authority of 
     section 303 for such year is equal to or greater than 
     $200,000,000, shall use at least 75 percent of such allotted 
     funds to award subgrants--
       (A) to local educational agencies for the development or 
     implementation of local improvement plans in accordance with 
     section 309(a); and
       (B) to improve educator and related services personnel 
     preservice programs and for professional development 
     activities consistent with the State improvement plan and in 
     accordance with section 309(b);
       (2) if the amount appropriated pursuant to the authority of 
     section 303 for such year is equal to or greater than 
     $100,000,000, but less than $200,000,000, shall use at least 
     50 percent of such allotted funds to award subgrants 
     described in subparagraphs (A) and (B) of paragraph (1);
       (3) if the amount appropriated pursuant to the authority of 
     section 303 for such year is less than $100,000,000, may use 
     such allotted funds to award subgrants described in 
     subparagraphs (A) and (B) of paragraph (1); and
       (4) shall use any such allotted funds not used in 
     accordance with paragraphs (1), (2), and (3) to develop, 
     revise, expand, or implement a State improvement plan 
     described in section 306.
       (b) Succeeding Years.--Each State educational agency that 
     receives an allotment under this title for any year after the 
     first year of participation shall--
       (1) use at least 85 percent of such allotment funds in each 
     such year to make subgrants--
       (A) for the implementation of the State improvement plan 
     and of local improvement plans in accordance with section 
     309(a); and
       (B) to improve educator and related services personnel 
     preservice programs and for professional development 
     activities that are consistent with the State improvement 
     plan in accordance with section 309(b); and
       (2) shall use the remainder of such allotted funds for 
     State activities designed to implement the State improvement 
     plan, such as--
       (A) supporting the development or adoption of challenging 
     State content standards, challenging State student 
     performance standards, comprehensive State opportunity-to-
     learn standards, and assessment tools linked to the 
     standards, including activities assisted--
       (i) through consortia of States; or
       (ii) with the assistance of the National Education 
     Standards and Improvement Council established under part B of 
     title II;
       (B) supporting the implementation of high-performance 
     management and organizational strategies, such as site-based 
     management, shared decisionmaking, or quality management 
     principles, to promote effective implementation of such plan;
       (C) supporting the development and implementation, at the 
     local educational agency and school building level, of 
     improved human resource development systems for recruiting, 
     selecting, mentoring, supporting, evaluating and rewarding 
     educators;
       (D) providing special attention to the needs of minority, 
     disabled, and female students, including instructional 
     programs and activities that encourage such students in 
     elementary and secondary schools to aspire to enter and 
     complete postsecondary education or training;
       (E) supporting innovative and proven methods of enhancing a 
     teacher's ability to identify student learning needs, and 
     motivating students to develop higher order thinking skills, 
     discipline, and creative resolution methods, including 
     significantly reducing class size and promoting instruction 
     in chess;
       (F) supporting the development, at the State or local 
     level, of performance-based accountability and incentive 
     systems for schools;
       (G) outreach to and training for parents, tribal officials, 
     organizations serving young children, classroom teachers, 
     related services personnel, and other educators, and the 
     public, related to education improvement;
       (H) providing technical assistance and other services to 
     increase the capacity of local educational agencies and 
     schools to develop and implement systemic local improvement 
     plans, implement new assessments or systems of assessments 
     described in the State improvement plan developed in 
     accordance with section 306, and develop curricula consistent 
     with the challenging State content standards and challenging 
     State student performance standards;
       (I) promoting mechanisms for increasing public school 
     choice, including information and referral programs which 
     provide parents information on available choices and other 
     initiatives to promote the establishment of innovative new 
     public schools, including magnet schools and charter schools;
       (J) supporting activities relating to the planning of, 
     start-up costs associated with, and evaluation of, projects 
     under which local educational agencies or schools contract 
     with private management organizations to reform a school;
       (K) supporting intergenerational mentoring programs; and
       (L) collecting and analyzing data; and
       (M) supporting the development, at the State or local 
     level, of school-based programs that restore discipline and 
     reduce violence in schools and communities, such as community 
     mobilization programs.
       (c) Limit on Administrative Costs.--A State educational 
     agency that receives an allotment under this title in any 
     fiscal year shall use not more than 4 percent of such 
     allotment in such year, or $100,000, whichever is greater, 
     for administrative expenses, which administrative expenses 
     shall not include the expenses related to the activities of 
     the panel established under section 306(b)(1).
       (d) Special Rule.--Any new public school established under 
     this title--
       (1) shall be nonsectarian;
       (2) shall not be affiliated with a nonpublic sectarian 
     school or religious institution; and
       (3) shall operate under the authority of a State 
     educational agency or local educational agency.

     SEC. 309. SUBGRANTS FOR LOCAL REFORM AND PROFESSIONAL 
                   DEVELOPMENT.

       (a) Subgrants to Local Educational Agencies.--
       (1) In general.--(A) Each State educational agency, through 
     a competitive process, shall make subgrants to local 
     educational agencies to carry out the authorized activities 
     described in paragraph (4).
       (B) Each subgrant described in subparagraph (A) shall be 
     for a project of sufficient duration and of sufficient size, 
     scope, and quality to carry out the purpose of this title 
     effectively.
       (2) Application required.--Each local educational agency 
     desiring to receive a subgrant under this subsection shall 
     submit an application to the State educational agency that--
       (A) is developed by a broad-based panel, appointed by the 
     local educational agency, that is representative of the 
     diversity of the students and community to be served with 
     regard to race, language, ethnicity, gender, disability and 
     socioeconomic characteristics, and includes teachers, related 
     services personnel, secondary school students, parents, 
     school administrators, business representatives, early 
     childhood educators, representatives of community-based 
     organizations, and others, as appropriate, and is approved by 
     the local educational agency, including any modifications the 
     local educational agency deems appropriate;
       (B) includes, in the application submitted for the second 
     year of participation, a comprehensive local improvement plan 
     for school district-wide education improvement, directed at 
     enabling all students to meet high academic standards, 
     including specific goals and benchmarks, and includes a 
     strategy for--
       (i) ensuring that all students have a fair opportunity to 
     learn;
       (ii) improving teaching and learning;
       (iii) improving governance and management;
       (iv) generating and maintaining parental and community 
     involvement; and
       (v) expanding improvements throughout the local educational 
     agency;
       (C) describes how the local educational agency will 
     encourage and assist schools to develop and implement 
     comprehensive school improvement plans that focus on helping 
     all students meet high academic standards and that address 
     each element of the local educational agency's local 
     improvement plan described in subparagraph (B);
       (D) describes how the local educational agency will 
     implement specific programs aimed at ensuring improvements in 
     school readiness and the ability of students to learn 
     effectively at all grade levels by identifying the most 
     pressing needs facing students and their families with regard 
     to social services, health care, nutrition, and child care, 
     and entering into partnerships with public and private 
     nonprofit agencies to increase the access of students and 
     families to coordinated nonsectarian services in a school 
     setting or at a nearby site;
       (E) describes how the subgrant funds will be used by the 
     local educational agency, and the procedures to be used to 
     make funds available to schools in accordance with paragraph 
     (4)(A);
       (F) identifies, with an explanation, any State or Federal 
     requirements that the local educational agency believes 
     impede educational improvement and that such agency requests 
     be waived in accordance with section 311, which requests 
     shall promptly be transmitted to the Secretary by the State 
     educational agency; and
       (G) contains such other information as the State 
     educational agency may reasonably require.
       (3) Monitoring.--The panel described in paragraph (2)(A), 
     after approval of the local educational agency's application 
     by the State educational agency, shall be informed of 
     progress on such plan by the local educational agency, and 
     the local educational agency shall monitor the implementation 
     and effectiveness of the local improvement plan in close 
     consultation with teachers, related services personnel, 
     principals, administrators, and parents from schools 
     receiving funds under this title, as well as assure that 
     implementation of the local improvement plan does not result 
     in a significant increase in paperwork for teachers. The 
     panel shall review such plan and based on the progress 
     described in the preceding sentence, determine if revisions 
     to the local improvement plan should be recommended to the 
     local educational agency. The panel shall periodically report 
     such determination to the public.
       (4) Authorized activities.--A local educational agency that 
     receives a subgrant under this subsection--
       (A) in the first year such agency receives the subgrant 
     shall use--
       (i) not more than 25 percent of the subgrant funds to 
     develop a local improvement plan or for any local educational 
     agency activities approved by the State educational agency 
     that are reasonably related to carrying out the State or 
     local improvement plans, including the establishment of 
     innovative new public schools; and
       (ii) not less than 75 percent of the subgrant funds to 
     support individual school improvement initiatives related to 
     providing all students in the school the opportunity to meet 
     high academic standards; and
       (B) in subsequent years, shall use the subgrant funds for 
     any activities approved by the State educational agency that 
     are reasonably related to carrying out the State or local 
     improvement plans (including the establishment of innovative 
     new public schools), except that at least 85 percent of such 
     funds shall be made available to individual schools to 
     develop and implement comprehensive school improvement plans 
     designed to help all students meet high academic standards.
       (b) Subgrants for Preservice Teacher Education and 
     Professional Development Activities.--
       (1) In general.--(A) Each State educational agency, through 
     a competitive, peer review process, shall make subgrants to a 
     local educational agency, or a consortium consisting of local 
     educational agencies, institutions of higher education, or 
     nonprofit education organizations, or any combination 
     thereof, in order to--
       (i) improve preservice teacher and related services 
     personnel education programs in accordance with the State 
     improvement plan; and
       (ii) support continuing, sustained professional development 
     activities for educators in accordance with the State 
     improvement plan.
       (B) Each State educational agency awarding subgrants under 
     subparagraph (A) shall give priority to awarding such 
     subgrants to--
       (i) a local educational agency or consortium serving a 
     greater number or percentage of disadvantaged students than 
     the statewide average of such number or percentage; or
       (ii) a consortium that has a demonstrated record of working 
     with school districts, such as a consortium that--
       (I) prepares and screens teacher interns in professional 
     development school sites;
       (II) focuses on upgrading teachers' knowledge of content 
     areas; or
       (III) targets preparation and continued professional 
     development of teachers of students with limited-English 
     proficiency and students with disabilities.
       (C) In order to be eligible to receive a subgrant described 
     in subparagraph (A), a consortium shall include at least 1 
     local educational agency.
       (2) Application.--A local educational agency or consortium 
     that desires to receive a subgrant under this subsection 
     shall submit an application to the State educational agency 
     that--
       (A) describes how the local educational agency or 
     consortium will use the subgrant to improve teacher 
     preservice and school administrator education programs or to 
     implement educator and related services personnel 
     professional development activities in accordance with the 
     State improvement plan;
       (B) identifies the criteria to be used by the local 
     educational agency or consortium to judge improvements in 
     preservice education or the effects of professional 
     development activities in accordance with the State 
     improvement plan; and
       (C) contains any other information that the State 
     educational agency determines is appropriate.
       (3) Authorized activities.--A recipient of a subgrant under 
     this subsection shall use the subgrant funds for activities 
     supporting--
       (A) the improvement of preservice teacher education and 
     school administrator programs so that such programs equip 
     educators with the subject matter and pedagogical expertise 
     necessary for preparing all students to meet challenging 
     standards; or
       (B) the development and implementation of new and improved 
     forms of continuing and sustained professional development 
     opportunities for teachers, related services personnel, 
     principals, and other educators at the school or school 
     district level that equip such individuals with such 
     expertise, and with other knowledge and skills necessary for 
     leading and participating in continuous education 
     improvement.
       (c) Special Award Rules.--
       (1) In general.--(A) Each State educational agency shall 
     award at least 65 percent of subgrant funds under subsection 
     (a) in each fiscal year to local educational agencies that 
     have a greater percentage or number of disadvantaged children 
     than the statewide average percentage or number for all local 
     educational agencies in the State.
       (B) At least 50 percent of the subgrant funds made 
     available by a local educational agency to individual schools 
     under subsection (a) in any fiscal year shall be made 
     available to schools with a special need for assistance, as 
     indicated by a high number or percentage of students from 
     low-income families, low student achievement, or other 
     similar criteria developed by the local educational agency.
       (2) Waiver.--The State educational agency may waive the 
     requirement of paragraph (1)(A) if such agency does not 
     receive a sufficient number of applications from local 
     educational agencies in the State to enable the State 
     educational agency to comply with such requirement.

     SEC. 310. AVAILABILITY OF INFORMATION AND TRAINING.

       Proportionate to the number of children in a State or in a 
     local educational agency who are enrolled in private 
     elementary or secondary schools--
       (1) a State educational agency or local educational agency 
     which uses funds under this title to develop goals, 
     challenging State content standards or challenging State 
     student performance standards, curricular materials, and 
     assessments or systems of assessments shall, upon request, 
     make information related to such goals, standards, materials, 
     and assessments or systems available to private schools; and
       (2) a State educational agency or local educational agency 
     which uses funds under this title for teacher and 
     administrator training shall provide in the State improvement 
     plan described in section 306 for the training of teachers 
     and administrators in private schools located in the 
     geographical area served by such agency.

     SEC. 311. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS.

       (a) Waiver Authority.--
       (1) In general.--Except as provided in subsection (c), the 
     Secretary may waive any statutory or regulatory requirement 
     applicable to any program or Act described in subsection (b) 
     for a State educational agency, local educational agency, or 
     school, if--
       (A) and only to the extent that, the Secretary determines 
     that such requirement impedes the ability of the State, or of 
     a local educational agency or school in the State, to carry 
     out the State or local improvement plan;
       (B) the State educational agency has waived, or agrees to 
     waive, similar requirements of State law;
       (C) in the case of a statewide waiver, the State 
     educational agency--
       (i) provides all local educational agencies in the State 
     with notice and an opportunity to comment on the State 
     educational agency's proposal to seek a waiver; and
       (ii) submits the local educational agencies' comments to 
     the Secretary; and
       (D) in the case of a local educational agency waiver, the 
     local educational agency provides parents, community groups, 
     and advocacy or civil rights groups with the opportunity to 
     comment on the proposed waiver.
       (2) Application.--(A)(i) To request a waiver, a local 
     educational agency or school that receives funds under this 
     Act, or a local educational agency or school that does not 
     receive funds under this Act but is undertaking school reform 
     efforts and has an education reform plan approved by the 
     State, shall transmit an application for a waiver under this 
     section to the State educational agency. The State 
     educational agency then shall submit approved applications 
     for a waiver under this section to the Secretary.
       (ii) A State educational agency requesting a waiver under 
     this section shall submit an application for such waiver to 
     the Secretary.
       (B) Each application submitted to the Secretary under 
     subparagraph (A) shall--
       (i) describe the purposes and overall expected outcomes of 
     the request for a waiver and how progress for achieving such 
     outcomes will be measured;
       (ii) identify each Federal program to be involved in the 
     request for a waiver and each Federal statutory or regulatory 
     requirement to be waived;
       (iii) describe each State and local requirement that will 
     be waived; and
       (iv) demonstrate that the State has made a commitment to 
     waive related requirements pertaining to the State 
     educational agency, local educational agency or school.
       (3) Timeliness.--The Secretary shall act promptly on a 
     waiver request and shall provide a written statement of the 
     reasons for granting or denying such request.
       (4) Duration.--
       (A) In general.--Each waiver under this section may be for 
     a period not to exceed 5 years.
       (B) Extension.--The Secretary may extend the period 
     described in subparagraph (A) if the Secretary determines 
     that the waiver has been effective in enabling the State or 
     affected local educational agencies to carry out their reform 
     plans.
       (b) Included Programs.--The statutory or regulatory 
     requirements subject to the waiver authority of this section 
     are any such requirements under the following programs or 
     Acts:
       (1) Chapter 1 of title I of the Elementary and Secondary 
     Education Act of 1965, including Even Start.
       (2) Part A of chapter 2 of title I of the Elementary and 
     Secondary Education Act of 1965.
       (3) The Dwight D. Eisenhower Mathematics and Science 
     Education Act.
       (4) The Emergency Immigrant Education Act of 1984.
       (5) The Drug-Free Schools and Communities Act of 1986.
       (6) The Carl D. Perkins Vocational and Applied Technology 
     Education Act.
       (c) Waivers Not Authorized.--The Secretary may not waive 
     any statutory or regulatory requirement of the programs or 
     Acts described in subsection (b)--
       (1) relating to--
       (A) maintenance of effort;
       (B) comparability of services;
       (C) the equitable participation of students and 
     professional staff in private schools;
       (D) parental participation and involvement; and
       (E) the distribution of funds to States or to local 
     educational agencies; and
       (2) unless the underlying purposes of the statutory 
     requirements of each program or Act for which a waiver is 
     granted continue to be met to the satisfaction of the 
     Secretary.
       (d) Termination of Waivers.--The Secretary shall 
     periodically review the performance of any State, local 
     educational agency, or school for which the Secretary has 
     granted a waiver and shall terminate the waiver if the 
     Secretary determines that the performance of the State, the 
     local educational agency, or the school in the area affected 
     by the waiver has been inadequate to justify a continuation 
     of the waiver.
       (e) Flexibility Demonstration.--
       (1) Short title.--This subsection may be cited as the 
     ``Education Flexibility Partnership Demonstration Act''.
       (2) Program authorized.--
       (A) In general.--The Secretary shall carry out an education 
     flexibility demonstration program under which the Secretary 
     authorizes not more than 6 eligible States to waive any 
     statutory or regulatory requirement applicable to any program 
     or Act described in subsection (b), other than requirements 
     described in subsection (c), for such eligible State or any 
     local educational agency or school within such State.
       (B) Award rule.--In carrying out subparagraph (A), the 
     Secretary shall select for participation in the demonstration 
     program described in subparagraph (A) three eligible States 
     that each have a population of 3,500,000 or greater and three 
     eligible States that each have a population of less than 
     3,500,000, determined in accordance with the most recent 
     decennial census of the population performed by the Bureau of 
     the Census.
       (C) Designation.--Each eligible State participating in the 
     demonstration program described in subparagraph (A) shall be 
     known as an ``Ed-Flex Partnership State''.
       (3) Eligible state.--For the purpose of this subsection the 
     term ``eligible State'' means a State that--
       (A) has developed a State improvement plan under section 
     306 that is approved by the Secretary; and
       (B) waives State statutory or regulatory requirements 
     relating to education while holding local educational 
     agencies or schools within the State that are affected by 
     such waivers accountable for the performance of the students 
     who are affected by such waivers.
       (4) State application.--(A) Each eligible State desiring to 
     participate in the education flexibility demonstration 
     program under this subsection shall submit an application to 
     the Secretary at such time, in such manner, and containing 
     such information as the Secretary may reasonably require. 
     Each such application shall demonstrate that the eligible 
     State has adopted an educational flexibility plan for such 
     State that includes--
       (i) a description of the process the eligible State will 
     use to evaluate applications from local educational agencies 
     or schools requesting waivers of--
       (I) Federal statutory or regulatory requirements described 
     in paragraph (2)(A); and
       (II) State statutory or regulatory requirements relating to 
     education; and
       (ii) a detailed description of the State statutory and 
     regulatory requirements relating to education that the 
     eligible State will waive.
       (B) The Secretary may approve an application described in 
     subparagraph (A) only if the Secretary determines that such 
     application demonstrates substantial promise of assisting the 
     eligible State and affected local educational agencies and 
     schools within such State in carrying out comprehensive 
     educational reform and otherwise meeting the purposes of this 
     Act, after considering--
       (i) the comprehensiveness and quality of the educational 
     flexibility plan described in subparagraph (A);
       (ii) the ability of such plan to ensure accountability for 
     the activities and goals described in such plan;
       (iii) the significance of the State statutory or regulatory 
     requirements relating to education that will be waived; and
       (iv) the quality of the eligible State's process for 
     approving applications for waivers of Federal statutory or 
     regulatory requirements described in paragraph (2)(A) and for 
     monitoring and evaluating the results of such waivers.
       (5) Local application.--(A) Each local educational agency 
     or school requesting a waiver of a Federal statutory or 
     regulatory requirement described in paragraph (2)(A) and any 
     relevant State statutory or regulatory requirement from an 
     eligible State shall submit an application to such State at 
     such time, in such manner, and containing such information as 
     such State may reasonably require. Each such application 
     shall--
       (i) indicate each Federal program affected and the 
     statutory or regulatory requirement that will be waived;
       (ii) describe the purposes and overall expected outcomes of 
     waiving each such requirement;
       (iii) describe for each school year specific, measurable, 
     educational goals for each local educational agency or school 
     affected by the proposed waiver; and
       (iv) explain why the waiver will assist the local 
     educational agency or school in reaching such goals.
       (B) An eligible State shall evaluate an application 
     submitted under subparagraph (A) in accordance with the 
     State's educational flexibility plan described in paragraph 
     (4)(A).
       (C) An eligible State shall not approve an application for 
     a waiver under this paragraph unless--
       (i) the local educational agency or school requesting such 
     waiver has developed a local reform plan that is applicable 
     to such agency or school, respectively; and
       (ii) the waiver of Federal statutory or regulatory 
     requirements described in paragraph (2)(A) will assist the 
     local educational agency or school in reaching its 
     educational goals.
       (6) Monitoring.--Each eligible State participating in the 
     demonstration program under this subsection shall annually 
     monitor the activities of local educational agencies and 
     schools receiving waivers under this subsection and shall 
     submit an annual report regarding such monitoring to the 
     Secretary.
       (7) Duration of federal waivers.--(A) The Secretary shall 
     not approve the application of an eligible State under 
     paragraph (4) for a period exceeding 5 years, except that the 
     Secretary may extend such period if the Secretary determines 
     that the eligible State's authority to grant waivers has been 
     effective in enabling such State or affected local 
     educational agencies or schools to carry out their local 
     reform plans.
       (B) The Secretary shall periodically review the performance 
     of any eligible State granting waivers of Federal statutory 
     or regulatory requirements described in paragraph (2)(A) and 
     shall terminate such State's authority to grant such waivers 
     if the Secretary determines, after notice and opportunity for 
     hearing, that such State's performance has been inadequate to 
     justify continuation of such authority.
       (f) Results-Oriented Accountability.--In deciding whether 
     to extend a request for a waiver under this section the 
     Secretary shall review the progress of the State educational 
     agency, local educational agency or school receiving a waiver 
     to determine if such agency or school has made progress 
     toward achieving the outcomes described in the application 
     submitted pursuant to subsection (a)(2)(B)(i).

     SEC. 312. PROGRESS REPORTS.

       (a) State Reports to the Secretary.--Each State educational 
     agency that receives an allotment under this title shall 
     annually report to the Secretary--
       (1) on the State's progress in meeting the State's goals 
     and plans;
       (2) on the State's proposed activities for the succeeding 
     year; and
       (3) in summary form, on the progress of local educational 
     agencies in meeting local goals and plans.
       (b) Secretary's Reports to Congress.--By April 30, 1996, 
     and every 2 years thereafter, the Secretary shall submit a 
     report to the Committee on Education and Labor of the House 
     of Representatives and the Committee on Labor and Human 
     Resources of the Senate describing--
       (1) the activities assisted under, and outcomes of, grants 
     or contracts under paragraph (2) of section 313(b), 
     including--
       (A) a description of the purpose, uses, and technical merit 
     of assessments evaluated with funds awarded under such 
     paragraph; and
       (B) an analysis of the impact of such assessments on the 
     performance of students, particularly students of different 
     racial, gender, ethnic, or language groups and individuals 
     with disabilities;
       (2) the activities assisted under, and outcomes of, 
     allotments under this title; and
       (3) the effect of waivers granted under section 311, 
     including--
       (A) a listing of all State educational agencies, local 
     educational agencies and schools seeking and receiving 
     waivers;
       (B) a summary of the State and Federal statutory or 
     regulatory requirements that have been waived, including the 
     number of waivers sought and granted under each such 
     statutory or regulatory requirement;
       (C) a summary of waivers that have been terminated, 
     including a rationale for the terminations; and
       (D) recommendations to the Congress regarding changes in 
     statutory or regulatory requirements, particularly those 
     actions that should be taken to overcome Federal statutory or 
     regulatory impediments to education reform.
       (c) Technical and Other Assistance Regarding School Finance 
     Equity.--
       (1) Technical assistance.--(A) From the national leadership 
     funds reserved in section 304(a)(2)(A), the Secretary is 
     authorized to make grants to, and enter into contracts and 
     cooperative agreements with, State educational agencies and 
     other public and private agencies, institutions, and 
     organizations to provide technical assistance to State and 
     local educational agencies to assist such agencies in 
     achieving a greater degree of equity in the distribution of 
     financial resources for education among local educational 
     agencies in the State.
       (B) A grant, contract or cooperative agreement under this 
     subsection may support technical assistance activities, such 
     as--
       (i) the establishment and operation of a center or centers 
     for the provision of technical assistance to State and local 
     educational agencies;
       (ii) the convening of conferences on equalization of 
     resources within local educational agencies, within States, 
     and among States; and
       (iii) obtaining advice from experts in the field of school 
     finance equalization.
       (2) Data.--Each State educational agency or local 
     educational agency receiving assistance under the Elementary 
     and Secondary Education Act of 1965 shall provide such data 
     and information on school finance as the Secretary may 
     require to carry out this subsection.
       (3) Models.--The Secretary is authorized, directly or 
     through grants, contracts, or cooperative agreements, to 
     develop and disseminate models and materials useful to States 
     in planning and implementing revisions of the school finance 
     systems of such States.

     SEC. 313. NATIONAL LEADERSHIP.

       (a) Technical Assistance and Integration of Standards.--
     From funds reserved in each fiscal year under section 
     304(a)(2)(A), the Secretary may, directly or through grants 
     or contracts--
       (1) provide technical assistance to States, local 
     educational agencies, and tribal agencies developing or 
     implementing school improvement plans, in a manner that 
     ensures that such assistance is broadly available; or
       (2) support model projects to integrate multiple content 
     standards, if--
       (A) such standards are certified by the National Education 
     Standards and Improvement Council and approved by the 
     National Goals Panel for different subject areas, in order to 
     provide balanced and coherent instructional programs for all 
     students; and
       (B) such projects are appropriate for a wide range of 
     diverse circumstances, localities (including both urban and 
     rural communities), and populations.
       (b) Innovative Programs; Assessment; Evaluation.--From not 
     more than 50 percent of the funds reserved in each fiscal 
     year under section 304(a)(2)(A), the Secretary, directly or 
     through grants or contracts, shall--
       (1) provide urban and rural local educational agencies, 
     schools, or consortia thereof, with assistance for innovative 
     or experimental programs in systemic education reform that 
     are not being undertaken through grants provided under 
     section 309(a), giving special consideration or priority to 
     local educational agencies, schools, or consortia thereof 
     that serve large numbers or concentrations of economically 
     disadvantaged students, including students of limited-English 
     proficiency; or
       (2) provide a State or local educational agency, nonprofit 
     organization or consortium thereof with assistance to help 
     defray the cost of developing, field testing and evaluating 
     an assessment or system of assessments with a priority on 
     grants or contracts for limited-English proficiency students 
     or students with disabilities, if--
       (A) such assessment or system--
       (i) is to be used for some or all of the purposes described 
     in section 213(e)(1)(B); and
       (ii) is aligned to State content standards certified by the 
     National Education Standards and Improvement Council; and
       (B) such agency, organization or consortium--
       (i) examines the validity, reliability, and fairness of 
     such assessment or system, for the particular purposes for 
     which such assessment or system was developed; and
       (ii) devotes special attention to how such assessment or 
     system treats all students, especially with regard to the 
     race, gender, ethnicity, disability and language proficiency 
     of such students.
       (c) Data and Dissemination.--The Secretary shall--
       (1) gather data on, conduct research on, and evaluate 
     systemic education improvement, including the programs 
     authorized by this title; and
       (2) disseminate research findings and other information on 
     outstanding examples of systemic education improvement in 
     States and local communities through existing dissemination 
     systems within the Department of Education, including through 
     publications, electronic and telecommunications mediums, 
     conferences, and other means.

     SEC. 314. ASSISTANCE TO THE OUTLYING AREAS AND TO THE 
                   SECRETARY OF THE INTERIOR.

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

     SEC. 315. CLARIFICATION REGARDING STATE STANDARDS AND 
                   ASSESSMENTS.

       Notwithstanding any other provision of this title, 
     standards, assessments, and systems of assessments described 
     in a State improvement plan submitted in accordance with 
     section 306 shall not be required to be certified by the 
     Council.

     SEC. 316. STATE PLANNING FOR IMPROVING STUDENT ACHIEVEMENT 
                   THROUGH INTEGRATION OF TECHNOLOGY INTO THE 
                   CURRICULUM.

       (a) Purpose.--It is the purpose of this section to assist 
     each State to plan effectively for improved student learning 
     in all schools through the use of technology as an integral 
     part of the State improvement plan described in section 306.
       (b) Program Authorized.--
       (1) Authority.--The Secretary shall award grants in 
     accordance with allocations under paragraph (2) to each State 
     educational agency that, as part of its application under 
     section 305, requests a grant to develop (or continue the 
     development of), and submits as part of the State improvement 
     plan described in section 306, a systemic statewide plan to 
     increase the use of state-of-the-art technologies that 
     enhance elementary and secondary student learning and staff 
     development in support of the National Education Goals and 
     challenging standards.
       (2) Formula.--From the amount appropriated pursuant to the 
     authority of subsection (f) in each fiscal year, each State 
     educational agency with an application approved under section 
     305 shall receive a grant under paragraph (1) in such year in 
     an amount determined on the same basis as allotments are made 
     to State educational agencies under subsections (b) and (c) 
     of section 304 for such year, except that each such State 
     shall receive at least 1\1/2\ percent of the amount 
     appropriated pursuant to such authority or $75,000, whichever 
     is greater.
       (3) Duration.--A State educational agency may receive 
     assistance under this section for not more than 2 fiscal 
     years.
       (c) Plan Objectives.--Each State educational agency shall 
     use funds received under this section to develop and, if the 
     Secretary has approved the systemic statewide plan, to 
     implement such plan. Such plan shall have as its objectives--
       (1) the promotion of higher student achievement through the 
     use of technology in education;
       (2) the participation of all schools and school districts 
     in the State, especially those schools and districts with a 
     high percentage of disadvantaged students;
       (3) the development and implementation of a cost-effective, 
     high-speed, statewide, interoperable, wide-area-communication 
     educational technology support system for elementary and 
     secondary schools within the State, particularly for such 
     schools in rural areas; and
       (4) the promotion of shared usage of equipment, facilities, 
     and other technology resources by adult learners during 
     after-school hours.
       (d) Plan Requirements.--At a minimum, each systemic 
     statewide plan shall--
       (1) be developed by a task force that--
       (A) includes among its members experts in the educational 
     use of technology and representatives of the State panel 
     described in section 306(b); and
       (B) ensures that such plan is integrated into the State 
     improvement plan described in section 306;
       (2) be developed in collaboration with the Governor, 
     representatives of the State legislature, the State board of 
     education, institutions of higher education, appropriate 
     State agencies, local educational agencies, public and 
     private telecommunication entities, parents, public and 
     school libraries, students, adult literacy providers, and 
     leaders in the field of technology, through a process of 
     statewide grassroots outreach to local educational agencies 
     and schools in the State;
       (3) identify and describe the requirements for introducing 
     state-of-the-art technologies into the classroom and school 
     library in order to enhance educational curricula, including 
     the installation and ongoing maintenance of basic 
     connections, hardware and the necessary support materials;
       (4) describe how the application of advanced technologies 
     in the schools will enhance student learning, provide greater 
     access to individualized instruction, promote the strategies 
     described in section 306(d), and help make progress toward 
     the achievement of the National Education Goals;
       (5) describe how the ongoing training of educational 
     personnel will be provided;
       (6) describe the resources necessary, and procedures, for 
     providing ongoing technical assistance to carry out such 
     plan;
       (7) provide for the dissemination on a statewide basis of 
     exemplary programs and practices relating to the use of 
     technology in education;
       (8) establish a funding estimate (including a statement of 
     likely funding sources) and a schedule for the development 
     and implementation of such plan;
       (9) describe how the State educational agency will assess 
     the impact of implementing such plan on student achievement 
     and aggregate achievement for schools;
       (10) describe how the State educational agency and local 
     educational agencies in the State will coordinate and 
     cooperate with business and industry, and with public and 
     private telecommunications entities;
       (11) describe how the State educational agency will promote 
     the purchase of equipment by local educational agencies that, 
     when placed in schools, will meet the highest possible level 
     of interoperability and open system design;
       (12) describe how the State educational agency will 
     consider using existing telecommunications infrastructure and 
     technology resources;
       (13) describe how the State educational agency will apply 
     the uses of technology to meet the needs of children from 
     low-income families; and
       (14) describe the process through which such plan will be 
     reviewed and updated periodically.
       (e) Reports.--Each State educational agency receiving a 
     grant under this section shall submit a report to the 
     Secretary within 1 year of the date such agency submits to 
     the Secretary its systemic statewide plan under this section. 
     Such report shall--
       (1) describe the State's progress toward implementation of 
     the provisions of such plan;
       (2) describe any revisions to the State's long-range plans 
     for technology;
       (3) describe the extent to which resources provided 
     pursuant to such plan are distributed among schools to 
     promote the strategies described in section 306(d); and
       (4) include any other information the Secretary deems 
     appropriate.
       (f) Authorization of Appropriations.--There are authorized 
     to be appropriated $10,000,000 for fiscal year 1994, and such 
     sums as may be necessary for fiscal year 1995, to carry out 
     this section.
                        TITLE IV--MISCELLANEOUS

     SEC. 401. PUBLIC SCHOOLS.

       Except as provided in section 310, nothing in this Act 
     shall be construed to authorize the use of funds under title 
     III of this Act to directly or indirectly benefit any school 
     other than a public school.

     SEC. 402. CONSTRUCTION.

       Nothing in this Act shall be construed--
       (1) to supersede the provisions of section 103 of the 
     Department of Education Organization Act;
       (2) to require the teaching of values or the establishment 
     of school-based clinics as a condition of receiving funds 
     under this Act;
       (3) to mandate limitations or class size for a State, local 
     educational agency or school;
       (4) to mandate a Federal teacher certification system for a 
     State, local educational agency or school;
       (5) to mandate teacher instructional practices for a State, 
     local educational agency or school;
       (6) to mandate equalized spending per pupil for a State, 
     local educational agency or school;
       (7) to mandate national school building standards for a 
     State, local educational agency or school;
       (8) to mandate curriculum content for a State, local 
     educational agency or school; and
       (9) to mandate any curriculum framework, instructional 
     material, examination, assessment or system of assessments 
     for private, religious, or home schools.

     SEC. 403. KALID ABDUL MOHAMMED.

       It is the sense of the Senate that the speech made by Mr. 
     Khalid Abdul Mohammed at Kean College on November 29, 1993, 
     was false, anti-Semitic, racist, divisive, repugnant and a 
     disservice to all Americans and is therefore condemned.

     SEC. 404. PROHIBITION ON FEDERAL MANDATES, DIRECTION, AND 
                   CONTROL.

       Nothing in this Act shall be construed to authorize an 
     officer or employee of the Federal Government to mandate, 
     direct, or control a State, local educational agency, or 
     school's curriculum, program of instruction, or allocation of 
     State or local resources or mandate a State or any 
     subdivision thereof to spend any funds or incur any costs not 
     paid for under this Act.

     SEC. 405. SCHOOL PRAYER.

       No funds made available through the Department of Education 
     under this Act, or any other Act, shall be available to any 
     State of local educational agency which has a policy of 
     denying, or which effectively prevents participation in, 
     constitutionality protected prayer in public schools by 
     individuals on a voluntary basis. Neither the United States 
     nor any State nor any local educational agency shall require 
     any person to participate in prayer or influence the form or 
     content of any constitutionality protected prayer in such 
     public schools.

     SEC. 406. DAILY SILENCE FOR STUDENTS.

       It is the sense of the Senate that local educational 
     agencies should encourage a brief period of daily silence for 
     students for the purpose of contemplating their aspirations; 
     for considering what they hope and plan to accomplish that 
     day; for considering how their own actions of that day will 
     effect themselves and others around them, including their 
     schoolmates, friends and families; for drawing strength from 
     whatever personal, moral or religious beliefs or positive 
     values they hold; and for such other introspection and 
     reflection as will help them develop and prepare them for 
     achieving the goals of this Act.

     SEC. 407. FUNDING FOR THE INDIVIDUALS WITH DISABILITIES 
                   EDUCATION ACT.

       (a) The Senate finds that--
       (1) the Individuals with Disabilities Education Act was 
     established with the commitment of forty percent Federal 
     funding but currently receives only eight percent Federal 
     funding;
       (2) this funding shortfall is particularly burdensome to 
     school districts and schools in low-income areas which serve 
     higher than average proportions of students with disabilities 
     and have fewer local resources to contribute; and
       (3) it would cost the Federal Government approximately 
     $10,000,000,000 each year to fully fund the Individuals with 
     Disabilities Education Act.
       (b) It is the sense of the Senate that the Federal 
     Government should provide States and communities with 
     adequate resources under the Individuals with Disabilities 
     Education Act as soon as reasonably possible, through the 
     reallocation of funds within the current budget monetary 
     constraints.

     SEC. 408. NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS.

       Section 551 of the Higher Education Act of 1965 (20 U.S.C. 
     1107) is amended--
       (1) in paragraph (1) of subsection (b), by striking ``the 
     Federal share of'';
       (2) in subparagraph (B) of subsection (e)(1), by striking 
     ``share of the cost of the activities of the Board is'' and 
     inserting ``contributions described in subsection (f) are''; 
     and
       (3) by amending subsection (f) to read as follows:
       ``(f) Matching Funds Requirement.--
       ``(1) In general.--The Secretary shall not provide 
     financial assistance under this subpart to the Board unless 
     the Board agrees to expend non-Federal contributions equal to 
     $1 for every $1 of the Federal funds provided pursuant to 
     such financial assistance.
       ``(2) Non-federal contributions.--The non-Federal 
     contributions described in paragraph (1)--
       ``(A) may include all non-Federal funds raised by the Board 
     on or after January 1, 1987; and
       ``(B) may be used for outreach, implementation, 
     administration, operation, and other costs associated with 
     the development and implementation of national teacher 
     assessment and certification procedures under this 
     subpart.''.

     SEC. 409. FORGIVENESS OF CERTAIN OVERPAYMENTS.

       (a) In General.--Notwithstanding section 1401 of the 
     Elementary and Secondary Education Act of 1965 or any other 
     provision of law--
       (1) the allocation of funds appropriated for fiscal year 
     1993 under the Department of Education Appropriations Act, 
     1993, to Colfax County, New Mexico under section 1005 of the 
     Elementary and Secondary Education Act of 1965, and any other 
     allocations or grants for such fiscal year resulting from 
     such allocation to such county under any program administered 
     by the Secretary of Education, shall be deemed to be 
     authorized by law; and
       (2) in any program for which allocations are based on 
     fiscal year 1993 allocations under section 1005 of such Act, 
     the fiscal year 1993 allocations under such section deemed to 
     be authorized by law in accordance with paragraph (1) shall 
     be used.
       (b) Notwithstanding subsection (a)(1) of this section, in 
     carrying out section 1403(a) of the Elementary and Secondary 
     Education Act of 1965 for fiscal year 1994, the amount 
     allocated to Colfax County, New Mexico under section 1005 of 
     such Act for fiscal year 1993 shall be deemed to be the 
     amount that the Secretary determines would have been 
     allocated under such section 1005 had the correct data been 
     used for fiscal year 1993.

     SEC. 410. STUDY OF GOALS 2000 AND STUDENTS WITH DISABILITIES.

       (a) Study Required.--
       (1) In general.--Not later than 180 days after the date of 
     enactment of this Act, the Secretary of Education shall make 
     appropriate arrangements with the National Academy of 
     Sciences to conduct a comprehensive study of the inclusion of 
     children with disabilities in GOALS 2000 school reform 
     activities.
       (2) Definition.--For purposes of this section, the term 
     ``children with disabilities'' has the same meaning given 
     such in the Individuals with Disabilities Education Act.
       (b) Study Components.--The study conducted under subsection 
     (a) shall include--
       (1) an evaluation of the National Education Goals and 
     objectives, curriculum reforms, standards, and other programs 
     and activities intended to achieve those goals;
       (2) a review of the adequacy of assessments and measures 
     used to gauge progress towards meeting National Education 
     Goals and any national and State standards, and an 
     examination of other methods or accommodations necessary or 
     desirable to collect data on the educational progress of 
     children with disabilities, and the costs of such methods and 
     accommodations;
       (3) an examination of what incentives or assistance might 
     be provided to States to develop improvement plans that 
     adequately address the needs of children with disabilities;
       (4) the relation of Goals 2000 to other Federal laws 
     governing or affecting the education of children with 
     disabilities; and
       (5) such other issues as the National Academy of Sciences 
     considers appropriate.
       (c) Study Panel Membership.--Any panel constituted in 
     furtherance of the study to be conducted under subsection (a) 
     shall include consumer representatives.
       (d) Findings and Recommendations.--The Secretary of 
     Education shall request the National Academy of Sciences to 
     submit an interim report of its findings and recommendations 
     to the President and Congress not later than 12 months, and a 
     final report not later than 24 months, from the date of the 
     completion of procurement relating to the study.
       (e) Funding.--From such accounts as the Secretary deems 
     appropriate, the Secretary shall make available $600,000 for 
     fiscal year 1994, and such sums as may be necessary for 
     fiscal year 1995, to carry out this section. Amounts made 
     available under this subsection shall remain available until 
     expended.

     SEC. 411. MENTORING, PEER COUNSELING AND PEER TUTORING.

       (a) Congressional Findings.--The Congress finds that--
       (1) Mentoring, peer counseling and peer tutoring programs 
     provide role models for children and build self-esteem;
       (2) Mentoring, peer counseling and peer tutoring programs 
     promote learning and help students attain the necessary 
     skills they need to excel academically;
       (3) Mentoring, peer counseling, and peer tutoring programs 
     provide healthy and safe alternatives to involvement in 
     drugs, gangs or other violent activities; and
       (4) Mentoring, peer counseling, and peer tutoring programs 
     promote school, community and parental involvement in the 
     livelihood and well-being of our children.
       (b) Sense of the Congress.--Therefore, it is the Sense of 
     the Congress that Federal education programs that provide 
     assistance to elementary and secondary education students 
     should include authorizations for establishing mentoring, 
     peer counseling and peer tutoring programs.

     SEC. 412. CONTENT AND PERFORMANCE STANDARDS.

       It is the sense of the Senate that because high academic 
     standards are the key to excellence for all students and a 
     focus on results is an important direction for education 
     reform, it is the sense of the Senate that States should 
     develop their own content and performance standards in 
     academic subject areas as an essential part of their State 
     reform plan.

     SEC. 413. STATE-SPONSORED HIGHER EDUCATION TRUST FUND SAVINGS 
                   PLAN.

       It is the sense of the Senate that--
       (1) individuals should be encouraged to save to meet the 
     higher education costs of their children;
       (2) an effective way to encourage those savings is through 
     State-sponsored higher education trust fund savings plans; 
     and
       (3) an effective way for the Federal Government to assist 
     such plans is to amend the Federal tax laws to provide that--
       (A) no tax is imposed on the earnings on contributions to 
     the plans if the earnings are used for higher education 
     costs,
       (B) State organizations sponsoring the plans are exempt 
     from Federal taxation, and
       (C) any charitable gift to the plans are tax-deductible and 
     are distributed to recipients on a pro rata basis.

     SEC. 414. AMENDMENTS TO SUMMER YOUTH EMPLOYMENT AND TRAINING 
                   PROGRAM.

       (a) Program Design.--
       (1) Academic enrichment authorized.--Paragraph (1) of 
     section 253(a) of the Job Training Partnership Act is amended 
     by inserting ``academic enrichment'' after ``remedial 
     education,''.
       (2) Required services and design.--
       (A) Subsection (c) of such section 253 is amended by adding 
     at the end the following new paragraphs:
       ``(3) Basic education and preemployment training.--The 
     programs under this part shall provide, either directly or 
     through arrangements with other programs, each of the 
     following services to a participant where the assessment and 
     the service strategy indicate such services are appropriate:
       ``(A) Basic and Remedial Education.
       ``(B) Preemployment and Work Maturity Skills Training.
       ``(4) Integration of work and learning.--
       ``(A) Work experience.--Work experience provided under this 
     part, to the extent feasible, shall include contextual 
     learning opportunities which integrate the development of 
     general competencies with the development of academic skills.
       ``(B) Classroom training.--Classroom training provided 
     under this part shall, to the extent feasible, include 
     opportunities to apply knowledge and skills relating to 
     academic subjects to the world of work.''.
       (B) Section 253 of the Job Training Partnership Act is 
     further amended by adding at the end the following new 
     subsection:
       ``(e) Educational Linkages.--In conducting the program 
     assisted under this part, service delivery areas shall 
     establish linkages with the appropriate educational agencies 
     responsible for service to participants. Such linkages shall 
     include arrangements to ensure that there is a regular 
     exchange of information relating to the progress, problems 
     and needs of participants, including the results of 
     assessments of the skill levels of participants.''.
       (C) Section 254 of the Job Training Partnership Act is 
     amended by adding at the end the following new subsection:
       ``(c) Prohibition on Private Actions.--Nothing in this part 
     shall be construed to establish a right for a participant to 
     bring an action to obtain services described in the 
     assessment or service strategy developed under section 
     253(c).''.
       (b) Transfer of Funds to Year Round Program.--Section 256 
     of the Job Training Partnership Act is amended by striking 
     ``10 percent'' and inserting ``20 percent''.

     SEC. 415. STATE AND LOCAL GOVERNMENT CONTROL OF EDUCATION.

       (a) Findings.--
       (1) Congress is interested in promoting State and local 
     government reform efforts in education;
       (2) In Public Law 96-88 the Congress found that education 
     is fundamental to the development of individual citizens and 
     the progress of the Nation;
       (3) In Public Law 96-88 the Congress found that in our 
     Federal system the responsibility for education is reserved 
     respectively to the States and the local school systems and 
     other instrumentalities of the States;
       (4) In Public Law 96-88 the Congress declared the purpose 
     of the Department of Education was to supplement and 
     complement the efforts of States, the local school systems, 
     and other instrumentalities of the States, the private 
     sector, public and private educational institutions, public 
     and private nonprofit educational research institutions, 
     community based organizations, parents and schools to improve 
     the quality of education;
       (5) The establishment of the Department of Education, 
     Congress intended to protect the rights of State and local 
     governments and public and private educational institutions 
     in the areas of educational policies and administration of 
     programs and to strengthen and improve the control of such 
     governments and institutions over their own educational 
     programs and policies;
       (6) Public Law 96-88 specified that the establishment of 
     the Department of Education shall not increase the authority 
     of the Federal Government over education or diminish the 
     responsibility for education which is reserved to the States 
     and local school systems and other instrumentalities of the 
     States;
       (7) Public Law 96-88 specified that no provision of a 
     program administered by the Secretary or by any other officer 
     of the Department shall be construed to authorize the 
     Secretary or any such officer to exercise any direction, 
     supervision, or control over the curriculum, program of 
     instruction, administration, or personnel of any educational 
     institution, school, or school system, over any accrediting 
     agency or association or over the selection or content of 
     library resources, textbooks, or other instructional 
     materials by any educational institution or school system, 
     now therefore
       (b) Reaffirmation.--The Congress agrees and reaffirms that 
     the responsibility for control of education is reserved to 
     the States and local school systems and other 
     instrumentalities of the States and that no action shall be 
     taken under the provisions of this Act by the Federal 
     Government which would, directly or indirectly, impose 
     standards or requirements of any kind through the 
     promulgation of rules, regulations, provision of financial 
     assistance and otherwise, which would reduce, modify, or 
     undercut State and local responsibility for control of 
     education.

     SEC. 416. PROTECTION OF PUPILS.

       Section 439 of the General Education Provisions Act is 
     amended to read as follows:

                      ``Protection of Pupil Rights

       ``Sec. 439. (a) All instructional materials, including 
     teacher's manuals, films, tapes, or other supplementary 
     material which will be used in connection with any survey, 
     analysis, or evaluation as part of any applicable program 
     shall be available for inspection by the parents or guardians 
     of the children.
       ``(b) No student shall be required, as part of any 
     applicable program, to submit to a survey, analysis, or 
     evaluation that reveals information concerning:
       ``(1) political affiliations;
       ``(2) mental and psychological problems potentially 
     embarrassing to the student or his family;
       ``(3) sex behavior and attitudes;
       ``(4) illegal, anti-social, self-incriminating and 
     demeaning behavior;
       ``(5) critical appraisals of other individuals with whom 
     respondents have close family relationships;
       ``(6) legally recognized privileged or analogous 
     relationships, such as those of lawyers, physicians, and 
     ministers; or
       ``(7) income (other than that required by law to determine 
     eligibility for participation in a program or for receiving 
     financial assistance under such program),
     without the prior consent of the student (if the student is 
     an adult or emancipated minor), or in the case of an 
     unemancipated minor, without the prior written consent of the 
     parent.
       ``(c) Educational agencies and institutions shall give 
     parents and students effective notice of their rights under 
     this section.
       ``(d) Enforcement.--The Secretary shall take such action as 
     the Secretary determines appropriate to enforce this section, 
     except that action to terminate assistance provided under an 
     applicable program shall be taken only if the Secretary 
     determines that--
       ``(1) there has been a failure to comply with such section; 
     and
       ``(2) compliance with such section cannot be secured by 
     voluntary means.
       ``(e) Office and Review Board--The Secretary shall 
     establish or designate an office and review board within the 
     Department of Education to investigate, process, review, and 
     adjudicate violations of the rights established under this 
     section.''.

     SEC. 417. CONTRACEPTIVE DEVICES.

       The Department of Health and Human Services and the 
     Department of Education shall ensure that all federally 
     funded programs which provide for the distribution of 
     contraceptive devices to unemancipated minors develop 
     procedures to encourage, to the extent practical, family 
     participation in such programs.

     SEC. 418. EDUCATIONAL AGENCIES NOT DENIED FUNDS FOR ADOPTING 
                   CONSTITUTIONAL POLICY RELATIVE TO PRAYER IN 
                   SCHOOLS.

       Notwithstanding any other provision of this Act, no funds 
     made available through the Department of Education under this 
     Act, or any other Act, shall be denied to any State or local 
     educational agency because it has adopted a constitutional 
     policy relative to prayer in public school.
                TITLE V--NATIONAL SKILL STANDARDS BOARD

     SEC. 501. SHORT TITLE.

       This title may be cited as the ``National Skill Standards 
     Act of 1994''.

     SEC. 502. PURPOSE.

       It is the purpose of this title to establish a National 
     Board to serve as a catalyst in stimulating the development 
     and adoption of a voluntary national system of skill 
     standards and of assessment and certification--
       (1) that will serve as a cornerstone of the national 
     strategy to enhance work force skills;
       (2) that will result in increased productivity, economic 
     growth, and American economic competitiveness; and
       (3) that can be used, consistent with civil rights laws--
       (A) by the Nation, to ensure the development of a high 
     skills, high quality, high performance work force, including 
     the most skilled front-line work force in the world;
       (B) by industries, as a vehicle for informing training 
     providers and prospective employees of skills necessary for 
     employment;
       (C) by employers, to assist in evaluating the skill levels 
     of prospective employees and to assist in the training of 
     current employees;
       (D) by labor organizations, to enhance the employment 
     security of workers by providing portable credentials and 
     skills;
       (E) by workers, to--
       (i) obtain certifications of their skills to protect 
     against dislocation;
       (ii) pursue career advancement; and
       (iii) enhance their ability to reenter the work force;
       (F) by students and entry level workers, to determine the 
     skill levels and competencies needed to be obtained in order 
     to compete effectively for high wage jobs;
       (G) by training providers and educators, to determine 
     appropriate training services to be offered by the providers 
     and educators;
       (H) by Government, to evaluate whether publicly funded 
     training assists participants to meet skill standards where 
     such standards exist and thereby protect the integrity of 
     public expenditures; and
       (I) to facilitate linkages between other components of the 
     work force investment strategy, including school-to-work 
     transition and job training programs.

     SEC. 503. ESTABLISHMENT OF NATIONAL BOARD.

       (a) In General.--There is established a National Skill 
     Standards Board (hereafter referred to in this title as the 
     ``National Board'').
       (b) Composition.--
       (1) In general.--The National Board shall be composed of 28 
     members (appointed in accordance with paragraph (3)), of 
     whom--
       (A) one member shall be the Secretary of Labor;
       (B) one member shall be the Secretary of Education;
       (C) one member shall be the Secretary of Commerce;
       (D) one member shall be the Chairperson of the National 
     Education Standards and Improvement Council established 
     pursuant to section 212(a);
       (E) eight members shall be representatives of business 
     (including representatives of small employers and 
     representatives of large employers) selected from among 
     individuals recommended by recognized national business 
     organizations or trade associations;
       (F) eight members shall be representatives of organized 
     labor selected from among individuals recommended by 
     recognized national labor federations; and
       (G)(i) four members shall be certified human resource 
     professionals;
       (ii) three members shall be representatives of educational 
     institutions (including vocational-technical institutions); 
     and
       (iii) one member shall be a representative of 
     nongovernmental organizations with a demonstrated history of 
     successfully protecting the rights of racial, ethnic or 
     religious minorities, women, persons with disabilities, or 
     older persons.
       (2) Special requirements.--The members described in 
     subparagraph (G) of paragraph (1) shall have expertise in the 
     area of education and training. The members described in 
     subparagraphs (E), (F), and (G) of paragraph (1) shall, in 
     the aggregate, represent a broad cross-section of occupations 
     and industries.
       (3) Appointment.--The membership of the National Board 
     shall be appointed as follows:
       (A) Twelve members (four from each class of members 
     described in subparagraphs (E), (F), and (G) of paragraph 
     (1)) shall be appointed by the President.
       (B) Six members (two from each class of members described 
     in subparagraphs (E), (F), and (G) of paragraph (1)) shall be 
     appointed by the Speaker of the House of Representatives. Of 
     the members so appointed, three members (one from each class 
     of members described in subparagraphs (E), (F), and (G) of 
     paragraph (1)) shall be selected from recommendations made by 
     the Majority Leader of the House of Representatives and three 
     members (one from each class of members described in 
     subparagraphs (E), (F), and (G) of paragraph (1)) shall be 
     selected from recommendations made by the Minority Leader of 
     the House of Representatives.
       (C) Six members (two from each class of members described 
     in subparagraphs (E), (F), and (G) of paragraph (1)) shall be 
     appointed by the President pro tempore of the Senate. Of the 
     members so appointed, three members (one from each class of 
     members described in subparagraphs (E), (F), and (G) of 
     paragraph (1)) shall be selected from recommendations made by 
     the Majority Leader of the Senate and three members (one from 
     each class of members described in subparagraphs (E), (F), 
     and (G) of paragraph (1)) shall be selected from 
     recommendations made by the Minority Leader of the Senate.
       (4) Ex officio nonvoting members.--The members of the 
     National Board specified in subparagraphs (A), (B), (C), and 
     (D) of paragraph (1) shall be ex officio, nonvoting members 
     of the National Board.
       (5) Term.--Each member of the National Board appointed 
     under subparagraph (E), (F), or (G) of paragraph (1) shall be 
     appointed for a term of 4 years, except that of the initial 
     members of the Board appointed under such subparagraphs--
       (A) twelve members shall be appointed for a term of 3 years 
     (four from each class of members described in subparagraphs 
     (E), (F), and (G) of paragraph (1)), of whom--
       (i) two from each such class shall be appointed in 
     accordance with paragraph (3)(A);
       (ii) one from each such class shall be appointed in 
     accordance with paragraph (3)(B); and
       (iii) one from each such class shall be appointed in 
     accordance with paragraph (3)(C); and
       (B) twelve members shall be appointed for a term of 4 years 
     (four from each class of members described in subparagraphs 
     (E), (F), and (G) of paragraph (1)), of whom--
       (i) two from each such class shall be appointed in 
     accordance with paragraph (3)(A);
       (ii) one from each such class shall be appointed in 
     accordance with paragraph (3)(B); and
       (iii) one from each such class shall be appointed in 
     accordance with paragraph (3)(C).
       (6) Vacancies.--Any vacancy in the National Board shall not 
     affect its powers, but shall be filled in the same manner as 
     the original appointment.
       (c) Chairperson and Vice Chairpersons.--
       (1) Chairperson.--
       (A) In general.--Except as provided in subparagraph (B), 
     the National Board, by majority vote, shall elect a 
     Chairperson once every 2 years from among the members of the 
     National Board.
       (B) Initial chairperson.--The first Chairperson of the 
     National Board shall be elected, by a majority vote of the 
     National Board, from among the members who are 
     representatives of business (as described in subparagraph (E) 
     of subsection (b)(1)) and shall serve for a term of 2 years.
       (2) Vice chairpersons.--The National Board, by majority 
     vote, shall annually elect 3 Vice Chairpersons (each 
     representing a different class of the classes of members 
     described in subparagraphs (E), (F), and (G) of subsection 
     (b)(1) and each of whom shall serve for a term of 1 year) 
     from among its members appointed under subsection (b)(3).
       (d) Compensation and Expenses.--
       (1) Compensation.--Members of the National Board who are 
     not full-time employees or officers of the Federal Government 
     shall serve without compensation.
       (2) Expenses.--The members of the National Board shall be 
     allowed travel expenses, including per diem in lieu of 
     subsistence, at rates authorized for employees of agencies 
     under subchapter I of chapter 57, title 5, United States 
     Code, while away from their homes or regular places of 
     business in the performance of services for the National 
     Board.
       (e) Executive Director and Staff.--
       (1) Executive director.--The Chairperson of the National 
     Board shall appoint an Executive Director who shall be 
     compensated at a rate determined by the National Board not to 
     exceed the rate of pay for level V of the Executive Schedule 
     under section 5316 of title 5, United States Code.
       (2) Staff.--The Executive Director may appoint and 
     compensate such additional staff as may be necessary to 
     enable the Board to perform its duties. The Executive 
     Director may fix the compensation of the staff without regard 
     to the provisions of chapter 51 and subchapter III of chapter 
     53 of title 5, United States Code, relating to classification 
     of positions and General Schedule pay rates, except that the 
     rate of pay for the staff may not exceed the rate payable for 
     level V of the Executive Schedule under section 5316 of such 
     title.
       (f) Gifts.--The National Board is authorized, in carrying 
     out this title, to accept and employ or dispose of in 
     furtherance of the purposes of this title, any money or 
     property, real, personal, or mixed, tangible or intangible, 
     received by gift, devise, bequest, or otherwise, and to 
     accept voluntary and uncompensated services notwithstanding 
     the provisions of section 1342 of title 31, United States 
     Code.
       (g) Agency Support.--
       (1) Use of facilities.--The National Board may use the 
     research, equipment, services and facilities of any agency or 
     instrumentality of the United States with the consent of such 
     agency or instrumentality.
       (2) Staff of federal agencies.--Upon the request of the 
     National Board, the head of any Federal agency of the United 
     States may detail to the National Board, on a reimbursable 
     basis, any of the personnel of such Federal agency to assist 
     the National Board in carrying out this title. Such detail 
     shall be without interruption or loss of civil service status 
     or privilege.
       (h) Procurement of Temporary and Intermittent Services.--
     The Chairperson of the National Board may procure temporary 
     and intermittent services of experts and consultants under 
     section 3109(b) of title 5, United States Code.
       (i) Termination of the Commission.--Section 14(a)(2) of the 
     Federal Advisory Committee Act (5 U.S.C. App.) shall not 
     apply with respect to the termination of the National Board.

     SEC. 504. FUNCTIONS OF THE NATIONAL BOARD.

       (a) Identification of Occupations.--The National Board, 
     after extensive public consultation, shall identify broad 
     clusters of major occupations that involve one or more than 
     one industry in the United States.
       (b) Establishment of Voluntary Partnerships To Develop 
     Standards.--
       (1) In general.--For each of the occupational clusters 
     identified pursuant to subsection (a), the National Board 
     shall encourage and facilitate the establishment of voluntary 
     partnerships to develop a skill standards system in 
     accordance with subsection (d).
       (2) Representatives.--Such voluntary partnerships shall 
     include the full and balanced participation of--
       (A)(i) representatives of business (including 
     representatives of large employers and representatives of 
     small employers) who have expertise in the area of work force 
     skill requirements, and who are recommended by national 
     business organizations or trade associations representing 
     employers in the occupation or industry for which a standard 
     is being developed; and
       (ii) representatives of trade associations that have 
     received grants from the Department of Labor or the 
     Department of Education to establish skill standards prior to 
     the date of enactment of this title;
       (B) employee representatives who--
       (i) have expertise in the area of work force skill 
     requirements; and
       (ii) shall be--

       (I) individuals recommended by recognized national labor 
     organizations representing employees in the occupation or 
     industry for which a standard is being developed; and
       (II) such individuals who are nonmanagerial employees with 
     significant experience and tenure in such occupation or 
     industry as are appropriate given the nature and structure of 
     employment in the occupation or industry; and

       (C) representatives of--
       (i) educational institutions;
       (ii) community-based organizations;
       (iii) State and local agencies with administrative control 
     or direction over education or over employment and training;
       (iv) other policy development organizations with expertise 
     in the area of work force skill requirements; or
       (v) nongovernmental organizations with a demonstrated 
     history of successfully protecting the rights of racial, 
     ethnic, or religious minorities, women, persons with 
     disabilities, or older persons.
       (3) Experts.--The partnerships described in paragraph (2) 
     may also include other individuals who are independent, 
     qualified experts in their fields.
       (c) Research, Dissemination, and Coordinations.--In order 
     to support the activities described in subsections (b) and 
     (d), the National Board shall--
       (1) conduct work force research relating to skill standards 
     and make the results of such research available to the 
     public, including the voluntary partnerships described in 
     subsection (b);
       (2) identify and maintain a catalog of skill standards used 
     by other countries and by States and leading firms and 
     industries in the United States;
       (3) serve as a clearinghouse to facilitate the sharing of 
     information on the development of skill standards and other 
     relevant information among representatives of occupations and 
     industries identified pursuant to subsection (a), and among 
     education and training providers;
       (4) develop a common nomenclature relating to skill 
     standards;
       (5) encourage the development and adoption of curricula and 
     training materials, for attaining the skill standards 
     endorsed pursuant to subsection (d), that provide for 
     structured work experiences and related study programs 
     leading to progressive levels of professional and technical 
     certification;
       (6) provide appropriate technical assistance to voluntary 
     partnerships involved in the development of standards and 
     systems described in subsection (b); and
       (7) facilitate coordination among voluntary partnerships 
     that meet the requirements of subsection (b)(2) in order to 
     promote the development of a coherent national system of 
     voluntary skill standards.
       (d) Endorsement of Skill Standards Systems.--
       (1) In general.--The National Board, after public review 
     and comment, shall endorse skill standards systems relating 
     to the occupational clusters identified pursuant to 
     subsection (a) that--
       (A) meet the requirements of paragraph (2);
       (B) are submitted by voluntary partnerships that meet the 
     requirements of subsection (b)(2); and
       (C) meet additional objective criteria that are published 
     by the National Board.
       (2) Components of system.--The skill standards systems 
     endorsed pursuant to paragraph (1) shall have one or more of 
     the following components:
       (A) Voluntary skill standards, which--
       (i) are formulated in such a manner that promotes the 
     portability of credentials and facilitates worker mobility 
     within an occupational cluster or industry and among 
     industries;
       (ii) are in a form that allows for regular updating to take 
     into account advances in technology or other developments 
     within the occupational cluster;
       (iii) are not discriminatory with respect to race, color, 
     religion, sex, national origin, ethnicity, age, or 
     disability;
       (iv) meet or exceed the highest applicable standards used 
     in the United States, including apprenticeship standards 
     registered under 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.); and
       (v) have been developed after taking into account--

       (I) relevant standards used in other countries and relevant 
     international standards;
       (II) voluntary national content standards and voluntary 
     national student performance standards developed pursuant to 
     section 213; and
       (III) the requirements of high performance work 
     organizations.

       (B) A voluntary system of assessment and certification of 
     the attainment of skill standards developed pursuant to 
     subparagraph (A), which--
       (i) utilizes a variety of evaluation techniques, including, 
     where appropriate, oral and written evaluations, portfolio 
     assessments, and performance tests;
       (ii) includes methods for establishing the validity and 
     reliability of the assessment and certification system for 
     the intended purposes of the system; and
       (iii) has been developed after taking into account relevant 
     methods of assessment and certification used in other 
     countries.
       (C) A system to disseminate information relating to the 
     skill standards, and the assessment and certification 
     systems, developed pursuant to this paragraph (including 
     dissemination of information relating to civil rights laws 
     relevant to the use of such standards and systems), and to 
     promote use of such standards and systems by, entities such 
     as institutions of higher education offering professional and 
     technical education, labor organizations, trade and technical 
     associations, and employers providing formalized training, 
     and other organizations likely to benefit from such standards 
     and systems.
       (D) A system to evaluate the implementation and 
     effectiveness of the skill standards, the assessment and 
     certification systems, and the information dissemination 
     systems, developed pursuant to this paragraph.
       (E) A system to periodically revise and update the skill 
     standards, and the assessment and certification systems, 
     developed pursuant to this paragraph, which will take into 
     account changes in standards in other countries.
       (e) Relationship With Civil Rights Laws.--
       (1) In general.--Nothing in this title shall be construed 
     to modify or affect any Federal or State law prohibiting 
     discrimination on the basis of race, color, religion, sex, 
     national origin, ethnicity, age, or disability.
       (2) Evidence.--The endorsement or absence of an endorsement 
     by the National Board of a skill standard, or assessment and 
     certification system, endorsed under subsection (d) may not 
     be used in any action or proceeding to establish that the use 
     of a skill standard or assessment and certification system 
     conforms or does not conform to the requirements of civil 
     rights laws.
       (f) Coordination.--The National Board shall establish 
     cooperative arrangements with the National Education 
     Standards and Improvement Council to promote the coordination 
     of the development of skill standards under this section with 
     the development of voluntary national content standards and 
     voluntary national student performance standards in 
     accordance with section 213.
       (g) Financial Assistance.--
       (1) In general.--(A) From funds appropriated pursuant to 
     the authority of section 507, the Secretary of Labor may 
     award grants and enter into contracts and cooperative 
     arrangements (including awarding grants to, and entering into 
     contracts and cooperative agreements with, voluntary 
     partnerships in accordance with paragraph (2)) that are 
     requested by the National Board for the purposes of carrying 
     out this title.
       (B) Each entity desiring a grant, contract or cooperative 
     agreement under this title shall submit an application to the 
     National Board at such time, in such manner and accompanied 
     by such information as the National Board may reasonably 
     require.
       (2) Special rule regarding assistance for voluntary 
     partnerships.--The Secretary only shall award a grant to, or 
     enter into a contract or cooperative agreement with, a 
     voluntary partnership that meets the requirements of 
     subsection (b)(2) for the development of skill standards 
     systems in accordance with subsection (d).
       (3) Criteria for board consideration.--Prior to each of the 
     fiscal years 1994 through 1998, the National Board shall 
     publish objective criteria for the National Board's 
     consideration of applications submitted pursuant to paragraph 
     (1)(B).
       (4) Recommendations to the secretary of labor.--The 
     National Board shall review each application received 
     pursuant to paragraph (1)(B) in accordance with the objective 
     criteria published pursuant to paragraph (3), and shall 
     submit each such application to the Secretary of Labor 
     accompanied by a recommendation by the National Board on 
     whether or not the Secretary of Labor should award a grant to 
     the applicant.
       (5) Limitation on use of funds.--
       (A) In general.--Not more than 20 percent of the funds 
     appropriated pursuant to the authority of section 507(a) for 
     each fiscal year shall be used by the National Board for the 
     costs of administration.
       (B) Startup costs.--Notwithstanding subparagraph (A), in 
     order to facilitate the establishment of the National Board, 
     the limitation contained in subparagraph (A) shall not apply 
     to funds appropriated pursuant to the authority of section 
     507(a) for fiscal year 1994.
       (C) Definition.--For purposes of this paragraph, the term 
     ``costs of administration'' means costs relating to staff, 
     supplies, equipment, space, and travel and per diem, costs of 
     conducting meetings and conferences, and other related costs.

     SEC. 505. DEADLINES.

       Not later than December 31, 1996, the National Board 
     shall--
       (1) identify occupational clusters pursuant to section 
     504(a) representing a substantial portion of the work force; 
     and
       (2) promote the endorsement of an initial set of skill 
     standards in accordance with section 504(d) for such 
     clusters.

     SEC. 506. REPORTS.

       The National Board shall prepare and submit to the 
     President and the Congress in each of the fiscal years 1994 
     through 1998, a report on the activities conducted under this 
     title. Such report shall include information on the extent to 
     which skill standards have been adopted by employers, 
     training providers, and other entities, and on the 
     effectiveness of such standards in accomplishing the purposes 
     described in section 502.

     SEC. 507. AUTHORIZATION OF APPROPRIATIONS.

       (a) In General.--There are authorized to be appropriated to 
     carry out this title $15,000,000 for fiscal year 1994 and 
     such sums as may be necessary for each of fiscal years 1995 
     through 1998.
       (b) Availability.--Amounts appropriated pursuant to 
     subsection (a) shall remain available until expended.

     SEC. 508. DEFINITIONS.

       As used in this title:
       (1) Community-based organizations.--The term ``community-
     based organizations'' has the meaning given the term in 
     section 4(5) of the Job Training Partnership Act (29 U.S.C. 
     1503(5)).
       (2) Educational institution.--The term ``educational 
     institution'' means a high school, a vocational school, and 
     an institution of higher education.
       (3) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given the 
     term in section 1201(a) of the Higher Education Act of 1965 
     (20 U.S.C. 1141(a)).
       (4) Skill standard.--The term ``skill standard'' means the 
     level of knowledge and competence required to successfully 
     perform work-related functions within an occupational 
     cluster.

     SEC. 509. SUNSET PROVISION.

       (a) Repeal.--This title is repealed on September 30, 1998.
       (b) Review of Repeal.--It is the sense of the Congress that 
     the appropriate committees of the Congress should review the 
     accomplishments of the National Board prior to the date of 
     repeal described in subsection (a) in order to determine 
     whether it is appropriate to extend the authorities provided 
     under this title for a period beyond such date.
                         TITLE VI--SAFE SCHOOLS

                      PART A--SAFE SCHOOLS PROGRAM

     SEC. 601. SHORT TITLE; STATEMENT OF PURPOSE.

       (a) Short Title.--This part may be cited as the ``Safe 
     Schools Act of 1994''.
       (b) Statement of Purpose.--It is the purpose of this part 
     to help local school systems achieve Goal Six of the National 
     Education Goals, which provides that by the year 2000, every 
     school in America will be free of drugs and violence and will 
     offer a disciplined environment conducive to learning, by 
     ensuring that all schools are safe and free of violence.

     SEC. 602. SAFE SCHOOLS PROGRAM AUTHORIZED.

       (a) Authority.--
       (1) In general.--From funds appropriated pursuant to the 
     authority of subsection (b)(1), the Secretary shall make 
     competitive grants to eligible local educational agencies to 
     enable such agencies to carry out projects and activities 
     designed to achieve Goal Six of the National Education Goals 
     by helping to ensure that all schools are safe and free of 
     violence.
       (2) Grant duration and amount.--Grants under this part may 
     not exceed--
       (A) two fiscal years in duration, except that the Secretary 
     shall not award any new grants in fiscal year 1996 but may 
     make payments pursuant to a 2-year grant which terminates in 
     such fiscal year; and
       (B) $3,000,000 in any fiscal year.
       (3) Geographic distribution.--To the extent practicable, 
     grants under this title shall be awarded to eligible local 
     educational agencies serving rural, as well as urban, areas.
       (b) Authorization of Appropriations.--
       (1) In general.--There are authorized to be appropriated 
     $75,000,000 for fiscal year 1994, $100,000,000 for fiscal 
     year 1995, and such sums as may be necessary for fiscal year 
     1996, to carry out this part.
       (2) Reservation.--The Secretary is authorized in each 
     fiscal year to reserve not more than 10 percent of the amount 
     appropriated pursuant to the authority of paragraph (1) to 
     carry out national leadership activities described in section 
     606, of which 50 percent of such amount shall be available in 
     such fiscal year to carry out the program described in 
     section 606(b).

     SEC. 603. ELIGIBLE APPLICANTS.

       (a) In General.--To be eligible to receive a grant under 
     this part, a local educational agency shall demonstrate in 
     the application submitted pursuant to section 604(a) that 
     such agency--
       (1) serves an area in which there is a high rate of--
       (A) homicides committed by persons between the ages 5 to 
     18, inclusive;
       (B) referrals of youth to juvenile court;
       (C) youth under the supervision of the courts;
       (D) expulsions and suspension of students from school;
       (E) referrals of youth, for disciplinary reasons, to 
     alternative schools; or
       (F) victimization of youth by violence, crime, or other 
     forms of abuse; and
       (2) has serious school crime, violence, and discipline 
     problems, as indicated by other appropriate data.
       (b) Priority.--In awarding grants under this part, the 
     Secretary shall give priority to a local educational agency 
     that--
       (1) receives assistance under section 1006 of the 
     Elementary and Secondary Education Act of 1965 or meets the 
     criteria described in clauses (i) and (ii) of section 
     1006(a)(1)(A) of such Act; and
       (2) submits an application that assures a strong local 
     commitment to the projects or activities assisted under this 
     part, such as--
       (A) the formation of partnerships among the local 
     educational agency, a community-based organization, a 
     nonprofit organization with a demonstrated commitment to or 
     expertise in developing education programs or providing 
     educational services to students or the public, a local law 
     enforcement agency, or any combination thereof; and
       (B) a high level of youth participation in such projects or 
     activities.
       (c) Definitions.--For the purpose of this part--
       (1) the term ``local educational agency'' has the same 
     meaning given to such term in section 1471(12) of the 
     Elementary and Secondary Education Act of 1965; and
       (2) the term ``Secretary'' means the Secretary of 
     Education.

     SEC. 604. APPLICATIONS AND PLANS.

       (a) Application.--In order to receive a grant under this 
     part, a local educational agency shall submit to the 
     Secretary an application that includes--
       (1) an assessment of the current violence and crime 
     problems in the schools and community to be served by the 
     grant;
       (2) an assurance that the applicant has written policies 
     regarding school safety, student discipline, and the 
     appropriate handling of violent or disruptive acts;
       (3) a description of the schools and communities to be 
     served by the grant, the projects and activities to be 
     carried out with grant funds, and how these projects and 
     activities will help to reduce the current violence and crime 
     problems in such schools and communities;
       (4) if the local educational agency receives funds under 
     Goals 2000: Educate America Act, an explanation of how 
     projects and activities assisted under this part will be 
     coordinated with and support such agency's comprehensive 
     local improvement plan prepared under that Act;
       (5) the applicant's plan to establish school-level advisory 
     committees, which include faculty, parents, staff, and 
     students, for each school to be served by the grant and a 
     description of how each committee will assist in assessing 
     that school's violence and discipline problems as well as in 
     designing appropriate programs, policies, and practices to 
     address those problems;
       (6) the applicant's plan for collecting baseline and future 
     data, by individual schools, to monitor violence and 
     discipline problems and to measure such applicant's progress 
     in achieving the purpose of this part;
       (7) an assurance that grant funds under this part will be 
     used to supplement and not to supplant State and local funds 
     that would, in the absence of funds under this part, be made 
     available by the applicant for the purpose of this part;
       (8) an assurance that the applicant will cooperate with, 
     and provide assistance to, the Secretary in gathering 
     statistics and other data the Secretary determines are 
     necessary to assess the effectiveness of projects and 
     activities assisted under this part or the extent of school 
     violence and discipline problems throughout the Nation;
       (9) an assurance that the local educational agency has a 
     written policy that prohibits sexual contact between school 
     personnel and a student; and
       (10) such other information as the Secretary may require.
       (b) Plan.--In order to receive funds under this part for a 
     second year, a grantee shall submit to the Secretary a 
     comprehensive, long-term, school safety plan for reducing and 
     preventing school violence and discipline problems. Such plan 
     shall contain--
       (1) a description of how the grantee will coordinate its 
     school crime and violence prevention efforts with education, 
     law-enforcement, judicial, health, social service, and other 
     appropriate agencies and organizations serving the community; 
     and
       (2) in the case that the grantee receives funds under the 
     Goals 2000: Educate America Act, an explanation of how the 
     grantee's comprehensive plan under this subsection is 
     consistent with and supports its comprehensive local 
     improvement plan prepared under that Act, if such explanation 
     differs from that provided in the grantee's application under 
     that Act.

     SEC. 605. USE OF FUNDS.

       (a) Use of Funds.--
       (1) In general.--A local educational agency shall use grant 
     funds received under this part for one or more of the 
     following activities:
       (A) Identifying and assessing school violence and 
     discipline problems, including coordinating needs assessment 
     activities and education, law-enforcement, judicial, health, 
     social service, and other appropriate agencies and 
     organizations.
       (B) Conducting school safety reviews or violence prevention 
     reviews of programs, policies, practices, and facilities to 
     determine what changes are needed to reduce or prevent 
     violence and promote safety and discipline.
       (C) Planning for comprehensive, long-term strategies for 
     addressing and preventing school violence and discipline 
     problems through the involvement and coordination of school 
     programs with other education, law-enforcement, judicial, 
     health, social service, and other appropriate agencies and 
     organizations.
       (D) Training school personnel in programs of demonstrated 
     effectiveness in addressing violence, including violence 
     prevention, conflict resolution, anger management, peer 
     mediation, and identification of high-risk youth.
       (E) Community education programs, including video- and 
     technology-based projects, informing parents, businesses, 
     local government, the media and other appropriate entities 
     about--
       (i) the local educational agency's plan to promote school 
     safety and reduce and prevent school violence and discipline 
     problems; and
       (ii) the need for community support.
       (F) Coordination of school-based activities designed to 
     promote school safety and reduce or prevent school violence 
     and discipline problems with related efforts of education, 
     law-enforcement, judicial, health, social service, and other 
     appropriate agencies and organizations.
       (G) Developing and implementing violence prevention 
     activities, including--
       (i) conflict resolution and social skills development for 
     students, teachers, aides, other school personnel, and 
     parents;
       (ii) disciplinary alternatives to expulsion and suspension 
     of students who exhibit violent or anti-social behavior;
       (iii) student-led activities such as peer mediation, peer 
     counseling, and student courts; or
       (iv) alternative after-school programs that provide safe 
     havens for students, which may include cultural, 
     recreational, and educational and instructional activities.
       (H) Educating students and parents regarding the dangers of 
     guns and other weapons and the consequences of their use.
       (I) Developing and implementing innovative curricula to 
     prevent violence in schools and training staff how to stop 
     disruptive or violent behavior if such behavior occurs.
       (J) Supporting ``safe zones of passage'' for students 
     between home and school through such measures as Drug- and 
     Weapon-Free School Zones, enhanced law enforcement, and 
     neighborhood patrols.
       (K) Counseling programs for victims and witnesses of school 
     violence and crime.
       (L) Minor remodeling to promote security and reduce the 
     risk of violence, such as removing lockers, installing better 
     lights, and upgrading locks.
       (M) Acquiring and installing metal detectors and hiring 
     security personnel.
       (N) Reimbursing law enforcement authorities for their 
     personnel who participate in school violence prevention 
     activities.
       (O) Evaluating projects and activities assisted under this 
     part.
       (P) The cost of administering projects or activities 
     assisted under this part.
       (Q) Other projects or activities that meet the purpose of 
     this part.
       (2) Limitation.--A local educational agency may use not 
     more than--
       (A) a total of 10 percent of grant funds received under 
     this part in each fiscal year for activities described in 
     subparagraphs (J), (L), (M), and (N) of paragraph (1); and
       (B) 5 percent of grant funds received under this part in 
     each fiscal year for activities described in subparagraph (P) 
     of paragraph (1).
       (3) Prohibition.--A local educational agency may not use 
     grant funds received under this part for construction.

     SEC. 606. NATIONAL LEADERSHIP.

       (a) In General.--To carry out the purpose of this part, the 
     Secretary is authorized to use funds reserved under section 
     602(b)(2) to conduct national leadership activities such as 
     research, program development and evaluation, data 
     collection, public awareness activities, training and 
     technical assistance, dissemination (through appropriate 
     research entities assisted by the Department of Education) of 
     information on successful projects, activities, and 
     strategies developed pursuant to this part, and peer review 
     of applications under this part. The Secretary may carry out 
     such activities directly, through interagency agreements, or 
     through grants, contracts or cooperative agreements.
       (b) National Model City.--The Secretary shall designate the 
     District of Columbia as a national model city and shall 
     provide funds made available pursuant to section 602(b)(2) in 
     each fiscal year to a local educational agency serving the 
     District of Columbia in an amount sufficient to enable such 
     agency to carry out a comprehensive program to address school 
     and youth violence.

     SEC. 607. NATIONAL COOPERATIVE EDUCATION STATISTICS SYSTEM.

       Subparagraph (A) of section 406(h)(2) of the General 
     Education Provisions Act (20 U.S.C. 1221e-1(h)(2)(A)) is 
     amended--
       (1) in clause (vi), by striking ``and'' after the 
     semicolon; and
       (2) by adding after clause (vii) the following new clause:
       ``(viii) school safety policy, and statistics on the 
     incidents of school violence; and''.

     SEC. 608. COORDINATION OF FEDERAL ASSISTANCE.

       The Attorney General, through the Coordinating Council on 
     Juvenile Justice and Delinquency Prevention of the Department 
     of Justice, shall coordinate the programs and activities 
     carried out under this Act with the programs and activities 
     carried out by the departments and offices represented within 
     the Council that provide assistance under other law for 
     purposes that are similar to the purpose of this Act, in 
     order to avoid redundancy and coordinate Federal assistance, 
     research, and programs for youth violence prevention.

     SEC. 609. EFFECTIVE DATE.

       This part and the amendments made by this part shall take 
     effect on the date of enactment of this Act.

      PART B--STATE LEADERSHIP ACTIVITIES TO PROMOTE SAFE SCHOOLS

     SEC. 621. STATE LEADERSHIP ACTIVITIES TO PROMOTE SAFE SCHOOLS 
                   PROGRAM.

       (a) Short Title.--This section may be cited as the ``State 
     Leadership Activities to Promote Safe Schools Act''.
       (b) Authority.--The Secretary is authorized to award grants 
     to State educational agencies from allocations under 
     subsection (c) to enable such agencies to carry out the 
     authorized activities described in subsection (e).
       (c) Allocation.--Each State educational agency having an 
     application approved under subsection (d) shall be eligible 
     to receive a grant under this section for each fiscal year 
     that bears the same ratio to the amount appropriated pursuant 
     to the authority of subsection (f) for such year as the 
     amount such State educational agency receives pursuant to 
     section 1006 of the Elementary and Secondary Education Act of 
     1965 for such year bears to the total amount allocated to all 
     such agencies in all States having applications approved 
     under subsection (d) for such year, except that no State 
     educational agency having an application approved under 
     subsection (d) in any fiscal year shall receive less than 
     $100,000 for such year.
       (d) Application.--Each State educational agency desiring a 
     grant under this section shall submit an application to the 
     Secretary at such time, in such manner and containing such 
     information as the Secretary may reasonably require. Each 
     such application shall--
       (1) describe the activities and services for which 
     assistance is sought;
       (2) contain a statement of the State educational agency's 
     goals and objectives for violence prevention and a 
     description of the procedures to be used for assessing and 
     publicly reporting progress toward meeting those goals and 
     objectives; and
       (3) contain a description of how the State educational 
     agency will coordinate such agency's activities under this 
     section with the violence prevention efforts of other State 
     agencies.
       (e) Use of Funds.--Grant funds awarded under this section 
     shall be used--
       (1) to support a statewide resource coordinator;
       (2) to provide technical assistance to both rural and urban 
     local school districts;
       (3) to disseminate to local educational agencies and 
     schools information on successful school violence prevention 
     programs funded through Federal, State, local and private 
     sources;
       (4) to make available to local educational agencies teacher 
     training and parent and student awareness programs, which 
     training and programs may be provided through video or other 
     telecommunications approaches;
       (5) to supplement and not supplant other Federal, State and 
     local funds available to carry out the activities assisted 
     under this section; and
       (6) for other activities the Secretary may deem 
     appropriate.
       (f) Authorization of Appropriations.--There are authorized 
     to be appropriated $10,000,000 for each of the fiscal years 
     1995 and 1996 to carry out this section.
     TITLE VII--MIDNIGHT BASKETBALL LEAGUE TRAINING AND PARTNERSHIP

     SEC. 701. SHORT TITLE.

       This title may be cited as the ``Midnight Basketball League 
     Training and Partnership Act''.

     SEC. 702. GRANTS FOR MIDNIGHT BASKETBALL LEAGUE TRAINING AND 
                   PARTNERSHIP PROGRAMS.

       Section 520 of the Cranston-Gonzalez National Affordable 
     Housing Act (42 U.S.C. 11903a) is amended--
       (1) in the section heading by inserting ``and assisted'' 
     after ``public'';
       (2) in the subsection heading for subsection (a), by 
     inserting ``Public Housing'' before ``Youth''; and
       (3) by adding at the end the following new subsection:
       ``(l) Midnight Basketball League Training and Partnership 
     Programs.--
       ``(1) Authority.--The Secretary of Housing and Urban 
     Development shall make grants, to the extent that amounts are 
     approved in appropriations Acts under paragraph (13), to--
       ``(A) eligible entities to assist such entities in carrying 
     out midnight basketball league programs meeting the 
     requirements of paragraph (4); and
       ``(B) eligible advisory entities to provide technical 
     assistance to eligible entities in establishing and operating 
     such midnight basketball league programs.
       ``(2) Eligible entities.--
       ``(A) In general.--Subject to subparagraph (B), grants 
     under paragraph (1)(A) may be made only to the following 
     eligible entities:
       ``(i) Entities eligible under subsection (b) for a grant 
     under subsection (a).
       ``(ii) Nonprofit organizations providing employment 
     counseling, job training, or other educational services.
       ``(iii) Nonprofit organizations providing federally 
     assisted low-income housing.
       ``(B) Prohibition on second grants.--A grant under 
     paragraph (1)(A) may not be made to an eligible entity if the 
     entity has previously received a grant under such paragraph, 
     except that the Secretary may exempt an eligible advisory 
     entity from the prohibition under this subparagraph in 
     extraordinary circumstances.
       ``(3) Use of grant amounts.--Any eligible entity that 
     receives a grant under paragraph (1)(A) may use such amounts 
     only--
       ``(A) to establish or carry out a midnight basketball 
     league program under paragraph (4);
       ``(B) for salaries for administrators and staff of the 
     program;
       ``(C) for other administrative costs of the program, except 
     that not more than 5 percent of the grant amount may be used 
     for such administrative costs; and
       ``(D) for costs of training and assistance provided under 
     paragraph (4)(I).
       ``(4) Program requirements.--Each eligible entity receiving 
     a grant under paragraph (1)(A) shall establish a midnight 
     basketball league program as follows:
       ``(A) The program shall establish a basketball league of 
     not less than 8 teams having 10 players each.
       ``(B) Not less than 50 percent of the players in the 
     basketball league shall be residents of federally assisted 
     low-income housing or members of low-income families (as such 
     term is defined in section 3(b) of the United States Housing 
     Act of 1937).
       ``(C) The program shall be designed to serve primarily 
     youths and young adults from a neighborhood or community 
     whose population has not less than 2 of the following 
     characteristics (in comparison with national averages):
       ``(i) A substantial problem regarding use or sale of 
     illegal drugs.
       ``(ii) A high incidence of crimes committed by youths or 
     young adults.
       ``(iii) A high incidence of persons infected with the human 
     immunodeficiency virus or sexually transmitted diseases.
       ``(iv) A high incidence of pregnancy or a high birth rate, 
     among adolescents.
       ``(v) A high unemployment rate for youths and young adults.
       ``(vi) A high rate of high school drop-outs.
       ``(D) The program shall require each player in the league 
     to attend employment counseling, job training, and other 
     educational classes provided under the program, which shall 
     be held immediately following the conclusion of league 
     basketball games at or near the site of the games and at 
     other specified times.
       ``(E) The program shall serve only youths and young adults 
     who demonstrate a need for such counseling, training, and 
     education provided by the program, in accordance with 
     criteria for demonstrating need, which shall be established 
     by the Secretary, in consultation with the Advisory 
     Committee.
       ``(F) The majority of the basketball games of the league 
     shall be held between the hours of 10:00 p.m. and 2:00 a.m. 
     at a location in the neighborhood or community served by the 
     program.
       ``(G) The program shall obtain sponsors for each team in 
     the basketball league. Sponsors shall be private individuals 
     or businesses in the neighborhood or community served by the 
     program who make financial contributions to the program and 
     participate in or supplement the employment, job training, 
     and educational services provided to the players under the 
     program with additional training or educational 
     opportunities.
       ``(H) The program shall comply with any criteria 
     established by the Secretary, in consultation with the 
     Advisory Committee established under paragraph (9).
       ``(I) Administrators or organizers of the program shall 
     receive training and technical assistance provided by 
     eligible advisory entities receiving grants under paragraph 
     (8).
       ``(5) Grant amount limitations.--
       ``(A) Private contributions.--The Secretary may not make a 
     grant under paragraph (1)(A) to an eligible entity that 
     applies for a grant under paragraph (6) unless the applicant 
     entity certifies to the Secretary that the entity will 
     supplement the grant amounts with amounts of funds from non-
     Federal sources, as follows:
       ``(i) In each of the first 2 years that amounts from the 
     grant are disbursed (under subparagraph (E)), an amount 
     sufficient to provide not less than 35 percent of the cost of 
     carrying out the midnight basketball league program.
       ``(ii) In each of the last 3 years that amounts from the 
     grant are disbursed, an amount sufficient to provide not less 
     than 50 percent of the cost of carrying out the midnight 
     basketball league program.
       ``(B) Non-federal funds.--For purposes of this paragraph, 
     the term `funds from non-Federal sources' includes amounts 
     from nonprofit organizations, public housing agencies, 
     States, units of general local government, and Indian housing 
     authorities, private contributions, any salary paid to staff 
     (other than from grant amounts under paragraph (1)(A)) to 
     carry out the program of the eligible entity, in-kind 
     contributions to carry out the program (as determined by the 
     Secretary after consultation with the Advisory Committee), 
     the value of any donated material, equipment, or building, 
     the value of any lease on a building, the value of any 
     utilities provided, and the value of any time and services 
     contributed by volunteers to carry out the program of the 
     eligible entity.
       ``(C) Prohibition on substitution of funds.--Grant amounts 
     under paragraph (1)(A) and amounts provided by States and 
     units of general local government to supplement grant amounts 
     may not be used to replace other public funds previously 
     used, or designated for use, under this section.
       ``(D) Maximum and minimum grant amounts.--
       ``(i) In general.--The Secretary may not make a grant under 
     paragraph (1)(A) to any single eligible entity in an amount 
     less than $55,000 or exceeding $130,000, except as provided 
     in clause (ii).
       ``(ii) Exception for large leagues.--In the case of a 
     league having more than 80 players, a grant under paragraph 
     (1)(A) may exceed $130,000, but may not exceed the amount 
     equal to 35 percent of the cost of carrying out the midnight 
     basketball league program.
       ``(E) Disbursement.--Amounts provided under a grant under 
     paragraph (1)(A) shall be disbursed to the eligible entity 
     receiving the grant over the 5-year period beginning on the 
     date that the entity is selected to receive the grant, as 
     follows:
       ``(i) In each of the first 2 years of such 5-year period, 
     23 percent of the total grant amount shall be disbursed to 
     the entity.
       ``(ii) In each of the last 3 years of such 5-year period, 
     18 percent of the total grant amount shall be disbursed to 
     the entity.
       ``(6) Applications.--To be eligible to receive a grant 
     under paragraph (1)(A), an eligible entity shall submit to 
     the Secretary an application in the form and manner required 
     by the Secretary (after consultation with the Advisory 
     Committee), which shall include--
       ``(A) a description of the midnight basketball league 
     program to be carried out by the entity, including a 
     description of the employment counseling, job training, and 
     other educational services to be provided;
       ``(B) letters of agreement from service providers to 
     provide training and counseling services required under 
     paragraph (4) and a description of such service providers;
       ``(C) letters of agreement providing for facilities for 
     basketball games and counseling, training, and educational 
     services required under paragraph (4) and a description of 
     the facilities;
       ``(D) a list of persons and businesses from the community 
     served by the program who have expressed interest in 
     sponsoring, or have made commitments to sponsor, a team in 
     the midnight basketball league; and
       ``(E) evidence that the neighborhood or community served by 
     the program meets the requirements of paragraph (4)(C).
       ``(7) Selection.--The Secretary, in consultation with the 
     Advisory Committee, shall select eligible entities that have 
     submitted applications under paragraph (6) to receive grants 
     under paragraph (1)(A). The Secretary, in consultation with 
     the Advisory Committee, shall establish criteria for 
     selection of applicants to receive such grants. The criteria 
     shall include a preference for selection of eligible entities 
     carrying out midnight basketball league programs in suburban 
     and rural areas.
       ``(8) Technical assistance grants.--Technical assistance 
     grants under paragraph (1)(B) shall be made as follows:
       ``(A) Eligible advisory entities.--Technical assistance 
     grants may be made only to entities that--
       ``(i) are experienced and have expertise in establishing, 
     operating, or administering successful and effective programs 
     for midnight basketball and employment, job training, and 
     educational services similar to the programs under paragraph 
     (4); and
       ``(ii) have provided technical assistance to other entities 
     regarding establishment and operation of such programs.
       ``(B) Use.--Amounts received under technical assistance 
     grants shall be used to establish centers for providing 
     technical assistance to entities receiving grants under 
     paragraph (1)(A) of this subsection and subsection (a) 
     regarding establishment, operation, and administration of 
     effective and successful midnight basketball league programs 
     under this subsection and subsection (c)(3).
       ``(C) Number and amount.--To the extent that amounts are 
     provided in appropriations Acts under paragraph (13)(B) in 
     each fiscal year, the Secretary shall make technical 
     assistance grants under paragraph (1)(B). In each fiscal year 
     that such amounts are available the Secretary shall make 4 
     such grants, as follows:
       ``(i) 2 grants shall be made to eligible advisory entities 
     for development of midnight basketball league programs in 
     public housing projects.
       ``(ii) 2 grants shall be made to eligible advisory entities 
     for development of midnight basketball league programs in 
     suburban or rural areas.
     Each grant shall be in an amount not exceeding $25,000.
       ``(9) Advisory committee.--The Secretary of Housing and 
     Urban Development shall appoint an Advisory Committee to 
     assist the Secretary in providing grants under this 
     subsection. The Advisory Committee shall be composed of not 
     more than 7 members, as follows:
       ``(A) Not less than 2 individuals who are involved in 
     managing or administering midnight basketball programs that 
     the Secretary determines have been successful and effective. 
     Such individuals may not be involved in a program assisted 
     under this subsection or a member or employee of an eligible 
     advisory entity that receives a technical assistance grant 
     under paragraph (1)(B).
       ``(B) A representative of the Center for Substance Abuse 
     Prevention of the Public Health Service, Department of Health 
     and Human Services, who is involved in administering the 
     grant program for prevention, treatment, and rehabilitation 
     model projects for high risk youth under section 509A of the 
     Public Health Service Act (42 U.S.C. 290aa-8), who shall be 
     selected by the Secretary of Health and Human Services.
       ``(C) A representative of the Department of Education, who 
     shall be selected by the Secretary of Education.
       ``(D) A representative of the Department of Health and 
     Human Services, who shall be selected by the Secretary of 
     Health and Human Services from among officers and employees 
     of the Department involved in issues relating to high-risk 
     youth.
       ``(10) Reports.--The Secretary shall require each eligible 
     entity receiving a grant under paragraph (1)(A) and each 
     eligible advisory entity receiving a grant under paragraph 
     (1)(B) to submit to the Secretary, for each year in which 
     grant amounts are received by the entity, a report describing 
     the activities carried out with such amounts.
       ``(11) Study.--To the extent amounts are provided under 
     appropriation Acts pursuant to paragraph (13)(C), the 
     Secretary shall make a grant to one entity qualified to carry 
     out a study under this paragraph. The entity shall use such 
     grant amounts to carry out a scientific study of the 
     effectiveness of midnight basketball league programs under 
     paragraph (4) of eligible entities receiving grants under 
     paragraph (1)(A). The Secretary shall require such entity to 
     submit a report describing the study and any conclusions and 
     recommendations resulting from the study to the Congress and 
     the Secretary not later than the expiration of the 2-year 
     period beginning on the date that the grant under this 
     paragraph is made.
       ``(12) Definitions.--For purposes of this subsection:
       ``(A) The term `Advisory Committee' means the Advisory 
     Committee established under paragraph (9).
       ``(B) The term `eligible advisory entity' means an entity 
     meeting the requirements under paragraph (8)(A).
       ``(C) The term `eligible entity' means an entity described 
     under paragraph (2)(A).
       ``(D) The term `federally assisted low-income housing' has 
     the meaning given the term in section 5126 of the Public and 
     Assisted Housing Drug Elimination Act of 1990.
       ``(13) Authorization of appropriations.--There are 
     authorized to be appropriated--
       ``(A) for grants under paragraph (1)(A), $2,650,000 in each 
     of fiscal years 1994 and 1995;
       ``(B) for technical assistance grants under paragraph 
     (1)(B), $100,000 in each of fiscal years 1994 and 1995; and
       ``(C) for a study grant under paragraph (11), $250,000 in 
     fiscal year 1994.''.

     SEC. 703. PUBLIC HOUSING MIDNIGHT BASKETBALL LEAGUE PROGRAMS.

       Section 520(c) of the Cranston-Gonzalez National Affordable 
     Housing Act (42 U.S.C 11903a(c)) is amended by adding at the 
     end the following new paragraph:
       ``(3) Midnight basketball league programs.--Notwithstanding 
     any other provision of this subsection and subsection (d), a 
     grant under this section may be used to carry out any youth 
     sports program that meets the requirements of a midnight 
     basketball league program under subsection (l)(4) (not 
     including subparagraph (B) of such subsection) if the program 
     serves primarily youths and young adults from the public 
     housing project in which the program assisted by the grant is 
     operated.''.
         TITLE VIII--YOUTH VIOLENCE IN SCHOOLS AND COMMUNITIES

     SEC. 801. PURPOSE.

       It is the purpose of this title to help local communities 
     achieve Goal Six of the National Education Goals, which 
     provides that by the year 2000, every school in America will 
     be free of drugs and violence and will offer a disciplined 
     environment conducive to learning, by strengthening local 
     disciplinary control.

     SEC. 802. FINDINGS.

       The Congress finds that--
       (1) the violence within elementary and secondary schools 
     across the Nation has increased dramatically during the past 
     decade;
       (2) almost 3,000,000 crimes occur on or near school 
     campuses every year, with 16,000 crimes occurring per school 
     day or one crime occurring every 6 seconds;
       (3) 20 percent of teachers in schools have reported being 
     threatened with violence by a student;
       (4) schools are being asked to take on responsibilities 
     that society as a whole has neglected, and teachers and 
     principals are being forced to referee fights rather than 
     teach;
       (5) over two-thirds of public school teachers have been 
     verbally abused, threatened with injury, or physically 
     attacked;
       (6) violent or criminal behavior by students interferes 
     with a teacher's ability to teach in a safe environment the 
     students not exhibiting such behavior;
       (7) 40 percent of all students do not feel safe in school 
     and 50 percent of all students know someone who switched 
     schools to feel safer;
       (8) nearly one-half of the teachers who leave the teaching 
     profession cite discipline problems as one of the main 
     reasons for leaving such profession; and
       (9) a lack of parental involvement contributes strongly to 
     school violence.

     SEC. 803. PROVISIONS.

       (a) Local Discipline Control.--No Federal law or 
     regulation, except education and civil rights laws protecting 
     individuals with disabilities, or State policy implementing 
     such a Federal law or regulation, shall restrict any local 
     educational agency, or elementary or secondary school, from 
     developing and implementing disciplinary policies and action 
     with respect to criminal or violent acts of students, 
     occurring on school premises, in order to create an 
     environment conducive to learning.
       (b) Shared Information.--No Federal law or regulation, or 
     State policy implementing such a Federal law or regulation, 
     shall restrict any local educational agency or elementary or 
     secondary school from requesting and receiving information 
     from a State agency, local educational agency, or an 
     elementary or secondary school regarding a conviction or 
     juvenile adjudication, within five years of the date of the 
     request, or a pending prosecution for a violent or weapons 
     offense, of a student who is attending an elementary or 
     secondary school served by the local educational agency, or 
     the elementary or secondary school, requesting such 
     information.
       (c) Parental Responsibility.--It is the policy of the 
     Congress that States, in cooperation with local educational 
     agencies, schools, and parent groups, should be encouraged to 
     enforce disciplinary policies with respect to parents of 
     children who display criminal or violent behavior toward 
     teachers, students, other persons, or school property.
             TITLE IX--EDUCATIONAL RESEARCH AND IMPROVEMENT

     SEC. 901. SHORT TITLE.

       This title may be cited as the ``Educational Research and 
     Improvement Act of 1994''.

         PART A--OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT

     SEC. 911. REPEAL.

       (a) Repeal.--Section 405 of the General Education 
     Provisions Act (20 U.S.C. 1221e) is repealed.
       (b) Conforming Amendment.--The second sentence of section 
     209 of the Department of Education Organization Act (20 
     U.S.C. 3419) is amended by inserting ``and such functions as 
     set forth in section 102 of the Educational Research and 
     Improvement Act of 1993'' after ``delegate''.

     SEC. 912. OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT.

       (a) Purposes; Composition; Definitions.--
       (1) Purposes.--The purposes of the Office of Educational 
     Research and Improvement are to--
       (A) assess, promote, and improve the quality and equity of 
     education in the United States, so that all Americans have an 
     equal opportunity to receive an education of the highest 
     quality;
       (B) provide new directions for federally supported research 
     and development activities with a view toward reform in the 
     Nation's school systems, achieving the National Education 
     Goals and affecting national policy for education;
       (C) provide leadership in the scientific inquiry into the 
     educational process;
       (D) provide leadership in advancing the practice of 
     education as an art, science, and profession;
       (E) collect, analyze, and disseminate statistics and other 
     data related to education in the United States and other 
     nations; and
       (F) make available to the Congress and the people of the 
     United States the results of research and development 
     activities in the field of education in order to bring 
     research directly to the classroom to improve educational 
     practice.
       (2) Composition.--
       (A) In general.--The Office shall be administered by the 
     Assistant Secretary and shall include--
       (i) the Advisory Board of Educational Research described in 
     subparagraph (B);
       (ii) the directorates for educational research described in 
     subsections (c) through (h);
       (iii) the regional educational laboratories described in 
     subsection (k);
       (iv) the Office of Dissemination and Reform Assistance 
     described in subsection (m);
       (v) the National Education Library described in subsection 
     (o);
       (vi) the Education Resources Information Clearinghouses 
     described in subsection (p);
       (vii) the National Center for Education Statistics, 
     including the National Assessment of Educational Progress; 
     and
       (viii) such other entities as the Assistant Secretary deems 
     appropriate to carry out the purposes of the Office.
       (B) Advisory board of educational research.--
       (i) Advisory board of educational research.--The Advisory 
     Board of Educational Research shall consist of 9 members to 
     be appointed by the Secretary. The Assistant Secretary shall 
     serve as an ex officio member.
       (ii) Qualifications.--

       (I) In general.--The persons appointed as members of the 
     Advisory Board shall be appointed solely on the basis of--

       (aa) eminence in the fields of basic or applied research, 
     or dissemination of such research; or
       (bb) established records of distinguished service in 
     educational research and the education professions, including 
     practitioners.

       (II) Consideration.--In making appointments under this 
     clause, the Secretary shall give due consideration to the 
     equitable representation of educational researchers who--

       (aa) are women;
       (bb) represent minority groups; or
       (cc) are classroom teachers with research experience.

       (III) Recommendations.--In making appointments under this 
     clause, the Secretary shall give due consideration to any 
     recommendations for an appointment which may be submitted to 
     the Secretary by a variety of groups with prominence in 
     educational research and development, including the National 
     Academy of Education and the National Academy of Sciences.
       (IV) A member of the Advisory Board may not serve on any 
     other Department of Education advisory board, or as a paid 
     consultant of such Department.

       (iii) Term.--(I) The term of office of each member of the 
     Advisory Board shall be 6 years, except that initial 
     appointments shall be made to ensure staggered terms, with 
     one-third of such members' terms expiring every 2 years. Any 
     member appointed to fill a vacancy occurring prior to the 
     expiration of the term for which the member's predecessor was 
     appointed shall be appointed for the remainder of such term. 
     Any person, other than the Assistant Secretary, who has been 
     a member of the Advisory Board for 12 consecutive years shall 
     thereafter be ineligible for appointment during the 6-year 
     period following such twelfth year.
       (II) Prohibition regarding removal.--The Secretary shall 
     neither remove nor encourage the departure of a member of the 
     Advisory Board appointed in accordance with this subparagraph 
     before the expiration of such member's term.
       (III) Chairperson.--The members of the Advisory Board shall 
     select a Chairperson from among such members.
       (IV) Quorum.--A majority of the appointed members of the 
     Advisory Board shall constitute a quorum.
       (V) Staff.--From amounts appropriated pursuant to the 
     authority of subsection (q)(1)(A), the Advisory Board, in 
     consultation with the Assistant Secretary, shall recommend 
     for appointment such staff as may be necessary. Such staff 
     shall be appointed by the Assistant Secretary and assigned at 
     the direction of the Advisory Board.
       (iv) Responsibilities.--The Advisory Board shall provide 
     oversight of the Office, and shall--

       (I) advise the Nation on the Federal research and 
     development effort;
       (II) recommend ways for strengthening active partnerships 
     among researchers, educational practitioners, librarians, and 
     policymakers;
       (III) recommend ways to strengthen interaction and 
     collaboration between the various program offices and 
     components;
       (IV) solicit advice and information from the educational 
     field, to define research needs and suggestions for research 
     topics, and shall involve educational practitioners, 
     particularly teachers, in this process;
       (V) solicit advice from practitioners, policymakers, and 
     researchers, and recommend missions for the national research 
     centers assisted under this section by identifying topics 
     which require long-term, sustained, systematic, programmatic, 
     and integrated research and dissemination efforts;

       (VI) provide recommendations for translating research 
     findings into workable, adaptable models for use in policy 
     and in practice across different settings, and 
     recommendations for other forms of dissemination;
       (VII) provide recommendations for creating incentives to 
     draw talented young people into the field of educational 
     research, including scholars from disadvantaged and minority 
     groups;
       (VIII) provide recommendations for new studies to close 
     gaps in the research base;
       (IX) evaluate and provide recommendations to the President 
     and the Congress regarding the quality of research conducted 
     through each directorate and regional educational laboratory, 
     the relevance of the research topics, and the effectiveness 
     of the dissemination of each directorate's and laboratory's 
     activities;
       (X) advise the Assistant Secretary on standards and 
     guidelines for research programs and activities to ensure 
     that research is of high quality and free from partisan 
     political influence; and
       (XI) provide recommendations to promote coordination and 
     synthesis of research among directorates.

       (v) Committees and reports.--

       (I) In general.--The Advisory Board is authorized to 
     appoint from among its members such committees as the 
     Advisory Board deems necessary, and to assign to committees 
     so appointed such survey and advisory functions as the 
     Advisory Board deems appropriate to assist the Advisory Board 
     in exercising its powers and functions under this section.
       (II) From amounts appropriated pursuant to subsection 
     (q)(1), the Advisory Board shall transmit to the President, 
     for submission to the Congress not later than January 15 of 
     each even-numbered year, a report on the activities of the 
     Office, and on education, educational research, national 
     indicators, and data-gathering in general.

       (3) Definitions.--For the purposes of this section--
       (A) the term ``Advisory Board'' means the Advisory Board of 
     Educational Research established under paragraph (2)(B);
       (B) the term ``Assistant Secretary'' means the Assistant 
     Secretary for Educational Research and Improvement 
     established by section 202 of the Department of Education 
     Organization Act;
       (C) the term ``development'' means transformation or 
     adaptation of research results into usable forms, in order to 
     contribute to the improvement of educational practice;
       (D) the term ``dissemination'' means the communication and 
     transfer of the results of research and proven practice in 
     forms that are understandable, easily accessible and usable 
     or adaptable for use in the improvement of educational 
     practice by teachers, administrators, librarians, other 
     practitioners, researchers, policymakers, and the public;
       (E) the term ``education research'' includes basic and 
     applied research, inquiry with the purpose of applying tested 
     knowledge gained to specific educational settings and 
     problems, development, planning, surveys, assessments, 
     evaluations, investigations, experiments, and demonstrations 
     in the field of education and other fields relating to 
     education;
       (F) the term ``field-initiated research'' means education 
     research in which topics and methods of study are generated 
     by investigators, including teachers and other practitioners, 
     not by the source of funding;
       (G) the term ``Indian reservation'' means a reservation, as 
     such term is defined in--
       (i) section 3(d) of the Indian Financing Act of 1974 (25 
     U.S.C. 1452(d)); or
       (ii) section 4(10) of the Indian Child Welfare Act of 1978 
     (25 U.S.C. 1903(10));
       (H) the term ``Office'', unless otherwise specified, means 
     the Office of Educational Research and Improvement 
     established by section 209 of the Department of Education 
     Organization Act; and
       (I) the term ``technical assistance'' means assistance in 
     identifying, selecting, or designing solutions based on 
     research to address educational problems, planning and design 
     that leads to adapting research knowledge to school practice, 
     training to implement such solutions, and other assistance 
     necessary to encourage adoption or application of research.
       (b) Authorized Activities.--
       (1) Office.--In fulfilling its purposes under this section, 
     the Office is authorized to--
       (A) conduct and support education-related research 
     activities, including basic and applied research, 
     development, planning, surveys, assessments, evaluations, 
     investigations, experiments, and demonstrations of national 
     significance;
       (B) disseminate the findings of education research, and 
     provide technical assistance to apply such information to 
     specific school problems at the school site;
       (C) collect, analyze, and disseminate data related to 
     education, and to library and information services;
       (D) promote the use of knowledge gained from research and 
     statistical findings in schools, other educational 
     institutions, and communities;
       (E) provide training in education research; and
       (F) promote the coordination of education research and 
     research support within the Federal Government, and otherwise 
     assist and foster such research.
       (2) Open competition.--All grants, contracts, and 
     cooperative agreements awarded or entered into pursuant to 
     this section shall be awarded or entered into through a 
     process of open competition and peer review that shall be 
     announced in the Federal Register or other publication that 
     the Secretary determines appropriate.
       (3) Assistant secretary.--
       (A) In general.--In carrying out the activities and 
     programs of the Office, the Assistant Secretary shall--
       (i) ensure that there is broad and regular public and 
     professional involvement from the educational field in the 
     planning and carrying out of the Office's activities, 
     including establishing teacher advisory boards for any 
     program office, program or project of the Office as the 
     Assistant Secretary deems necessary, and involving Indian and 
     Alaska Native researchers and educators in activities that 
     relate to the education of Indian and Alaska Native people;
       (ii) ensure that the selection of research topics and the 
     administration of the program are free from partisan 
     political influence;
       (iii) develop directly, or through grant or contract, 
     standards and guidelines for research, programs and 
     activities carried out through the Office;
       (iv) establish a long- and short-term research agenda in 
     consultation with the Advisory Board; and
       (v) review research priorities established within each 
     directorate and promote research syntheses across the 
     directorates.
       (B) Information and technical assistance.--The Assistant 
     Secretary is authorized to offer information and technical 
     assistance to State and local educational agencies, school 
     boards, and schools, including schools funded by the Bureau 
     of Indian Affairs, to ensure that no student is--
       (i) denied access to the same rigorous, challenging 
     curriculum that such student's peers are offered; or
       (ii) grouped or otherwise labeled in such a way that may 
     impede such student's achievement.
       (C) Long-term agenda.--One year after the date of enactment 
     of this Act, the Assistant Secretary shall submit a report to 
     the President and to the Congress on a 6-year long-term plan 
     for the educational research agenda for the Office. Upon 
     submission of such report and every 2 years thereafter, the 
     Assistant Secretary shall submit to the President and to the 
     Congress a progress report on the 6-year plan, including an 
     assessment of the success or failure of meeting the 
     components of the 6-year plan, proposed modifications or 
     changes to the 6-year plan, and additions to the 6-year plan.
       (4) Secretary.--The Secretary shall enter into contracts 
     for the conduct of independent evaluations of the programs 
     and activities carried out through the Office in accordance 
     with this section, and transmit such evaluations to the 
     Congress, the President and the Assistant Secretary, in order 
     to--
       (A) evaluate--
       (i) the effectiveness of the programs and activities of the 
     Office; and
       (ii) the implementation of projects and programs funded 
     through the Office over time;
       (iii) the impact of educational research on instruction at 
     the school level; and
       (iv) the ability of the Office to keep research funding 
     free from partisan political interference;
       (B) measure the success of educational information 
     dissemination;
       (C) assess the usefulness of research and activities 
     carried out by the Office, including products disseminated by 
     the Office; and
       (D) provide recommendations for improvement of the programs 
     of the Office.
       (5) Intradepartmental coordination.--(A) The Secretary 
     shall establish and maintain a program designed to facilitate 
     planning and cooperative research and development throughout 
     the Department of Education.
       (B) The program described in subparagraph (A) shall 
     include--
       (i) establishing and maintaining a database on all 
     Department of Education funded research and improvement 
     efforts;
       (ii) coordinating the work of the various program offices 
     within the Department of Education to avoid duplication;
       (iii) working cooperatively with the employees of various 
     program offices with the Department of Education on projects 
     of common interest to avoid duplication; and
       (iv) generally increasing communication throughout the 
     Department of Education regarding education research.
       (c) Directorates of Educational Research.--
       (1) Requirements.--
       (A) In general.--In carrying out the functions of the 
     Office, the Assistant Secretary shall establish 5 
     directorates of educational research in accordance with this 
     section.
       (B) Director.--The Assistant Secretary shall appoint a 
     Director for each directorate. Each such Director shall be a 
     leading professional in the field relevant to the mission of 
     the directorate.
       (C) Research syntheses.--The Assistant Secretary shall 
     provide for and promote research syntheses across the 
     directorates in early childhood, elementary, secondary, 
     vocational, and higher education, and shall coordinate 
     research plans, projects, and findings across the 
     directorates, placing a priority on synthesis and 
     coordination between the directorates described in 
     subsections (d) and (e). Each Director shall report directly 
     to the Assistant Secretary, regarding the activities of the 
     directorate, and shall work together to promote research 
     syntheses across the directorates.
       (2) Duties.--Each such directorate shall--
       (A) carry out its activities directly or through grants, 
     contracts, and cooperative agreements with institutions of 
     higher education, public and private organizations, 
     institutions, agencies or individuals, or a consortia 
     thereof;
       (B) conduct and support the highest quality basic and 
     applied research in early childhood, elementary and 
     secondary, vocational and higher education, including teacher 
     education, which is relevant to the directorate;
       (C) have improved student learning and achievement as its 
     primary focus;
       (D) promote research that is based in core content areas;
       (E) conduct sustained research and development on improving 
     the educational achievement of poor and minority individuals 
     as an integral part of the directorates' work;
       (F) serve as a national database on model and demonstration 
     programs which have particular application to the activities 
     of the directorate, particularly with respect to model 
     programs conducted by businesses, private, and nonprofit 
     organizations and foundations;
       (G) support, plan, implement, and operate dissemination 
     activities designed to bring the most effective research 
     directly into classroom practice, school organization and 
     management, teacher preparation and training, and libraries, 
     and to the extent possible, carry out dissemination 
     activities through the use of technology;
       (H) support and provide research information that leads to 
     policy formation for State legislatures, State and local 
     boards of education, schools funded by the Bureau of Indian 
     Affairs, and other policy and governing bodies, to assist 
     such entities in identifying and developing effective 
     policies to promote student achievement and school 
     improvement;
       (I) coordinate the directorate's activities with the 
     activities of the regional educational laboratories 
     established pursuant to subsection (k) and with other 
     educational service organizations in designing the 
     directorate's research agenda and projects in order to 
     increase the responsiveness of such directorate to the needs 
     of teachers and the educational field and to bring research 
     findings directly into schools to ensure the greatest access 
     at the local level to the latest research developments; and
       (J) provide assistance to the Assistant Secretary in 
     planning and coordinating syntheses that provide research 
     knowledge related to each level of the education system (from 
     preschool to higher education) to increase understanding of 
     student performance across different educational levels.
       (3) Reservations.--
       (A) Field-initiated research.--Each directorate shall 
     reserve in each fiscal year not less than one-third of the 
     amount available to such directorate to conduct field-
     initiated research.
       (B) National research centers.--Each directorate shall 
     reserve in each fiscal year not less than one-third of the 
     amount available to such directorate to award grants or enter 
     into contracts with institutions of higher education, public 
     agencies, or private nonprofit organizations, for the support 
     of long-term national research centers of sufficient size, 
     scope, and quality for educational research and development 
     in accordance with paragraph (4), except that no such center 
     shall receive such a grant or contract for less than 
     $1,100,000 for such fiscal year. Each such center shall 
     engage in research, development and dissemination involving 
     topics relevant to the mission of the directorate supporting 
     such center.
       (C) Special rule.--No research and development center 
     supported by the Office and operating on the day preceding 
     the date of enactment of this Act shall by reason of receipt 
     of such support be ineligible to receive any other assistance 
     from the Office authorized by law.
       (4) National research centers.--
       (A) Duration.--The grants or contracts awarded or entered 
     into to support national research centers described in 
     paragraph (3)(B) shall be awarded or entered into for a 
     period of at least 5 years, and may be renewed for additional 
     periods of 5 years after periodic review by the Assistant 
     Secretary.
       (B) Review.--All applications to establish a national 
     research center shall be reviewed by independent experts in 
     accordance with standards and guidelines developed by the 
     Office pursuant to subsections (a)(2)(B)(iv)(X) and 
     (b)(3)(A)(iii). Such standards and guidelines shall include--
       (i) whether applicants have assembled a group of high 
     quality researchers sufficient to achieve the mission of the 
     center;
       (ii) whether the proposed organizational structure and 
     arrangements will facilitate achievement of the mission of 
     the center;
       (iii) whether there is a substantial staff commitment to 
     the work of the center;
       (iv) whether the directors and support staff are full-time 
     employees, to the extent practicable;
       (v) review of the contributions of the applicant's primary 
     researchers for the purpose of evaluating the appropriateness 
     of such primary researchers' experiences and expertise in the 
     context of the proposed center activities, and the adequacy 
     of such primary researchers' time commitments to achievement 
     of the mission of the center; and
       (vi) the manner in which the results of education research 
     will be disseminated for further use.
       (5) Publication.--The Assistant Secretary shall publish 
     proposed research priorities developed by each directorate in 
     the Federal Register every 2 years, not later than October 1 
     of each year, and shall allow a period of 60 days for public 
     comments and suggestions.
       (d) National Directorate on Curriculum, Instruction, and 
     Assessment.--The Assistant Secretary shall establish and 
     operate the National Directorate on Curriculum, Instruction, 
     and Assessment. The directorate established under this 
     subsection is authorized to conduct research on--
       (1) methods to improve student achievement at all 
     educational levels in core content areas;
       (2) methods to improve the process of reading, the craft of 
     writing, the growth of reasoning skills, and the development 
     of information-finding skills;
       (3) enabling students to develop higher order thinking 
     skills;
       (4) methods to teach effectively all students in mixed-
     ability classrooms;
       (5) developing, identifying, or evaluating new educational 
     assessments, including performance-based and portfolio 
     assessments which demonstrate skill and a command of 
     knowledge;
       (6) standards for what students should know and be able to 
     do, particularly standards of desired performance set at 
     internationally competitive levels;
       (7) the use of testing in the classroom and its impact on 
     improving student achievement, including an analysis of how 
     testing affects what is taught;
       (8) test bias as such bias affects historically underserved 
     girls, women, and minority populations;
       (9) test security, accountability, validity, reliability 
     and objectivity;
       (10) relevant teacher training and instruction in giving a 
     test, scoring a test and in the use of test results to 
     improve student achievement;
       (11) curriculum development designed to meet challenging 
     standards, including State efforts to develop such 
     curriculum;
       (12) the need for, and methods of delivering, teacher 
     education, development, and inservice training;
       (13) curriculum, instruction, and assessment in vocational 
     education and school-to-work transition;
       (14) educational methods and activities to reduce and 
     prevent violence in schools;
       (15) the use of technology in learning, teaching, and 
     testing;
       (16) methods of involving parents in their children's 
     education and ways to involve business, industry, and other 
     community partners in promoting excellence in schools; and
       (17) other topics relevant to the mission of the 
     directorate.
       (e) National Directorate on the Educational Achievement of 
     Historically Underserved Populations.--The Assistant 
     Secretary shall establish and operate a National Directorate 
     on the Educational Achievement of Historically Underserved 
     Populations, the activities of which shall be closely 
     coordinated with those of the directorate described in 
     subsection (d). The directorate established under this 
     subsection is authorized to conduct research on--
       (1) the quality of educational opportunities afforded 
     historically underserved populations, including minority 
     students, students with disabilities, economically 
     disadvantaged students, girls, women, limited-English 
     proficient students, and Indian and Alaska Native students, 
     particularly the quality of educational opportunities 
     afforded such populations in highly concentrated urban areas 
     and sparsely populated rural areas;
       (2) effective institutional practices for expanding 
     opportunities for such groups;
       (3) methods for overcoming the barriers to learning that 
     may impede student achievement;
       (4) innovative teacher training and professional 
     development methods to help the historically underserved meet 
     challenging standards;
       (5) the use of technology to improve the educational 
     opportunities and achievement of the historically 
     underserved;
       (6) the means by which parents, community resources and 
     institutions (including cultural institutions) can be 
     utilized to support and improve the achievement of at-risk 
     students;
       (7) methods to improve the quality of the education of 
     American Indian and Alaska Native students not only in 
     schools funded by the Bureau of Indian Affairs, but also in 
     public elementary and secondary schools located on or near 
     Indian reservations, including--
       (A) research on mechanisms to facilitate the establishment 
     of tribal departments of education that assume responsibility 
     for all education programs of State educational agencies 
     operating on an Indian reservation and all education programs 
     funded by the Bureau of Indian Affairs on an Indian 
     reservation;
       (B) research on the development of culturally appropriate 
     curriculum for American Indian and Alaska Native students, 
     including American Indian and Alaska Native culture, 
     language, geography, history and social studies, and 
     graduation requirements related to such curriculum;
       (C) research on methods for recruiting, training and 
     retraining qualified teachers from American Indian and Alaska 
     Native communities, including research to promote flexibility 
     in the criteria for certification of such teachers;
       (D) research on techniques for improving the educational 
     achievement of American Indian and Alaska Native students, 
     including methodologies to reduce dropout rates and increase 
     graduation by such students; and
       (E) research concerning the performance by American Indian 
     and Alaska Native students of limited-English proficiency on 
     standardized achievement tests, and related factors; and
       (8) other topics relevant to the mission of the 
     directorate.
       (f) National Directorate on Early Childhood Development and 
     Education.--The Assistant Secretary shall establish and 
     operate the National Directorate on Early Childhood 
     Development and Education, which shall have a special 
     emphasis on families and communities as families and 
     communities relate to early childhood education. The 
     directorate established under this subsection is authorized 
     to conduct research on--
       (1) effective teaching and learning methods, and 
     curriculum;
       (2) instruction that considers the cultural experiences of 
     children;
       (3) access to current materials in libraries;
       (4) family literacy and parental involvement in student 
     learning;
       (5) the impact that outside influences have on learning, 
     including television, and drug and alcohol abuse;
       (6) methods for integrating learning in settings other than 
     the classroom, particularly within families and communities;
       (7) teacher training;
       (8) readiness to learn, including topics such as prenatal 
     care, nutrition, and health services;
       (9) the use of technology, including methods to help 
     parents instruct their children; and
       (10) other topics relevant to the mission of the 
     directorate.
       (g) National Directorate on Elementary and Secondary 
     Educational Governance, Finance, Policymaking, and 
     Management.--The Assistant Secretary shall establish and 
     operate a National Directorate on Elementary and Secondary 
     Educational Governance, Finance, Policymaking, and 
     Management. The directorate established under this subsection 
     is authorized to conduct research on--
       (1) the relationship among finance, organization, and 
     management, and educational productivity, particularly with 
     respect to student achievement across educational levels and 
     core content areas;
       (2) school-based management, shared decisionmaking and 
     other innovative school structures, and State and local 
     reforms and educational policies, which show promise for 
     improving student achievement;
       (3) innovative school design, including lengthening the 
     school day and the school year, reducing class size and 
     building professional development into the weekly school 
     schedule and, as appropriate, conducting such further 
     research as may be recommended or suggested by the report 
     issued by the National Education Commission on Time and 
     Learning pursuant to section 443 of the General Education 
     Provisions Act;
       (4) the social organization of schooling and the inner-
     workings of schooling;
       (5) policy decisions at all levels and the impact of such 
     decisions on school achievement and other student outcomes;
       (6) effective approaches to organizing learning;
       (7) effective ways of grouping students for learning so 
     that a student is not labeled or stigmatized in ways that may 
     impede such student's achievement;
       (8) the amount of dollars allocated for education that are 
     actually spent on classroom instruction;
       (9) the organization, structure, and finance of vocational 
     education;
       (10) disparity in school financing among States, school 
     districts, and schools funded by the Bureau of Indian 
     Affairs;
       (11) the use of technology in areas such as assisting in 
     school-based management or ameliorating the effects of 
     disparity in school financing among States, school districts, 
     and schools funded by the Bureau of Indian Affairs;
       (12) approaches to systemic reforms involving the 
     coordination of multiple policies at the local, State, and 
     Federal levels of government to promote higher levels of 
     student achievement;
       (13) the special adult education needs of historically 
     underserved and minority populations;
       (14) the involvement of parents and families in the 
     management and governance of schools and the education of 
     their children; and
       (15) other topics relevant to the mission of the 
     directorate.
       (h) National Directorate on Adult Education, Literacy and 
     Lifelong Learning.--The Assistant Secretary shall establish 
     and operate a National Directorate on Adult Education, 
     Literacy and Lifelong Learning. The directorate established 
     under this subsection is authorized to conduct research on--
       (1) learning and performance of adults, and policies and 
     methods for improving learning in contexts that include 
     school-to-work, worker retraining, and second-language 
     acquisition;
       (2) the most effective training methods for adults to 
     upgrade education and vocational skills;
       (3) opportunities for adults to continue their education 
     beyond higher education and graduate school, in the context 
     of lifelong learning and information-finding skills;
       (4) adult literacy and effective methods, including 
     technology, to eliminate illiteracy;
       (5) preparing students for a lifetime of work, the ability 
     to adapt through retraining to the changing needs of the work 
     force and the ability to learn new tasks;
       (6) the use of technology to develop and deliver effective 
     training methods for adults to upgrade their education and 
     their vocational skills; and
       (7) other topics relevant to the mission of the 
     directorate.
       (i) Personnel.--
       (1) In general.--The Assistant Secretary may appoint, for 
     terms not to exceed 3 years (without regard to the provisions 
     of title 5, United States Code governing appointment in the 
     competitive service) and may compensate (without regard to 
     the provisions of chapter 51 and subchapter III of chapter 53 
     of such title relating to classification and General Schedule 
     pay rates) such scientific or professional employees of the 
     Office as the Assistant Secretary considers necessary to 
     accomplish the functions of the Office. Such employees shall 
     not exceed one-fifth of the number of full-time, regular 
     scientific or professional employees of the Office. The rate 
     of basic pay for such employees may not exceed the maximum 
     annual rate of pay for grade GS-15 under section 5332 of 
     title 5, United States Code.
       (2) Reappointment.--The Assistant Secretary may reappoint 
     employees described in paragraph (1) upon presentation of a 
     clear and convincing justification of need, for 1 additional 
     term not to exceed 3 years. All such employees shall work on 
     activities of the Office and shall not be reassigned to other 
     duties outside the Office during their term.
       (j) Selection Procedures and Fellowships.--
       (1) Selection procedures.--When making competitive awards 
     under this section, the Assistant Secretary shall--
       (A) solicit recommendations and advice regarding research 
     priorities, opportunities, and strategies from qualified 
     experts, such as education professionals and policymakers, 
     librarians, personnel of the regional educational 
     laboratories described in subsection (k) and of the research 
     and development centers assisted under this section, and the 
     Advisory Board, as well as parents and other members of the 
     general public;
       (B) employ suitable selection procedures using the 
     procedures and principles of peer review providing an 
     appropriate balance between expertise in research and 
     practice for all proposals so that technical research merit 
     is judged by research experts and programmatic relevance is 
     judged by program experts, except where such peer review 
     procedures are clearly inappropriate given such factors as 
     the relatively small amount of a grant or contract or the 
     exigencies of the situation; and
       (C) determine that the activities assisted will be 
     conducted efficiently, will be of high quality, and will meet 
     priority research and development needs under this section.
       (2) Fellowships.--
       (A) Publication.--The Assistant Secretary shall publish 
     proposed research priorities for the awarding of research 
     fellowships under this paragraph in the Federal Register 
     every 2 years, not later than October 1 of each year, and 
     shall allow a period of 60 days for public comments and 
     suggestions.
       (B) Competition.--Prior to awarding a fellowship under this 
     paragraph, the Assistant Secretary shall invite applicants to 
     compete for such fellowships through notice published in the 
     Federal Register.
       (C) Authority.--From amounts appropriated pursuant to the 
     authority of subsection (q)(1), the Assistant Secretary may 
     establish and maintain research fellowships in the Office, 
     for scholars, researchers, policymakers, education 
     practitioners, librarians, and statisticians engaged in the 
     use, collection, and dissemination of information about 
     education and educational research. Subject to regulations 
     published by the Assistant Secretary, fellowships may include 
     such stipends and allowances, including travel and 
     subsistence expenses provided under title 5, United States 
     Code, as the Assistant Secretary considers appropriate.
       (k) Regional Educational Laboratories for Research, 
     Dissemination, and Technical Assistance.--
       (1) Authority.--
       (A) In general.--Subject to subparagraph (B), the Assistant 
     Secretary shall support at least 10 but not more than 20 
     regional educational laboratories established by public 
     agencies or private nonprofit organizations.
       (B) Special rule.--In any fiscal year in which the amount 
     appropriated pursuant to the authority of subsection (q)(2) 
     exceeds $38,000,000, the Assistant Secretary may use the 
     amount in excess of $38,000,000 to support a regional 
     educational laboratory serving a region not in existence on 
     the day preceding the date of enactment of this Act, if such 
     amount is equal to or exceeds $2,000,000.
       (C) Priority.--The Assistant Secretary shall give priority 
     to supporting a regional educational laboratory that involves 
     the combination or subdivision of a region or regions, such 
     that States within a region in existence on the day preceding 
     the date of enactment of this Act may be combined with States 
     in another such region to form a new region so long as such 
     combination does not result in any region in existence on 
     such date permanently becoming part of a larger region, nor 
     of any such region permanently subsuming another region.
       (2) Definition.--For purposes of this subsection, the term 
     ``regional educational laboratory'' means a public agency or 
     institution or a private nonprofit organization that--
       (A) serves the education improvement needs in a geographic 
     region of the United States; and
       (B) advances the National Education Goals.
       (3) Duties.--Each regional educational laboratory shall--
       (A) have as its central mission and primary function--
       (i) to develop and disseminate educational research 
     products and processes to schools, teachers, local 
     educational agencies, State educational agencies, librarians, 
     and schools funded by the Bureau of Indian Affairs; and
       (ii) through such development and dissemination and the 
     provision of technical assistance, to help all students learn 
     to challenging standards;
       (B) provide technical assistance to State and local 
     educational agencies, school boards, schools funded by the 
     Bureau of Indian Affairs, State boards of education, schools, 
     and librarians in accordance with the prioritization 
     described in paragraph (4)(B)(vi) and needs related to 
     standard-driven education reform;
       (C) facilitate school restructuring at the individual 
     school level, including technical assistance for adapting 
     model demonstration grant programs to each school;
       (D) serve the educational development needs of the region 
     by providing education research in usable forms in order to 
     promote school improvement and academic achievement and to 
     correct educational deficiencies;
       (E) develop a plan for identifying and serving the needs of 
     the region by conducting a continuing survey of the 
     educational needs, strengths, and weaknesses within the 
     region, including a process of open hearings to solicit the 
     views of schools, teachers, administrators, parents, local 
     educational agencies, librarians, and State educational 
     agencies within the region;
       (F) use applied educational research to assist in solving 
     site-specific problems and to assist in development 
     activities;
       (G) conduct applied research projects designed to serve the 
     particular needs of the region only in the event that such 
     quality applied research does not exist as determined by the 
     regional education laboratory or the Department of Education;
       (H) facilitate communication between educational experts, 
     school officials, and teachers, parents, and librarians, to 
     enable such individuals to assist schools to develop a plan 
     to meet the National Education Goals;
       (I) bring teams of experts together to develop and 
     implement school improvement plans and strategies;
       (J) provide training in--
       (i) the field of education research and related areas;
       (ii) the use of new educational methods; and
       (iii) the use of information-finding methods, practices, 
     techniques, and products developed in connection with such 
     training for which the regional educational laboratory may 
     support internships and fellowships and provide stipends;
       (K) coordinate such laboratory's activities with the 
     directorates assisted under this section in designing such 
     laboratory's services and projects, in order to--
       (i) maximize the use of research conducted through the 
     directorates in the work of such laboratory;
       (ii) keep the directorates apprised of the work of the 
     regional educational laboratories in the field; and
       (iii) inform the directorates about additional research 
     needs identified in the field;
       (L) develop with the State educational agencies and library 
     agencies in the region and the Bureau of Indian Affairs a 
     plan for serving the region;
       (M) collaborate and coordinate services with other 
     technical assistance funded by the Department of Education; 
     and
       (N) cooperate with other regional laboratories to develop 
     and maintain a national network that addresses national 
     education problems.
       (4) Governing board.--
       (A) In general.--In carrying out the activities described 
     in paragraph (3), each regional educational laboratory shall 
     operate under the direction of a governing board, the members 
     of which--
       (i) are representative of that region; and
       (ii) include teachers and education researchers.
       (B) Duties.--Each such governing board shall--
       (i) determine, subject to the requirements of this section 
     and in consultation with the Assistant Secretary, the mission 
     of the regional educational laboratory;
       (ii) ensure that the regional educational laboratory 
     attains and maintains a high level of quality in its work and 
     products;
       (iii) establish standards to ensure that the regional 
     educational laboratory has strong and effective governance, 
     organization, management, and administration, and employs 
     qualified staff;
       (iv) direct the regional educational laboratory to carry 
     out the regional educational laboratory's duties in a manner 
     as will make progress toward achieving the National Education 
     Goals and reforming schools and educational systems;
       (v) conduct a continuing survey of the educational needs, 
     strengths, and weaknesses within the region, including a 
     process of open hearings to solicit the views of schools and 
     teachers; and
       (vi) prioritize the needs of economically disadvantaged 
     urban and rural areas within the region and ensure that such 
     needs are served by the regional educational laboratory.
       (5) Application.--Each entity desiring support for a 
     regional educational laboratory shall submit to the Assistant 
     Secretary an application that contains such information as 
     the Assistant Secretary may reasonably require, including 
     assurances that a regional educational laboratory will 
     address the activities described in paragraph (3).
       (6) Additional projects.--In addition to activities 
     described in paragraph (3), the Assistant Secretary, from 
     amounts appropriated pursuant to subsection (q)(4), is 
     authorized to enter into agreements with a regional 
     educational laboratory for the purpose of carrying out 
     additional projects to enable such regional educational 
     laboratory to assist in efforts to achieve the National 
     Education Goals and for other purposes.
       (7) Special rule.--No regional educational laboratory 
     shall, by reason of receipt of assistance under this section, 
     be ineligible to receive any other assistance from the Office 
     authorized by law or be prohibited from engaging in 
     activities involving international projects or endeavors.
       (8) Plan.--Not later than July 1 of each year, each 
     regional educational laboratory shall submit to the Assistant 
     Secretary a plan covering the succeeding fiscal year, in 
     which such laboratory's mission, activities and scope of work 
     are described, including a general description of--
       (A) the plans such laboratory expects to submit in the 4 
     succeeding years; and
       (B) an assessment of how well such laboratory is meeting 
     the needs of the region.
       (9) Contract duration.--The Assistant Secretary shall enter 
     into a contract for the purpose of supporting a regional 
     educational laboratory under this subsection for a minimum of 
     5 years. The Secretary shall ensure that the recompetition 
     cycles for new contracts for regional educational 
     laboratories are carried out in such a manner that the 
     expiration of the laboratory contracts is consistent with the 
     reauthorization cycle.
       (10) Review.--The Assistant Secretary shall review the work 
     of each regional educational laboratory in the third year 
     that such laboratory receives assistance under this 
     subsection, and shall evaluate the performance of such 
     laboratory's activities to determine if such activities are 
     consistent with the duties described in paragraph (3).
       (11) Construction.--Nothing in this subsection 
     shall be construed to require any modifications in the 
     regional educational laboratory contracts in effect on the 
     day preceding the date of enactment of this Act.
       (12) Advance payment system.--Each regional educational 
     laboratory shall participate in the advance payment system of 
     the Department of Education.
       (13) Coordination.--The regional education laboratories 
     shall work collaboratively, and coordinate the services such 
     laboratories provide, with the technical assistance centers 
     authorized under the Elementary and Secondary Education Act 
     of 1965.
       (l) Teacher Research Dissemination Demonstration Program.--
       (1) Findings.--The Congress finds that--
       (A) education research, including research funded by the 
     Office, is not having the impact on the Nation's schools that 
     such research should;
       (B) relevant education research and resulting solutions are 
     not being adequately disseminated to and used by the teachers 
     that need such research and solutions;
       (C) there are insufficient linkages between the research 
     and development centers assisted under this section, the 
     regional educational laboratories described in subsection 
     (k), the National Diffusion Network State facilitators, the 
     Education Resources Information Clearinghouses, the 
     comprehensive technical assistance centers assisted under the 
     Elementary and Secondary Education Act of 1965, and the 
     public schools to ensure that research on effective practice 
     is disseminated and technical assistance provided to all 
     teachers;
       (D) the average teacher has little time to plan or engage 
     in a professional dialogue with peers about strategies for 
     improved learning;
       (E) teachers do not have direct access to information 
     systems or networks;
       (F) teachers have little control over what inservice 
     education teachers will be offered; and
       (G) individual teachers are not encouraged to move beyond 
     the walls of their school buildings to identify and use 
     outside resources.
       (2) Establishment.--
       (A) In general.--The Secretary is authorized to make grants 
     to, and enter into contracts or cooperative agreements with, 
     public and private agencies and organizations, including 
     institutions of higher education, the regional education 
     laboratories, and the research and development centers, or 
     consortia thereof--
       (i) to develop and carry out projects that demonstrate 
     effective strategies for helping elementary and secondary 
     education teachers, in both urban and rural areas, become 
     knowledgeable about, assist in the design and use of, and 
     use, education research, including education research carried 
     out under this section; and
       (ii) to develop, implement, and evaluate models for 
     creation of teacher research dissemination networks.
       (B) Priority.--In awarding grants and entering into 
     contracts and cooperative agreements under subparagraph (A) 
     the Secretary shall give priority to entities that have 
     received Federal funds for research and dissemination.
       (3) Applications.--
       (A) In general.--An entity desiring to receive assistance 
     under this subsection shall submit an application to the 
     Secretary in such form, at such time, and containing such 
     information and assurances as the Secretary may require.
       (B) Contents.--Each such application shall describe how the 
     project described in the application--
       (i) was developed with the active participation of 
     elementary and secondary school teachers;
       (ii) will include the continuing participation of 
     elementary and secondary school teachers in the management of 
     the project;
       (iii) is organized around one or more significant research 
     topics;
       (iv) will involve collaboration with entities that have 
     received Federal funds for research and dissemination; and
       (v) will sustain over time teacher research dissemination 
     networks after Federal funding for such networks terminates.
       (4) Use of funds.--Funds provided under this subsection may 
     be used--
       (A) to train elementary and secondary education teachers 
     (particularly new teachers) about the sources of education 
     research findings, including research findings available 
     through activities supported by the Office, and how to access 
     and use such findings to improve the quality of instruction;
       (B) to develop simple formats, both administrative and 
     technological, that allow elementary and secondary education 
     teachers easy access to and use of education research 
     findings;
       (C) to share strategies and materials;
       (D) to support professional networks;
       (E) to survey teacher needs in the areas of research and 
     development; and
       (F) for other activities designed to support elementary and 
     secondary education teachers in becoming knowledgeable about, 
     assisting in the design of, and using, educational research.
       (5) Stipends.--The Secretary may provide for the payment of 
     such stipends (including allowances for subsistence and other 
     expenses for elementary and secondary teachers), as the 
     Secretary determines to be appropriate, to teachers 
     participating in the projects authorized under this 
     subsection.
       (6) Coordination.--Recipients of funds under this 
     subsection shall, to the greatest extent possible, coordinate 
     their activities with related activities under the Elementary 
     and Secondary Education Act of 1965.
       (7) Report.--The Secretary shall, within 5 years of the 
     date of enactment of this Act, submit to the Congress a 
     report on the effectiveness of activities assisted under this 
     subsection.
       (m) Office of Dissemination and Reform Assistance.--
       (1) In general.--The Assistant Secretary shall establish an 
     Office of Dissemination and Reform Assistance, which may 
     include the Education Resources Information Clearinghouses, 
     the regional educational laboratories, the National 
     Clearinghouse for Science and Mathematics Resources, the 
     National Diffusion Network, the National Education Library, 
     and such other programs and activities as the Assistant 
     Secretary deems appropriate. The Office of Dissemination and 
     Reform Assistance shall be headed by a Director who shall be 
     appointed by the Assistant Secretary and have a demonstrated 
     expertise and experience in dissemination.
       (2) Duties.--In carrying out its dissemination activities, 
     the Office of Dissemination and Reform Assistance shall--
       (A) operate a depository for all Department of Education 
     publications and products and make available for reproduction 
     such publications and products;
       (B) coordinate the dissemination efforts of all Office of 
     Educational Research and Improvement program offices, the 
     regional educational laboratories, the directorates assisted 
     under this section, the National Diffusion Network, and the 
     Education Resources Information Clearinghouses;
       (C) disseminate relevant and useful research, information, 
     products, and publications developed through or supported by 
     the Department of Education to schools throughout the Nation;
       (D) develop the capacity to connect schools and teachers 
     seeking information with the relevant regional educational 
     laboratories assisted under subsection (k), the National 
     Diffusion Network, the directorates assisted under this 
     section, and the Education Resources Information 
     Clearinghouses; and
       (E) provide an annual report to the Secretary regarding the 
     types of information, products, and services that teachers, 
     schools, and school districts have requested and have 
     determined to be most useful, and describe future plans to 
     adapt Department of Education products and services to 
     address the needs of the users of such information, products, 
     and services.
       (3) Additional activities.--In addition, the Office of 
     Dissemination and Reform Assistance may--
       (A) use media and other educational technology to carry out 
     dissemination activities, including program development;
       (B) establish and maintain a database on all research and 
     improvement efforts funded through the Department of 
     Education;
       (C) actively encourage cooperative publishing of 
     significant publications;
       (D) disseminate information on successful models and 
     educational methods which have been recommended to the Office 
     of Dissemination and Reform Assistance by educators, 
     educational organizations, nonprofit organizations, 
     businesses, and foundations, and disseminate such models by 
     including, with any such information, an identification of 
     the entity or entities that have recommended the program; and
       (E) engage in such other dissemination activities as the 
     Assistant Secretary determines necessary.
       (n) National Diffusion Network State Facilitators.--The 
     National Diffusion Network described in section 1562 of the 
     Elementary and Secondary Education Act of 1965 is authorized 
     to provide information through National Diffusion Network 
     State facilitators on model or demonstration projects funded 
     by the Department of Education. For purposes of carrying out 
     this subsection, information on such model projects does not 
     have to be approved through the program effectiveness panel, 
     but may be provided directly through the State facilitators. 
     In addition, the National Diffusion Network may disseminate 
     other information available through the Office of Education 
     Dissemination and Reform Assistance established under 
     subsection (m) through the National Diffusion Network.
       (o) National Education Library.--
       (1) Establishment.--There shall be established a National 
     Library of Education at the Department of Education 
     (hereafter in this subsection referred to as the ``Library'') 
     which shall--
       (A) be a national resource center for teachers, scholars, 
     librarians, State, local, and Indian tribal education 
     officials, parents, and other interested individuals; and
       (B) provide resources to assist in the--
       (i) advancement of research on education;
       (ii) dissemination and exchange of scientific and other 
     information important to the improvement of education at all 
     levels; and
       (iii) improvement of educational achievement.
       (2) Mission.--The mission of the Library shall be to--
       (A) become a principal center for the collection, 
     preservation, and effective utilization of the research and 
     other information related to education and to the improvement 
     of educational achievement;
       (B) strive to ensure widespread access to the Library's 
     facilities and materials, coverage of all education issues 
     and subjects, and quality control;
       (C) have an expert library staff; and
       (D) use modern information technology that holds the 
     potential to link major libraries, schools, and educational 
     centers across the United States into a network of national 
     education resources.
       (3) Functions.--The Library shall--
       (A) establish a policy to acquire and preserve books, 
     periodicals, data, prints, films, recordings, and other 
     library materials related to education;
       (B) establish a policy to disseminate information about the 
     materials available in the Library;
       (C) make available through loans, photographic or other 
     copying procedures, or otherwise, such materials in the 
     Library as the Secretary deems appropriate; and
       (D) provide reference and research assistance.
       (4) Librarian.--
       (A) In general.--The Secretary shall appoint a librarian to 
     head the Library.
       (B) Experience.--The individual appointed pursuant to 
     subparagraph (A) shall have extensive experience as a 
     librarian.
       (C) Solicitation of nominations.--The Secretary shall 
     solicit nominations from individuals and organizations before 
     making the appointment described in subparagraph (A).
       (D) Salary.--The librarian shall be paid at not less than 
     the minimum rate of pay payable for level GS-15 of the 
     General Schedule.
       (p) Education Resources Information Clearinghouses.--The 
     Assistant Secretary shall establish and support Education 
     Resources Information Clearinghouses (including directly 
     supporting dissemination services) having such functions as 
     the clearinghouses had on the day preceding the date of 
     enactment of this Act, except that--
       (1) the Assistant Secretary shall establish for the 
     clearinghouses a coherent policy for the abstraction from, 
     and inclusion in, the educational resources information 
     clearinghouse system books, periodicals, reports, and other 
     materials related to education; and
       (2) the clearinghouses shall collect and disseminate 
     information on alternative management demonstration projects 
     operating in public schools throughout the Nation.
       (q) Authorization of Appropriations.--
       (1) Directorates of educational research.--
       (A) In general.--There are authorized to be appropriated 
     $100,000,000 for fiscal year 1995, and such sums as may be 
     necessary for each of the fiscal years 1996 through 1999, to 
     carry out subsections (c) through (h), relating to the 
     Directorates of Educational Research.
       (B) Appropriations of $70,000,000 or less.--From the amount 
     made available under clause (i) in any fiscal year in which 
     the amount appropriated to carry out such clause is 
     $70,000,000 or less--
       (i) at least 25 percent of such amount shall be available 
     to carry out subsection (d), relating to the National 
     Directorate on Curriculum, Instruction, and Assessment;
       (ii) at least 10 percent of such amount shall be available 
     to carry out subsection (e), relating to the National 
     Directorate on the Educational Achievement of Historically 
     Underserved Populations;
       (iii) at least 10 percent of such amount shall be available 
     to carry out subsection (f), relating to the National 
     Directorate on Early Childhood Development and Education;
       (iv) at least 5 percent of such amount shall be available 
     to carry out subsection (g), relating to the National 
     Directorate on Elementary and Secondary Educational 
     Governance, Finance, Policymaking, and Management;
       (v) at least 5 percent of such amount shall be available to 
     carry out subsection (h), relating to the National 
     Directorate on Adult Education, Literacy and Lifelong 
     Learning; and
       (vi) not more than 10 percent of such amount shall be 
     available to carry out synthesis and coordination activities 
     described in subsection (c)(1)(C).
       (C) Appropriations greater than $70,000,000.--From the 
     amount made available under clause (i) in any fiscal year in 
     which the amount appropriated to carry out such clause is 
     greater than $70,000,000--
       (i) at least 30 percent of such amount shall be available 
     to carry out subsection (d), relating to the National 
     Directorate on Curriculum, Instruction, and Assessment;
       (ii) at least 10 percent of such amount shall be available 
     to carry out subsection (e), relating to the National 
     Directorate on the Educational Achievement of Historically 
     Underserved Populations;
       (iii) at least 10 percent of such amount shall be available 
     to carry out subsection (f), relating to the National 
     Directorate on Early Childhood Development and Education;
       (iv) at least 10 percent of such amount shall be available 
     to carry out subsection (g), relating to the National 
     Directorate on Elementary and Secondary Educational 
     Governance, Finance, Policymaking, and Management;
       (v) at least 10 percent of such amount shall be available 
     to carry out subsection (h), relating to the National 
     Directorate on Adult Education, Literacy and Lifelong 
     Learning; and
       (vi) not more than 10 percent of such amount shall be 
     available to carry out synthesis and coordination activities 
     described in subsection (c)(1)(C).
       (D) Special rule.--Not less than 95 percent of funds 
     appropriated pursuant to the authority of clause (i) in any 
     fiscal year shall be expended to carry out this section 
     through grants, cooperative agreements, or contracts.
       (2) Regional educational laboratories.--There are 
     authorized to be appropriated $41,000,000 for fiscal year 
     1995, and such sums as may be necessary for each of the 
     fiscal years 1996 through 1999, to carry out subsection (k), 
     relating to the regional educational laboratories.
       (3) Teacher research dissemination demonstration program.--
       (A) In general.--There are authorized to be appropriated 
     $10,000,000 for fiscal year 1995, and such sums as may be 
     necessary for each of the fiscal years 1996 through 1999, to 
     carry out the provisions of subsection (l), relating to the 
     teacher research dissemination demonstration program.
       (B) Peer review.--The Secretary may use not more than 0.2 
     percent of the amount appropriated pursuant to the authority 
     of subparagraph (A) for each fiscal year for peer review of 
     applications under this section.
       (4) Office of dissemination and reform assistance.--There 
     are authorized to be appropriated $5,000,000 for fiscal year 
     1995, and such sums as may be necessary for each of the 
     fiscal years 1996 through 1999, to carry out subsections (m) 
     and (k)(6), relating to the Office of Education Dissemination 
     and Reform Assistance and additional projects for regional 
     educational laboratories, respectively.
       (5) National diffusion network state facilitators.--There 
     are authorized to be appropriated $10,000,000 for the fiscal 
     year 1995, and such sums as may be necessary for each of 
     fiscal years 1996 through 1999, to carry out subsection (n), 
     relating to the National Diffusion Network State 
     Facilitators.
       (6) National education library.--There are authorized to be 
     appropriated $10,000,000 for fiscal year 1995, and such sums 
     as may be necessary for each of the fiscal years 1996 through 
     1999, to carry out subsection (o), relating to the National 
     Education Library.
       (7) Education resources information clearinghouses.--There 
     are authorized to be appropriated $10,000,000 for fiscal year 
     1995, and such sums as may be necessary for each of the 
     fiscal years 1996 through 1999, to carry out subsection (p), 
     relating to the Education Resources Information 
     Clearinghouses.
       (8) Administration of funds.--When more than one Federal 
     agency uses funds to support a single project under this 
     section, the Office may act for all such agencies in 
     administering such funds.
       (r) Existing Contracts and Grants.--
       (1) Special rule.--Notwithstanding any other provision of 
     law, grants or contracts for the regional educational 
     laboratories and the centers assisted under section 405 of 
     the General Education Provisions Act on the day preceding the 
     date of enactment of this Act shall remain in effect until 
     the termination date of such grants or contracts, except that 
     the grants or contracts for such centers which terminate 
     before the competition for the new centers described in 
     subsection (c)(3)(B) is completed may be extended until the 
     time that the awards for such new centers are made.
       (2) Funding.--The Secretary shall use amounts appropriated 
     pursuant to the authority of subsection (q)(1)(A) to support 
     the grants or contracts described in paragraph (1).

     SEC. 913. SAVINGS PROVISIONS.

       (a) Continuing Effect of Legal Documents.--All orders, 
     determinations, rules, regulations, permits, agreements, 
     grants, contracts, certificates, licenses, registrations, 
     privileges, and other administrative actions--
       (1) which have been issued, made, granted, or allowed to 
     become effective by the President, any Federal agency or 
     official thereof, or by a court of competent jurisdiction, in 
     the performance of functions of the Office of Educational 
     Research and Improvement (as such functions existed on the 
     day before the date of enactment of this Act); and
       (2) which are in effect at the time this title takes 
     effect, or were final before the effective date of this title 
     and are to become effective on or after the effective date of 
     this title,

     shall continue in effect according to their terms until 
     modified, terminated, superseded, set aside, or revoked in 
     accordance with law by the President, the Secretary or other 
     authorized official, a court of competent jurisdiction, or by 
     operation of law.
       (b) Proceedings Not Affected.--The provisions of this title 
     shall not affect any proceedings, including notices of 
     proposed rulemaking, or any application for any license, 
     permit, certificate, or financial assistance pending before 
     the Office of Educational Research and Improvement at the 
     time this title takes effect, with respect to functions of 
     such Office but such proceedings and applications shall be 
     continued. Orders shall be issued in such proceedings, 
     appeals shall be taken therefrom, and payments shall be made 
     pursuant to such orders, as if this title had not been 
     enacted, and orders issued in any such proceedings shall 
     continue in effect until modified, terminated, superseded, or 
     revoked by a duly authorized official, by a court of 
     competent jurisdiction, or by operation of law. Nothing in 
     this subsection shall be deemed to prohibit the 
     discontinuance or modification of any such proceeding under 
     the same terms and conditions and to the same extent that 
     such proceeding could have been discontinued or modified if 
     this title had not been enacted.
       (c) Suits Not Affected.--The provisions of this title shall 
     not affect suits commenced before the effective date of this 
     title, and in all such suits, proceedings shall be had, 
     appeals taken, and judgments rendered in the same manner and 
     with the same effect as if this title had not been enacted.
       (d) Nonabatement of Actions.--No suit, action, or other 
     proceeding commenced by or against the Office of Educational 
     Research and Improvement, or by or against any individual in 
     the official capacity of such individual as an officer of the 
     Office of Educational Research and Improvement, shall abate 
     by reason of the enactment of this title.
       (e) Administrative Actions Relating to Promulgation of 
     Regulations.--Any administrative action relating to the 
     preparation or promulgation of a regulation by the Office of 
     Educational Research and Improvement relating to a function 
     of such Office under this title may be continued by the 
     Office of Educational Research and Improvement with the same 
     effect as if this title had not been enacted.

     SEC. 914. FIELD READERS.

       Section 402 of the Department of Education Organization Act 
     (20 U.S.C. 3462) is amended--
       (1) by inserting ``(a) In General.--'' before ``The 
     Secretary''; and
       (2) by adding at the end the following new subsection:
       ``(b) Special Rule.--
       ``(1) In general.--Notwithstanding any other provision of 
     law, the Secretary may use not more than 1 percent of the 
     funds appropriated for any education program that awards such 
     funds on a competitive basis to pay the expenses and fees of 
     non-Federal experts necessary to review applications and 
     proposals for such funds.
       ``(2) Applicability.--The provisions of paragraph (1) shall 
     not apply to any education program under which funds are 
     authorized to be appropriated to pay the fees and expenses of 
     non-Federal experts to review applications and proposals for 
     such funds.''.

                PART B--EDUCATIONAL IMPROVEMENT PROGRAMS

               Subpart 1--International Education Program

     SEC. 921. INTERNATIONAL EDUCATION PROGRAM.

       (a) Program Established.--The Secretary shall carry out an 
     International Education Program in accordance with this 
     section that shall provide for--
       (1) the study of international education programs and 
     delivery systems; and
       (2) an international education exchange program.
       (b) Assessment and Information.--The Secretary shall award 
     grants for the study, evaluation and analysis of education 
     systems in other nations, particularly Great Britain, France, 
     Germany and Japan. Such studies shall focus upon a 
     comparative analysis of curriculum, methodology and 
     organizational structure, including the length of the school 
     year and school day. In addition, the studies shall provide 
     an analysis of successful strategies employed by other 
     nations to improve student achievement, with a specific focus 
     upon application to schooling and the National Education 
     Goals.
       (c) International Education Exchange.--
       (1) Requirement.--
       (A) In general.--The Secretary shall carry out a program to 
     be known as the International Education Exchange Program. 
     Under such program the Secretary shall award grants to or 
     enter into contracts with organizations with demonstrated 
     effectiveness or expertise in international achievement 
     comparisons, in order to--
       (i) make available to educators from eligible countries 
     exemplary curriculum and teacher training programs in civics 
     and government education and economic education developed in 
     the United States;
       (ii) assist eligible countries in the adaptation and 
     implementation of such programs or joint research concerning 
     such programs;
       (iii) create and implement educational programs for United 
     States students which draw upon the experiences of emerging 
     constitutional democracies;
       (iv) provide a means for the exchange of ideas and 
     experiences in civics and government education and economic 
     education among political, educational and private sector 
     leaders of participating eligible countries; and
       (v) provide support for--

       (I) research and evaluation to determine the effects of 
     educational programs on students' development of the 
     knowledge, skills and traits of character essential for the 
     preservation and improvement of constitutional democracy; and
       (II) effective participation in and the preservation and 
     improvement of an efficient market economy.

       (B) Reservations.--In carrying out the program described in 
     subparagraph (A), the Secretary shall reserve in each fiscal 
     year--
       (i) 50 percent of the amount available to carry out this 
     subsection for civics and government education activities; 
     and
       (ii) 50 percent of such amount for economic education 
     activities.
       (2) Contract authorized.--
       (A) In general.--The Secretary is authorized to contract 
     with independent nonprofit educational organizations to carry 
     out the provisions of this subsection.
       (B) Number.--The Secretary shall award at least 1 but not 
     more than 3 contracts described in subparagraph (A) in each 
     of the areas described in clauses (i) and (ii) of paragraph 
     (1)(B).
       (C) Avoidance of duplication.--The Secretary shall award 
     contracts described in subparagraph (A) so as to avoid 
     duplication of activities in such contracts.
       (D) Requirements.--Each organization with which the 
     Secretary enters into a contract pursuant to subparagraph (A) 
     shall--
       (i) be experienced in--

       (I) the development and national implementation of 
     curricular programs in civics and government education and 
     economic education for students from grades kindergarten 
     through 12 in local, intermediate, and State educational 
     agencies, in schools funded by the Bureau of Indian Affairs, 
     and in private schools throughout the Nation with the 
     cooperation and assistance of national professional 
     educational organizations, colleges and universities, and 
     private sector organizations;
       (II) the development and implementation of cooperative 
     university and school based inservice training programs for 
     teachers of grades kindergarten through grade 12 using 
     scholars from such relevant disciplines as political science, 
     political philosophy, history, law and economics;
       (III) the development of model curricular frameworks in 
     civics and government education and economic education;
       (IV) the administration of international seminars on the 
     goals and objectives of civics and government education or 
     economic education in constitutional democracies (including 
     the sharing of curricular materials) for educational leaders, 
     teacher trainers, scholars in related disciplines, and 
     educational policymakers; and
       (V) the evaluation of civics and government education or 
     economic education programs; and

       (ii) have the authority to subcontract with other 
     organizations to carry out the provisions of this subsection.
       (3) Activities.--The international education program 
     described in this subsection shall--
       (A) provide eligible countries with--
       (i) seminars on the basic principles of United States 
     constitutional democracy and economics, including seminars on 
     the major governmental and economic institutions and systems 
     in the United States, and visits to such institutions;
       (ii) visits to school systems, institutions of higher 
     learning, and nonprofit organizations conducting exemplary 
     programs in civics and government education and economic 
     education in the United States;
       (iii) home stays in United States communities;
       (iv) translations and adaptations regarding United States 
     civics and government education and economic education 
     curricular programs for students and teachers, and in the 
     case of training programs for teachers translations and 
     adaptations into forms useful in schools in eligible 
     countries, and joint research projects in such areas;
       (v) translation of basic documents of United States 
     constitutional government for use in eligible countries, such 
     as The Federalist Papers, selected writings of Presidents 
     Adams and Jefferson and the Anti-Federalists, and more recent 
     works on political theory, constitutional law and economics; 
     and
       (vi) research and evaluation assistance to determine--

       (I) the effects of educational programs on students' 
     development of the knowledge, skills and traits of character 
     essential for the preservation and improvement of 
     constitutional democracy; and
       (II) effective participation in and the preservation and 
     improvement of an efficient market economy;

       (B) provide United States participants with--
       (i) seminars on the histories, economics and governments of 
     eligible countries;
       (ii) visits to school systems, institutions of higher 
     learning, and organizations conducting exemplary programs in 
     civics and government education and economic education 
     located in eligible countries;
       (iii) home stays in eligible countries;
       (iv) assistance from educators and scholars in eligible 
     countries in the development of curricular materials on the 
     history, government and economics of such countries that are 
     useful in United States classrooms;
       (v) opportunities to provide on-site demonstrations of 
     United States curricula and pedagogy for educational leaders 
     in eligible countries; and
       (vi) research and evaluation assistance to determine--

       (I) the effects of educational programs on students' 
     development of the knowledge, skills and traits of character 
     essential for the preservation and improvement of 
     constitutional democracy; and
       (II) effective participation in and improvement of an 
     efficient market economy; and

       (C) assist participants from eligible countries and the 
     United States in participating in international conferences 
     on civics and government education and economic education for 
     educational leaders, teacher trainers, scholars in related 
     disciplines, and educational policymakers.
       (4) Printer materials and programs.--All printed materials 
     and programs provided to foreign nations under this 
     subsection shall bear the logo and text used by the Marshall 
     Plan after World War II, that is, clasped hands with the 
     inscription ``A gift from the American people to the people 
     of (insert name of country)''.
       (5) Participants.--The primary participants in the 
     international education program assisted under this 
     subsection shall be leading educators in the areas of civics 
     and government education and economic education, including 
     curriculum and teacher training specialists, scholars in 
     relevant disciplines, and educational policymakers, from the 
     United States and eligible countries.
       (6) Personnel and technical experts.--The Secretary is 
     authorized to provide Department of Education personnel and 
     technical experts to assist eligible countries establish and 
     implement a database or other effective methods to improve 
     educational delivery systems, structure and organization.
       (7) Definitions.--For the purpose of this subsection the 
     term ``eligible country'' means a Central European country, 
     an Eastern European country, Lithuania, Latvia, Estonia, 
     Georgia, the Commonwealth of Independent States, and any 
     country that formerly was a republic of the Soviet Union 
     whose political independence is recognized in the United 
     States.
       (d) Authorization of Appropriations.--
       (1) Assessment and information.--There are authorized to be 
     appropriated $1,000,000 for fiscal year 1995, and such sums 
     as may be necessary for each of the fiscal years 1996 through 
     1999, to carry out subsection (b).
       (2) International education exchange.--There are authorized 
     to be appropriated $10,000,000 for fiscal year 1995, and such 
     sums as may be necessary for each of the fiscal years 1996 
     through 1999, to carry out subsection (c).

  Subpart 2--Amendments to the Carl D. Perkins Vocational and Applied 
                        Technology Education Act

     SEC. 931. NATIONAL OCCUPATIONAL INFORMATION COORDINATING 
                   COMMITTEE.

       Section 422 of the Carl D. Perkins Vocational and Applied 
     Technology Education Act (20 U.S.C. 2422) is amended--
       (1) in paragraph (2) of subsection (a), by inserting 
     ``(including postsecondary employment and training 
     programs)'' after ``training programs''; and
       (2) in subsection (b)--
       (A) by redesignating subparagraphs (A) and (B) as 
     paragraphs (1) and (2), respectively;
       (B) in the matter preceding paragraph (1) (as redesignated 
     in subparagraph (A)), by inserting ``the State board or 
     agency governing higher education,'' after ``coordinating 
     council,''; and
       (C) in paragraph (1) (as redesignated in subparagraph 
     (A))--
       (i) by striking ``Act and of'' and inserting ``Act, of''; 
     and
       (ii) by inserting ``and of the State board or agency 
     governing higher education'' after ``Job Training Partnership 
     Act'';
       (3) by redesignating subsection (d) as subsection (e); and
       (4) by inserting after subsection (c) the following new 
     subsection:
       ``(d) Data Collection System.--In the development and 
     design of a system to provide data on graduation or 
     completion rates, job placement rates from occupationally 
     specific programs, licensing rates, and awards of high school 
     graduate equivalency diplomas (GED), each State board for 
     higher education shall develop a data collection system the 
     results of which can be integrated into the occupational 
     information system developed under this section.''.

    Subpart 3--Elementary Mathematics and Science Equipment Program

     SEC. 941. SHORT TITLE.

       This subpart may be cited as the ``Elementary Mathematics 
     and Science Equipment Act''.

     SEC. 942. STATEMENT OF PURPOSE.

       It is the purpose of this subpart to raise the quality of 
     instruction in mathematics and science in the Nation's 
     elementary schools by providing equipment and materials 
     necessary for hands-on instruction through assistance to 
     State and local educational agencies.

     SEC. 943. PROGRAM AUTHORIZED.

       The Secretary is authorized to make allotments to State 
     educational agencies under section 944 to enable such 
     agencies to award grants to local educational agencies for 
     the purpose of providing equipment and materials to 
     elementary schools to improve mathematics and science 
     education in such schools.

     SEC. 944. ALLOTMENTS OF FUNDS.

       (a) In General.--From the amount appropriated under section 
     950 for any fiscal year, the Secretary shall reserve--
       (1) not more than one-half of 1 percent for allotment among 
     Guam, American Samoa, the Virgin Islands, the Northern 
     Mariana Islands, the Republic of the Marshall Islands, the 
     Federated States of Micronesia, and the Republic of Palau 
     according to their respective needs for assistance under this 
     subpart; and
       (2) one-half of 1 percent for programs for Indian students 
     served by schools funded by the Secretary of the Interior 
     which are consistent with the purposes of this subpart.
       (b) Allotment.--The remainder of the amount so appropriated 
     (after meeting requirements in subsection (a)) shall be 
     allotted among State educational agencies so that--
       (1) one-half of such remainder shall be distributed by 
     allotting to each State educational agency an amount which 
     bears the same ratio to such one-half of such remainder as 
     the number of children aged 5 to 17, inclusive, in the State 
     bears to the number of such children in all States; and
       (2) one-half of such remainder shall be distributed 
     according to each State's share of allocations under chapter 
     1 of title I of the Elementary and Secondary Education Act of 
     1965,
     except that no State educational agency shall receive less 
     than one-half of 1 percent of the amount available under this 
     subsection in any fiscal year or less than the amount 
     allotted to such State for fiscal year 1988 under title II of 
     the Education for Economic Security Act.
       (c) Reallotment of Unused Funds.--The amount of any State 
     educational agency's allotment under subsection (b) for any 
     fiscal year to carry out this subpart which the Secretary 
     determines will not be required for that fiscal year to carry 
     out this subpart shall be available for reallotment from time 
     to time, on such dates during that year as the Secretary may 
     determine, to other State educational agencies in proportion 
     to the original allotments to those State educational 
     agencies under subsection (b) for that year but with such 
     proportionate amount for any of those other State educational 
     agencies being reduced to the extent it exceeds the sum the 
     Secretary estimates that the State educational agency needs 
     and will be able to use for that year, and the total of those 
     reductions shall be similarly reallotted among the State 
     educational agencies whose proportionate amounts were not so 
     reduced. Any amounts reallotted to a State educational agency 
     under this subsection during a year shall be deemed a subpart 
     of the State educational agency's allotment under subsection 
     (b) for that year.
       (d) Definition.--For the purposes of this subpart the term 
     ``State'' means each of the 50 States, the District of 
     Columbia, and the Commonwealth of Puerto Rico.
       (e) Data.--The number of children aged 5 to 11, inclusive, 
     in the State and in all States shall be determined by the 
     Secretary on the basis of the most recent satisfactory data 
     available to the Secretary.

     SEC. 945. STATE APPLICATION.

       (a) Application.--Each State educational agency desiring to 
     receive an allotment under this subpart shall file an 
     application with the Secretary which covers a period of 5 
     fiscal years. Such application shall be filed at such time, 
     in such manner, and containing or accompanied by such 
     information as the Secretary may reasonably require.
       (b) Contents of Application.--Each application described in 
     subsection (a) shall--
       (1) provide assurances that--
       (A) the State educational agency shall use the allotment 
     provided under this subpart to award grants to local 
     educational agencies within the State to enable such local 
     educational agencies to provide assistance to schools served 
     by such agency to carry out the purpose of this subpart;
       (B) the State educational agency will provide such fiscal 
     control and funds accounting as the Secretary may require;
       (C) every public elementary school in the State is eligible 
     to receive assistance under this subpart once over the 5-year 
     duration of the program assisted under this subpart;
       (D) funds provided under this subpart will supplement, not 
     supplant, State and local funds made available for activities 
     authorized under this subpart;
       (E) during the 5-year period described in the application, 
     the State educational agency will evaluate its standards and 
     programs for teacher preparation and inservice professional 
     development for elementary mathematics and science;
       (F) the State educational agency will take into account the 
     needs for greater access to and participation in mathematics 
     and science by students and teachers from historically 
     underrepresented groups, including females, minorities, 
     individuals with limited-English proficiency, the 
     economically disadvantaged, and individuals with 
     disabilities; and
       (G) that the needs of teachers and students in areas with 
     high concentrations of low-income students and sparsely 
     populated areas will be given priority in awarding assistance 
     under this subpart;
       (2) provide, if appropriate, a description of how funds 
     paid under this subpart will be coordinated with State and 
     local funds and other Federal resources, particularly with 
     respect to programs for the professional development and 
     inservice training of elementary school teachers in science 
     and mathematics; and
       (3) describe procedures--
       (A) for submitting applications for programs described in 
     sections 236 and 237 for distribution of assistance under 
     this subpart within the State; and
       (B) for approval of applications by the State educational 
     agency, including appropriate procedures to assure that such 
     agency will not disapprove an application without notice and 
     opportunity for a hearing.
       (c) State Administration.--Not more than 5 percent of the 
     funds allotted to each State educational agency under this 
     subpart shall be used for the administrative costs of such 
     agency associated with carrying out the program assisted 
     under this subpart.

     SEC. 946. LOCAL APPLICATION.

       (a) Application.--A local educational agency that desires 
     to receive a grant under this subpart shall submit an 
     application to the State educational agency. Each such 
     application shall contain assurances that each school served 
     by the local educational agency shall be eligible for 
     assistance under this subpart only once.
       (b) Contents of Application.--Each application described in 
     subsection (a) shall--
       (1) describe how the local educational agency plans to set 
     priorities on the use and distribution among schools of grant 
     funds received under this subpart to meet the purpose of this 
     subpart;
       (2) include assurances that the local educational agency 
     has made every effort to match on a dollar-for-dollar basis 
     from private or public sources the funds received under this 
     subpart, except that no such application shall be penalized 
     or denied assistance under this subpart based on failure to 
     provide such matching funds;
       (3) describe, if applicable, how funds under this subpart 
     will be coordinated with State, local, and other Federal 
     resources, especially with respect to programs for the 
     professional development and inservice training of elementary 
     school teachers in science and mathematics; and
       (4) describe the process which will be used to determine 
     different levels of assistance to be awarded to schools with 
     different needs.
       (c) Priority.--In awarding grants under this subpart, the 
     State educational agency shall give priority to applications 
     that--
       (1) assign highest priority to providing assistance to 
     schools which--
       (A) are most seriously underequipped; or
       (B) serve large numbers or percentages of economically 
     disadvantaged students;
       (2) are attentive to the needs of underrepresented groups 
     in science and mathematics;
       (3) demonstrate how science and mathematics equipment will 
     be part of a comprehensive plan of curriculum planning or 
     implementation and teacher training supporting hands-on 
     laboratory activities; and
       (4) assign priority to providing equipment and materials 
     for students in grades 1 through 6.

     SEC. 947. PARTICIPATION OF PRIVATE SCHOOLS.

       (a) Participation of Private Schools.--To the extent 
     consistent with the number of children in the State or in the 
     school district of each local educational agency who are 
     enrolled in private nonprofit elementary schools, such State 
     educational agency shall, after consultation with appropriate 
     private school representatives, make provision for including 
     services and arrangements for the benefit of such children as 
     will assure the equitable participation of such children in 
     the purposes and benefits of this subpart.
       (b) Waiver.--If by reason of any provision of State law a 
     local educational agency is prohibited from providing for the 
     participation of children or teachers from private nonprofit 
     schools as required by subsection (a), or if the Secretary 
     determines that a State or local educational agency has 
     substantially failed or is unwilling to provide for such 
     participation on an equitable basis, the Secretary shall 
     waive such requirements and shall arrange for the provision 
     of services to such children or teachers subject to the 
     requirement of this section. Such waivers shall be subject to 
     consultation, withholding, notice, and judicial review 
     requirements described in section 1017 of the Elementary and 
     Secondary Education Act of 1965.

     SEC. 948. PROGRAM REQUIREMENTS.

       (a) Coordination.--Each State educational agency receiving 
     an allotment under this subpart shall--
       (1) disseminate information to school districts and 
     schools, including private nonprofit elementary schools, 
     regarding the program assisted under this subpart;
       (2) evaluate applications of local educational agencies;
       (3) award grants to local educational agencies based on the 
     priorities described in section 946(c); and
       (4) evaluate local educational agencies' end-of-year 
     summaries and submit such evaluation to the Secretary.
       (b) Limitations on Use of Funds.--
       (1) In general.--Except as provided in paragraph (2), grant 
     funds and matching funds under this subpart only shall be 
     used to purchase science equipment, science materials, or 
     mathematical manipulative materials and shall not be used for 
     computers, computer peripherals, software, textbooks, or 
     staff development costs.
       (2) Capital improvements.--Grant funds under this subpart 
     may not be used for capital improvements. Not more than 50 
     percent of any matching funds provided by the local 
     educational agency may be used for capital improvements of 
     classroom science facilities to support the hands-on 
     instruction that this subpart is intended to support, such as 
     the installation of electrical outlets, plumbing, lab tables 
     or counters, or ventilation mechanisms.

     SEC. 949. FEDERAL ADMINISTRATION.

       (a) Technical Assistance and Evaluation Procedures.--The 
     Secretary shall provide technical assistance and, in 
     consultation with State and local representatives of the 
     program assisted under this subpart, shall develop procedures 
     for State and local evaluations of the programs assisted 
     under this subpart.
       (b) Report.--The Secretary shall report to the Congress 
     each year on the program assisted under this subpart.

     SEC. 950. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated $10,000,000 for 
     fiscal year 1995, and such sums as may be necessary for each 
     of the fiscal years 1996 through 1999, to carry out this 
     subpart.

                      Subpart 4--Media Instruction

     SEC. 951. MEDIA INSTRUCTION.

       (a) Grants Authorized.--The Secretary shall enter into a 
     contract with an independent nonprofit organization described 
     in subsection (b) for the establishment of a national 
     multimedia television-based project directed to homes, 
     schools and after-school programs that is designed to 
     motivate and improve the reading comprehension and writing 
     coherence of elementary school-age children.
       (b) Demonstrated Effectiveness.--The Secretary shall award 
     the contract described in subsection (a) to an independent 
     nonprofit organization that has demonstrated effectiveness in 
     educational programming and development on a nationwide 
     basis.
       (c) Authorization and Appropriations.--There are authorized 
     to be appropriated $5,000,000 for fiscal year 1995, and such 
     sums as may be necessary for fiscal year 1996 and fiscal year 
     1997, to carry out this section.

                        Subpart 5--Star Schools

     SEC. 961. STAR SCHOOLS.

       Subsection (a) of section 908 of the Star Schools 
     Assistance Act (20 U.S.C. 4085b(a)) is amended by striking 
     ``greater'' and inserting ``lesser''.

       Subpart 6--Office of Comprehensive School Health Education

     SEC. 971. OFFICE OF COMPREHENSIVE SCHOOL HEALTH EDUCATION.

       (a) In General.--Subsection (c) of section 4605 of the 
     Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     3155(c)) is amended--
       (1) in the matter preceding paragraph (1), by striking 
     ``Office of the Secretary'' and inserting ``Office of 
     Elementary and Secondary Education''; and
       (2) by adding at the end the following new paragraph:
       ``(4) To act as a liaison office for the coordination of 
     the activities undertaken by the Office under this section 
     with related activities of the Department of Health and Human 
     Services and to expand school health education research grant 
     programs under this section.''.
       (b) Transition.--The Secretary shall take all appropriate 
     actions to facilitate the transfer of the Office of 
     Comprehensive School Health Education pursuant to the 
     amendment made by subsection (a).

              Subpart 7--Minority-Focused Civics Education

     SEC. 981. SHORT TITLE.

       This subpart may be cited as the ``Minority-Focused Civics 
     Education Act of 1994''.

     SEC. 982. PURPOSES.

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

     SEC. 983. GRANTS AUTHORIZED; AUTHORIZATION OF APPROPRIATIONS.

       (a) Grants Authorized.--
       (1) In general.--The Secretary is authorized to make grants 
     to eligible entities for the development and implementation 
     of seminars in American government and civics for elementary 
     and secondary school teachers and other educators who work 
     with minority and Native American students.
       (2) Award rule.-- In awarding grants under this subpart, 
     the Secretary shall ensure that there is wide geographic 
     distribution of such grants.
       (b) Authorization of Appropriations.--There are authorized 
     to be appropriated $5,000,000 for fiscal 1995, and such sums 
     as may be necessary for each of the fiscal years 1996, 1997, 
     and 1998, to carry out this subpart.

     SEC. 984. DEFINITIONS.

       For purposes of this subpart--
       (1) the term ``eligible entity'' means a State educational 
     agency, an institution of higher education or a State higher 
     education agency, or a public or private nonprofit 
     organization, with experience in coordinating or conducting 
     teacher training seminars in American government and civics 
     education, or a consortium thereof; and
       (2) the term ``State higher education agency'' means the 
     officer or agency primarily responsible for the State 
     supervision of higher education.

     SEC. 985. APPLICATIONS.

       (a) Application Required.--Each eligible entity desiring a 
     grant under this subpart shall submit an application to the 
     Secretary, at such time, in such manner and containing or 
     accompanied by such information as the Secretary may 
     reasonably require.
       (b) Contents of Application.--Each application submitted 
     pursuant to subsection (a) shall--
       (1) define the learning objectives and course content of 
     each seminar to be held and describe the manner in which 
     seminar participants shall receive substantive academic 
     instruction in the principles, institutions and processes of 
     American government;
       (2) provide assurances that educators successfully 
     participating in each seminar will qualify for either 
     graduate credit or professional development or advancement 
     credit according to the criteria established by a State or 
     local educational agency;
       (3) describe the manner in which seminar participants shall 
     receive exposure to a broad array of individuals who are 
     actively involved in the political process, including 
     political party representatives drawn equally from the major 
     political parties, as well as representatives of other 
     organizations involved in the political process;
       (4) provide assurances that the seminars will be conducted 
     on a nonpartisan basis;
       (5) describe the manner in which the seminars will address 
     the role of minorities or Native Americans in the American 
     political process, including such topics as--
       (A) the history and current political state of minorities 
     or Native Americans;
       (B) recent research on minority or Native American 
     political socialization patterns and cognitive learning 
     styles; and
       (C) studies of political participation patterns of 
     minorities or Native Americans;
       (6) describe the pedagogical elements for teachers that 
     will enable teachers to develop effective strategies and 
     lesson plans for teaching minorities or Native American 
     students at the elementary and secondary school levels;
       (7) identify the eligible entities which will conduct the 
     seminars for which assistance is sought;
       (8) in the case that the eligible entity is an institution 
     of higher education, describe the plans for collaborating 
     with national organizations in American government and civics 
     education;
       (9) provide assurances that during the academic year 
     educators participating in the summer seminars will provide 
     inservice training programs based upon what such educators 
     have learned and the curricular materials such educators have 
     developed or acquired for their peers in their school systems 
     with the approval and support of their school administrators; 
     and
       (10) describe the activities or services for which 
     assistance is sought, including activities and services such 
     as--
       (A) development of seminar curricula;
       (B) development and distribution of instructional 
     materials;
       (C) scholarships for participating teachers; and
       (D) program assessment and evaluation.
       (c) Priority.--The Secretary, in approving applications for 
     assistance under this subpart, shall give priority to 
     applications which demonstrate that--
       (1) the applicant will serve teachers who teach in schools 
     with a large number or concentration of economically 
     disadvantaged students;
       (2) the applicant has demonstrated national experience in 
     conducting or coordinating accredited summer seminars in 
     American government or civics education for elementary and 
     secondary school teachers;
       (3) the applicant will coordinate or conduct seminars on a 
     national or multistate basis through a collaboration with an 
     institution of higher education, State higher education 
     agency or a public or private nonprofit organization, with 
     experience in coordinating or conducting teacher training 
     programs in American government and civics education;
       (4) the applicant will coordinate or conduct seminars 
     designed for more than one minority student population and 
     for Native Americans; and
       (5) the applicant will coordinate or conduct seminars that 
     offer a combination of academic instruction in American 
     government, exposure to the practical workings of the 
     political system, and training in appropriate pedagogical 
     techniques for working with minority and Native American 
     students.

                          PART C--DEFINITIONS

     SEC. 991. DEFINITIONS.

       For the purpose of this title--
       (1) the term ``elementary school'' has the same meaning 
     given to such term by section 1471(8) of the Elementary and 
     Secondary Education Act of 1965;
       (2) the term ``institution of higher education'' has the 
     same meaning given to such term by section 1201(a) of the 
     Higher Education Act of 1965;
       (3) the term ``local educational agency'' has the same 
     meaning given to such term by section 1471(12) of the 
     Elementary and Secondary Education Act of 1965;
       (4) the term ``secondary school'' has the same meaning 
     given to such term by section 1471(21) of the Elementary and 
     Secondary Education Act of 1965;
       (5) the term ``Secretary'' means the Secretary of 
     Education; and
       (6) the term ``State educational agency'' has the same 
     meaning given such term by section 1471(23) of the Elementary 
     and Secondary Education Act of 1965.
                      TITLE X--PARENTS AS TEACHERS

     SEC. 1001. FINDINGS.

       The Congress finds that--
       (1) increased parental involvement in the education of 
     their children appears to be the key to long-term gains for 
     youngsters;
       (2) providing seed money is an appropriate role for the 
     Federal Government to play in education;
       (3) children participating in the parents as teachers 
     program in Missouri are found to have increased cognitive or 
     intellectual skills, language ability, social skills and 
     other predictors of school success;
       (4) most early childhood programs begin at age 3 or 4 when 
     remediation may already be necessary; and
       (5) many children receive no health screening between birth 
     and the time they enter school, thus such children miss the 
     opportunity of having developmental delays detected early.

     SEC. 1002. STATEMENT OF PURPOSE.

       It is the purpose of this title to encourage States and 
     eligible entities to develop and expand parent and early 
     childhood education programs in an effort to--
       (1) increase parents' knowledge of and confidence in child-
     rearing activities, such as teaching and nurturing their 
     young children;
       (2) strengthen partnerships between parents and schools; 
     and
       (3) enhance the developmental progress of participating 
     children.

     SEC. 1003. DEFINITIONS.

       For the purposes of this title--
       (1) the term ``developmental screening'' means the process 
     of measuring the progress of children to determine if there 
     are problems or potential problems or advanced abilities in 
     the areas of understanding and use of language, perception 
     through sight, perception through hearing, motor development 
     and hand-eye coordination, health, and physical development;
       (2) the term ``eligible entity'' means an entity in a State 
     operating a parents as teachers program;
       (3) the term ``eligible family'' means any parent with one 
     or more children between birth and 3 years of age;
       (4) the term ``lead agency'' means--
       (A) except as provided in subparagraph (B), the office, 
     agency, or other entity in a State designated by the Governor 
     to administer the parents as teachers program authorized by 
     this title; or
       (B) in the case of a grant awarded under this title to an 
     eligible entity, such eligible entity;
       (5) the term ``parent education'' includes parent support 
     activities, the provision of resource materials on child 
     development and parent-child learning activities, private and 
     group educational guidance, individual and group learning 
     experiences for the parent and child, and other activities 
     that enable the parent to improve learning in the home; and
       (6) the term ``parent educator'' means a person hired by 
     the lead agency of a State or designated by local entities 
     who administers group meetings, home visits and developmental 
     screening for eligible families.

     SEC. 1004. PROGRAM ESTABLISHED.

       (a) Authority.--
       (1) In general.--The Secretary is authorized to make grants 
     in order to pay the Federal share of the cost of 
     establishing, expanding, or operating parents as teachers 
     programs in a State.
       (2) Eligible recipients.--The Secretary may make a grant 
     under paragraph (1) to a State, except that, in the case of a 
     State having an eligible entity, the Secretary shall make the 
     grant directly to the eligible entity.
       (b) Funding Rule.--Grant funds awarded under this section 
     shall be used so as to supplement, and to the extent 
     practicable, increase the level of funds that would, in the 
     absence of such funds, be made available from non-Federal 
     sources, and in no case may such funds be used so as to 
     supplant funds from non-Federal sources.

     SEC. 1005. PROGRAM REQUIREMENTS.

       (a) Requirements.--Each State or eligible entity receiving 
     a grant pursuant to section 1004 shall conduct a parents as 
     teachers program which--
       (1) establishes and operates parent education programs, 
     including programs of developmental screening of children; 
     and
       (2) designates a lead State agency which--
       (A) shall hire parent educators who have had supervised 
     experience in the care and education of children;
       (B) shall establish the number of group meetings and home 
     visits required to be provided each year for each 
     participating family, with a minimum of 2 group meetings and 
     10 home visits for each participating family;
       (C) shall be responsible for administering the periodic 
     screening of participating children's educational, hearing 
     and visual development, using the Denver Developmental Test, 
     Zimmerman Preschool Language Scale, or other approved 
     screening instruments; and
       (D) shall develop recruitment and retention programs for 
     hard-to-reach populations.
       (b) Limitation.--Grant funds awarded under this title shall 
     only be used for parents as teachers programs which serve 
     families during the period beginning with the birth of a 
     child and ending when the child attains the age of 3.

     SEC. 1006. SPECIAL RULES.

       Notwithstanding any other provision of this section--
       (1) no person, including home school parents, public school 
     parents, or private school parents, shall be required to 
     participate in any program of parent education or 
     developmental screening pursuant to the provisions of this 
     title;
       (2) no parents as teachers program assisted under this 
     title shall take any action that infringes in any manner on 
     the right of parents to direct the education of their 
     children; and
       (3) the provisions of section 438(c) of the General 
     Education Provisions Act shall apply to States and eligible 
     entities awarded grants under this title.

     SEC. 1007. PARENTS AS TEACHERS CENTERS.

       The Secretary shall establish one or more Parents As 
     Teachers Centers to disseminate information to, and provide 
     technical and training assistance to, States and eligible 
     entities establishing and operating parents as teachers 
     programs.

     SEC. 1008. EVALUATIONS.

       The Secretary shall complete an evaluation of the parents 
     as teachers programs assisted under this title within 4 years 
     from the date of enactment of this Act, including an 
     assessment of such programs' impact on at-risk children.

     SEC. 1009. APPLICATION.

       Each State or eligible entity desiring a grant under this 
     title shall submit an application to the Secretary at such 
     time, in such manner and accompanied by such information as 
     the Secretary may reasonably require. Each such application 
     shall describe the activities and services for which 
     assistance is sought.

     SEC. 1010. PAYMENTS AND FEDERAL SHARE.

       (a) Payments.--The Secretary shall pay to each State or 
     eligible entity having an application approved under section 
     1009 the Federal share of the cost of the activities 
     described in the application.
       (b) Federal Share.--
       (1) In general.--The Federal share--
       (A) for the first year for which a State or eligible entity 
     receives assistance under this title shall be 100 percent;
       (B) for the second such year shall be 100 percent;
       (C) for the third such year shall be 75 percent;
       (D) for the fourth such year shall be 50 percent; and
       (E) for the fifth such year shall be 25 percent.
       (2) Non-federal share.--The non-Federal share of payments 
     under this title may be in cash or in kind, fairly evaluated, 
     including planned equipment or services.

     SEC. 1011. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated $20,000,000 for 
     fiscal year 1993, and such sums as may be necessary for each 
     of the fiscal years 1994 through 1997, to carry out this 
     title.

     SEC. 1012. HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS.

       Subsection (b) of section 1052 of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 2742(b)) is 
     amended by adding at the end the following new paragraph:
       ``(4)(A)(i) In any fiscal year in which this subsection 
     applies, each State that receives a grant under this part may 
     use not more than 20 percent of such grant funds in 
     accordance with this part (other than sections 1054(a), 
     1054(b), and 1055) to pay the Federal share of the cost of 
     establishing, operating, or expanding a Home Instruction 
     Program for Preschool Youngsters that is not eligible to 
     receive assistance under this part due to the application of 
     such sections.
       ``(ii) Each State establishing, operating or expanding a 
     Home Instruction Program for Preschool Youngsters pursuant to 
     clause (i) shall give priority to establishing, operating or 
     expanding, respectively, such a program that targets--
       ``(I) working poor families or near poor families that do 
     not qualify for assistance under the early childhood programs 
     under the Head Start Act or this chapter; and
       ``(II) parents who have limited or unsuccessful formal 
     schooling.
       ``(B) For the purpose of carrying out subparagraph (A), a 
     Home Instruction Program for Preschool Youngsters that is not 
     eligible to receive assistance under this part due to the 
     application of sections 1054(a), 1054(b), and 1055 shall be 
     deemed to be an eligible entity.
       ``(C) For the purpose of this paragraph--
       ``(i) the term `Home Instruction Program for Preschool 
     Youngsters' means a voluntary early-learning program, for 
     parents with one or more children between age 3 through 5, 
     inclusive, that--
       ``(I) provides support, training, and appropriate 
     educational materials, necessary for parents to implement a 
     school-readiness, home instruction program for the child; and
       ``(II) includes--

       ``(aa) group meetings with other parents participating in 
     the program;
       ``(bb) individual and group learning experiences with the 
     parent and child;
       ``(cc) provision of resource materials on child development 
     and parent-child learning activities; and
       ``(dd) other activities that enable the parent to improve 
     learning in the home;

       ``(ii) the term `limited or unsuccessful formal schooling' 
     means the--
       ``(I) completion of secondary school with low achievement 
     during enrollment;
       ``(II) noncompletion of secondary school with low 
     achievement during enrollment; or
       ``(III) lack of a certificate of graduation from a school 
     providing secondary education or the recognized equivalent of 
     such certificate;
       ``(iii) the term `near poor families' means families that 
     have an income that is approximately 130 percent of the 
     poverty line (as defined by the Office of Management and 
     Budget, and revised annually in accordance with section 
     673(2) of the Community Services Block Grant Act; and
       ``(iv) the term `working poor families' means families 
     that--
       ``(I) have family members--

       ``(aa) who are working; or
       ``(bb) who were looking for work during the 6 months prior 
     to the date on which the determination is made; and

       ``(II) earn an income not in excess of 150 percent of the 
     poverty line as described in clause (iii).''.
                       TITLE XI--GUN-FREE SCHOOLS

     SEC. 1101. SHORT TITLE.

       This title may be cited as the ``Gun-Free Schools Act of 
     1994''.

     SEC. 1102. GUN-FREE REQUIREMENTS IN ELEMENTARY AND SECONDARY 
                   SCHOOLS.

       The Elementary and Secondary Education Act of 1965 (20 
     U.S.C. 2701 et seq.) is amended--
       (1) by redesignating title X as title IX;
       (2) by redesignating sections 8001 through 8005 as sections 
     9001 through 9005, respectively; and
       (3) by inserting after title VII the following new title:
                     ``TITLE VIII--GUN-FREE SCHOOLS

     ``SEC. 8001. GUN-FREE REQUIREMENTS.

       ``(a) Requirements.--
       ``(1) In general.--No assistance may be provided to any 
     local educational agency under this Act unless such agency 
     has in effect a policy requiring the expulsion from school 
     for a period of not less than one year of any student who is 
     determined to have brought a weapon to a school under the 
     jurisdiction of the agency except such policy may allow the 
     chief administering officer of the agency to modify such 
     expulsion requirement for a student on a case-by-case basis.
       ``(2) Definition.--For the purpose of this section, the 
     term ``weapon'' means a firearm as such term is defined in 
     section 921 of title 18, United States Code.
       ``(b) Report to State.--Each local educational agency 
     requesting assistance from the State educational agency that 
     is to be provided from funds made available to the State 
     under this Act shall provide to the State, in the application 
     requesting such assistance--
       ``(1) an assurance that such local educational agency has 
     in effect the policy required by subsection (a); and
       ``(2) a description of the circumstances surrounding any 
     expulsions imposed under the policy required by subsection 
     (a), including--
       ``(A) the name of the school concerned;
       ``(B) the number of students expelled from such school; and
       ``(C) the types of weapons concerned.''.
                 TITLE XII--ENVIRONMENTAL TOBACCO SMOKE

     SEC. 1201. SHORT TITLE.

       This title may be cited as the ``Preventing Our Kids From 
     Inhaling Deadly Smoke (PRO-KIDS) Act of 1994''.

     SEC. 1202. FINDINGS.

       Congress finds that--
       (1) environmental tobacco smoke comes from secondhand smoke 
     exhaled by smokers and sidestream smoke emitted from the 
     burning of cigarettes, cigars, and pipes;
       (2) since citizens of the United States spend up to 90 
     percent of each day indoors, there is a significant potential 
     for exposure to environmental tobacco smoke from indoor air;
       (3) exposure to environmental tobacco smoke occurs in 
     schools, public buildings, and other indoor facilities;
       (4) recent scientific studies have concluded that exposure 
     to environmental tobacco smoke is a cause of lung cancer in 
     healthy nonsmokers and is responsible for acute and chronic 
     respiratory problems and other health impacts in sensitive 
     populations (including children);
       (5) the health risks posed by environmental tobacco smoke 
     exceed the risks posed by many environmental pollutants 
     regulated by the Environmental Protection Agency; and
       (6) according to information released by the Environmental 
     Protection Agency, environmental tobacco smoke results in a 
     loss to the economy of over $3,000,000,000 per year.

     SEC. 1203. DEFINITIONS.

       As used in this title:
       (1) Administrator.--The term ``Administrator'' means the 
     Administrator of the Environmental Protection Agency.
       (2) Children.--The term ``children'' means individuals who 
     have not attained the age of 18.
       (3) Children's services.--The term ``children's services'' 
     means services that are--
       (A)(i) direct health services routinely provided to 
     children; or
       (ii) any other direct services routinely provided primarily 
     to children, including educational services; and
       (B) funded, directly or indirectly, in whole or in part, by 
     Federal funds (including in-kind assistance).
       (4) Secretary.--The term ``Secretary'' means the Secretary 
     of Health and Human Services.

     SEC. 1204. NONSMOKING POLICY FOR CHILDREN'S SERVICES.

       (a) Issuance of Guidelines.--Not later than 180 days after 
     the date of enactment of this Act, the Administrator shall 
     issue guidelines for instituting and enforcing a nonsmoking 
     policy at each indoor facility where children's services are 
     provided.
       (b) Contents of Guidelines.--A nonsmoking policy that meets 
     the requirements of the guidelines shall, at a minimum, 
     prohibit smoking in each portion of an indoor facility where 
     children's services are provided that is not ventilated 
     separately (as defined by the Administrator) from other 
     portions of the facility.

     SEC. 1205. TECHNICAL ASSISTANCE.

       (a) In General.--The Administrator and the Secretary shall 
     provide technical assistance to persons who provide 
     children's services and other persons who request technical 
     assistance.
       (b) Assistance by the Administrator.--The technical 
     assistance provided by the Administrator under this section 
     shall include information to assist persons in compliance 
     with the requirements of this title.
       (c) Assistance by the Secretary.--The technical assistance 
     provided by the Secretary under this section shall include 
     information for employees on smoking cessation programs and 
     on smoking and health issues.

     SEC. 1206. FEDERALLY FUNDED PROGRAMS.

       (a) In General.--Notwithstanding any other provision of 
     law, each person who provides children's services shall 
     establish and make a good-faith effort to enforce a 
     nonsmoking policy that meets or exceeds the requirements of 
     subsection (b).
       (b) Nonsmoking Policy.--
       (1) General requirements.--A nonsmoking policy meets the 
     requirements of this subsection if the policy--
       (A) is consistent with the guidelines issued under section 
     1204(a);
       (B) prohibits smoking in each portion of an indoor facility 
     used in connection with the provision of services directly to 
     children; and
       (C) where appropriate, requires that signs stating that 
     smoking is not permitted be posted in each indoor facility to 
     communicate the policy.
       (2) Permissible features.--A nonsmoking policy that meets 
     the requirements of this subsection may allow smoking in 
     those portions of the facility--
       (A) in which services are not normally provided directly to 
     children; and
       (B) that are ventilated separately from those portions of 
     the facility in which services are normally provided directly 
     to children.
       (c) Waiver.--
       (1) In general.--A person described in subsection (a) may 
     publicly petition the head of the Federal agency from which 
     the person receives Federal funds (including financial 
     assistance) for a waiver from any or all of the requirements 
     of subsection (b).
       (2) Conditions for granting a waiver.--Except as provided 
     in paragraph (3), the head of the Federal agency may grant a 
     waiver only--
       (A) after consulting with the Administrator, and receiving 
     the concurrence of the Administrator;
       (B) after giving an opportunity for public hearing (at the 
     main office of the Federal agency or at any regional office 
     of the agency) and comment; and
       (C) if the person requesting the waiver provides assurances 
     that are satisfactory to the head of the Federal agency (with 
     the concurrence of the Administrator) that--
       (i) unusual extenuating circumstances prevent the person 
     from establishing or enforcing the nonsmoking policy (or a 
     requirement under the policy) referred to in subsection (b) 
     (including a case in which the person shares space in an 
     indoor facility with another entity and cannot obtain an 
     agreement with the other entity to abide by the nonsmoking 
     policy requirement) and the person will establish and make a 
     good-faith effort to enforce an alternative nonsmoking policy 
     (or alternative requirement under the policy) that will 
     protect children from exposure to environmental tobacco smoke 
     to the maximum extent possible; or
       (ii) the person requesting the waiver will establish and 
     make a good-faith effort to enforce an alternative nonsmoking 
     policy (or alternative requirement under the policy) that 
     will protect children from exposure to environmental tobacco 
     smoke to the same degree as the policy (or requirement) under 
     subsection (b).
       (3) Special waiver.--
       (A) In general.--On receipt of an application, the head of 
     the Federal agency may grant a special waiver to a person 
     described in subsection (a) who employs individuals who are 
     members of a labor organization and provide children's 
     services pursuant to a collective bargaining agreement that--
       (i) took effect before the date of enactment of this Act; 
     and
       (ii) includes provisions relating to smoking privileges 
     that are in violation of the requirements of this section.
       (B) Termination of waiver.--A special waiver granted under 
     this paragraph shall terminate on the earlier of--
       (i) the first expiration date (after the date of enactment 
     of this Act) of the collective bargaining agreement 
     containing the provisions relating to smoking privileges; or
       (ii) the date that is 1 year after the date specified in 
     subsection (f).
       (d) Civil Penalties.--
       (1) In general.--Any person subject to the requirements of 
     this section who fails to comply with the requirements shall 
     be liable to the United States for a civil penalty in an 
     amount not to exceed $1,000 for each violation, but in no 
     case shall the amount be in excess of the amount of Federal 
     funds received by the person for the fiscal year in which the 
     violation occurred for the provision of children's services. 
     Each day a violation continues shall constitute a separate 
     violation.
       (2) Assessment.--A civil penalty for a violation of this 
     section shall be assessed by the head of the Federal agency 
     that provided Federal funds (including financial assistance) 
     to the person (or if the head of the Federal agency does not 
     have the authority to issue an order, the appropriate 
     official) by an order made on the record after opportunity 
     for a hearing in accordance with section 554 of title 5, 
     United States Code. Before issuing the order, the head of the 
     Federal agency (or the appropriate official) shall--
       (A) give written notice to the person to be assessed a 
     civil penalty under the order of the proposal to issue the 
     order; and
       (B) provide the person an opportunity to request, not later 
     than 15 days after the date of receipt of the notice, a 
     hearing on the order.
       (3) Amount of civil penalty.--In determining the amount of 
     a civil penalty under this subsection, the head of the 
     Federal agency (or the appropriate official) shall take into 
     account--
       (A) the nature, circumstances, extent, and gravity of the 
     violation;
       (B) with respect to the violator, the ability to pay, the 
     effect of the penalty on the ability to continue operation, 
     any prior history of the same kind of violation, the degree 
     of culpability, and a demonstration of willingness to comply 
     with the requirements of this title; and
       (C) such other matters as justice may require.
       (4) Modification.--The head of the Federal agency (or the 
     appropriate official) may compromise, modify, or remit, with 
     or without conditions, any civil penalty that may be imposed 
     under this subsection. The amount of the penalty as finally 
     determined or agreed upon in compromise may be deducted from 
     any sums that the United States owes to the person against 
     whom the penalty is assessed.
       (5) Petition for review.--A person who has requested a 
     hearing concerning the assessment of a penalty pursuant to 
     paragraph (2) and is aggrieved by an order assessing a civil 
     penalty may file a petition for judicial review of the order 
     with the United States Court of Appeals for the District of 
     Columbia Circuit or for any other circuit in which the person 
     resides or transacts business. The petition may only be filed 
     during the 30-day period beginning on the date of issuance of 
     the order making the assessment.
       (6) Failure to pay.--If a person fails to pay an assessment 
     of a civil penalty--
       (A) after the order making the assessment has become a 
     final order and without filing a petition for judicial review 
     in accordance with paragraph (5); or
       (B) after a court has entered a final judgment in favor of 
     the head of the Federal agency (or appropriate official),

     the Attorney General shall recover the amount assessed (plus 
     interest at then currently prevailing rates from the last day 
     of the 30-day period referred to in paragraph (5) or the date 
     of the final judgment, as the case may be) in an action 
     brought in an appropriate district court of the United 
     States. In the action, the validity, amount, and 
     appropriateness of the penalty shall not be subject to 
     review.
       (e) Exemption.--This section shall not apply to a person 
     who provides children's services who--
       (1) has attained the age of 18;
       (2) provides children's services--
       (A) in a private residence; and
       (B) only to children who are, by affinity or consanguinity, 
     or by court decree, a grandchild, niece, or nephew of the 
     provider; and
       (3) is registered and complies with any State requirements 
     that govern the children's services provided.
       (f) Effective Date.--This section shall take effect on the 
     first day of the first fiscal year beginning after the date 
     of enactment of this Act.

     SEC. 1207. REPORT BY THE ADMINISTRATOR.

       Not later than 2 years after the date of enactment of this 
     Act, the Administrator shall submit a report to Congress that 
     includes--
       (1) information concerning the degree of compliance with 
     this title; and
       (2) an assessment of the legal status of smoking in public 
     places.

     SEC. 1208. PREEMPTION.

       Nothing in this title is intended to preempt any provision 
     of law of a State or political subdivision of a State that is 
     more restrictive than a provision of this title.


                 Motion Offered by Mr. Ford of Michigan

  Mr. FORD of Michigan. Mr. Speaker, I offer a motion.
  The Clerk read as follows:

       Mr. Ford of Michigan moves to concur in the Senate 
     amendment with a further amendment, as follows:
       House amendment to Senate amendment: In lieu of the 
     language contained in the Senate amendment, insert:

     SECTION 1. TABLE OF CONTENTS.

       The table of contents for this Act is as follows:

                TITLE I--GOALS 2000: EDUCATE AMERICA ACT

Sec. 101. Purpose.

                    Part A--National Education Goals

Sec. 111. Purpose.
Sec. 112. National education goals.

     Part B--National Education Reform, Leadership, Standards, and 
                              Assessments


               SUBPART 1--NATIONAL EDUCATION GOALS PANEL

Sec. 121. Purpose.
Sec. 122. National Education Goals Panel.
Sec. 123. Duties.
Sec. 124. Powers of the Goals Panel.
Sec. 125. Administrative provisions.
Sec. 126. Director and staff; experts and consultants.
Sec. 127. Early childhood assessment.


    SUBPART 2--NATIONAL EDUCATION STANDARDS AND IMPROVEMENT COUNCIL

Sec. 131. Purpose.
Sec. 132. National Education Standards and Improvement Council.
Sec. 133. Duties.
Sec. 134. Annual reports.
Sec. 135. Powers of the Council.
Sec. 136. Publication for public comment.
Sec. 137. Administrative provisions.
Sec. 138. Director and staff; experts and consultants.
Sec. 139. Opportunity-to-learn development grant.
Sec. 140. Assessment development and evaluation grants.
Sec. 141. Evaluation.


               SUBPART 3--AUTHORIZATION OF APPROPRIATIONS

Sec. 145. Authorization of appropriations.

         Part C--State and Local Education Systemic Improvement

Sec. 151. Congressional findings.
Sec. 152. Purpose.
Sec. 153. Authorization of appropriations.
Sec. 154. Allotment of funds.
Sec. 155. State applications.
Sec. 156. State improvement plans.
Sec. 157. Secretary's review of applications; payments.
Sec. 158. State use of funds.
Sec. 159. Subgrants for local reform and professional development.
Sec. 160. Availability of information and training.
Sec. 161. Waivers of statutory and regulatory requirements.
Sec. 162. Progress reports.
Sec. 163. National leadership.
Sec. 164. Assistance to the outlying areas and to the Secretary of the 
              Interior.

                 Part D--National Skill Standards Board

Sec. 171. Purpose.
Sec. 172. Establishment of National Board.
Sec. 173. Functions of the National Board.
Sec. 174. Deadlines.
Sec. 175. Reports.
Sec. 176. Authorization of appropriations.
Sec. 177. Definitions.

                         Part E--Miscellaneous

Sec. 181. Definitions.
Sec. 182. Limitations.
Sec. 183. Assessment of educational progress activities.
Sec. 184. Compliance with Buy American Act.
Sec. 185. Sense of Congress; requirement regarding notice.
Sec. 186. Prohibition of contracts.

               Part F--Parental Information and Resources

Sec. 191. Parental information and resources
Sec. 192. Eligibility.
Sec. 193. Uses of funds.
Sec. 194. Technical assistance.
Sec. 195. Experimental centers.
Sec. 196. Reports.
Sec. 197. Authorization of appropriations.

    TITLE II--EDUCATIONAL RESEARCH, DEVELOPMENT, AND DISSEMINATION 
                             EXCELLENCE ACT

Sec. 201. Findings.

Part A--General Provisions Regarding Office of Educational Research and 
                              Improvement

Sec. 211. General provisions.
Sec. 212. Assistant Secretary for Educational Research and Improvement.
Sec. 213. Savings provision.
Sec. 214. Existing grants and contracts.

   Part B--National Educational Research Policy and Priorities Board

Sec. 221. Establishment within Office of Educational Research and 
              Improvement.

                  Part C--National Research Institutes

Sec. 231. Establishment within Office of Educational Research and 
              Improvement.

            Part D--National Education Dissemination System

Sec. 241. Establishment within Office of Educational Research and 
              Improvement.

                 Part E--National Library of Education

Sec. 251. Establishment within Office of Educational Research and 
              Improvement.

                  TITLE III--SAFE SCHOOLS ACT OF 1994

Sec. 301. Safe schools program authorized.
Sec. 302. Eligible applicants.
Sec. 303. Applications and plans.
Sec. 304. Grants and use of funds.
Sec. 305. National leadership.
Sec. 306. Reports.
Sec. 307. Definitions.
                TITLE I--GOALS 2000: EDUCATE AMERICA ACT

     SEC. 101. PURPOSE.

       The purpose of this Act is to provide a framework for 
     meeting the National Education Goals established by title I 
     of this Act by--
       (1) promoting coherent, nationwide, systemic education 
     reform;
       (2) improving the quality of learning and teaching in the 
     classroom and in the workplace;
       (3) defining appropriate and coherent Federal, State, and 
     local roles and responsibilities for education reform and 
     lifelong learning;
       (4) establishing valid, reliable, and fair mechanisms for--
       (A) building a broad national consensus on American 
     education reform;
       (B) assisting in the development and certification of high-
     quality, internationally competitive content and student 
     performance standards;
       (C) assisting in the development and certification of 
     opportunity-to-learn standards; and
       (D) assisting in the development and certification of high-
     quality assessment measures that reflect the internationally 
     competitive content and student performance standards;
       (5) supporting new initiatives at the Federal, State, 
     local, and school levels to provide equal educational 
     opportunity for all students to meet high standards and to 
     succeed in the world of employment and civic participation;
       (6) providing a framework for the reauthorization of all 
     Federal education programs by--
       (A) creating a vision of excellence and equity that will 
     guide all Federal education and related programs;
       (B) providing for the establishment of high-quality, 
     internationally competitive content and student performance 
     standards that all students will be expected to achieve;
       (C) providing for the establishment of high quality, 
     internationally competitive opportunity-to-learn standards 
     that all States, local educational agencies, and schools 
     should achieve;
       (D) encouraging and enabling all State educational agencies 
     and local educational agencies to develop comprehensive 
     improvement plans that will provide a coherent framework for 
     the implementation of reauthorized Federal education and 
     related programs in an integrated fashion that effectively 
     educates all children enabling them to participate fully as 
     workers, parents, and citizens; and
       (E) providing resources to help individual schools, 
     including those serving students with high needs, develop and 
     implement comprehensive improvement plans;
       (7) stimulating the development and adoption of a voluntary 
     national system of skill standards and certification to serve 
     as a cornerstone of the national strategy to enhance 
     workforce skills; and
       (8) assisting every elementary and secondary school that 
     receives funds under this Act to actively involve parents and 
     families in supporting the academic work of their children at 
     home and in providing parents with skills to advocate for 
     their children at school.

                    PART A--NATIONAL EDUCATION GOALS

     SEC. 111. PURPOSE.

       The purpose of this title is to establish national 
     education goals.

     SEC. 112. NATIONAL EDUCATION GOALS.

       The Congress declares that the National Education Goals are 
     the following:
       (1) School readiness.--(A) By the year 2000, all children 
     in America will start school ready to learn.
       (B) The objectives for this goal are that--
       (i) all children will have access to high-quality and 
     developmentally appropriate preschool programs that help 
     prepare children for school;
       (ii) every parent in America will be a child's first 
     teacher and devote time each day to helping his or her 
     preschool child learn, and parents will have access to the 
     training and support they need; and
       (iii) all children will receive the nutrition and health 
     care needed to arrive at school with healthy minds and 
     bodies, and to maintain the mental alertness necessary to be 
     prepared to learn, and the number of low-birthweight babies 
     will be significantly reduced through enhanced prenatal 
     health systems.
       (2) School completion.--(A) By the year 2000, the high 
     school graduation rate will increase to at least 90 percent.
       (B) The objectives for this goal are that--
       (i) the Nation must dramatically reduce its dropout rate, 
     and 75 percent of those students who do drop out will 
     successfully complete a high school degree or its equivalent; 
     and
       (ii) the gap in high school graduation rates between 
     American students from minority backgrounds and their non-
     minority counterparts will be eliminated.
       (3) Student achievement and citizenship.--(A) By the year 
     2000, all students will leave grades 4, 8, and 12 having 
     demonstrated competency over challenging subject matter 
     including English, mathematics, science, foreign languages, 
     civics and government, arts, history, and geography, and 
     every school in America will ensure that all students learn 
     to use their minds well, so they may be prepared for 
     responsible citizenship, further learning, and productive 
     employment in our modern economy.
       (B) The objectives for this goal are that--
       (i) the academic performance of all students at the 
     elementary and secondary level will increase significantly in 
     every quartile, and the distribution of minority students in 
     each level will more closely reflect the student population 
     as a whole;
       (ii) the percentage of all students who demonstrate the 
     ability to reason, solve problems, apply knowledge, and write 
     and communicate effectively will increase substantially;
       (iii) all students will be involved in activities that 
     promote and demonstrate good citizenship, community service, 
     and personal responsibility;
       (iv) all students will have access to physical education 
     and health education to ensure they are healthy and fit;
       (v) the percentage of all students who are competent in 
     more than one language will substantially increase; and
       (vi) all students will be knowledgeable about the diverse 
     cultural heritage of this Nation and about the world 
     community.
       (4) Teacher education and professional development.--(A) By 
     the year 2000, the Nation's teaching force will have access 
     to programs for the continued improvement of their 
     professional skills and the opportunity to acquire the 
     knowledge and skills needed to instruct and prepare all 
     American students for the next century.
       (B) The objectives of this goal are that--
       (i) every State will establish opportunity-to-learn 
     standards and create an integrated strategy to attract, 
     recruit, prepare, retrain, and support the continued 
     professional development of teachers, administrators, and 
     other educators, so that there is a highly talented workforce 
     of professional educators to teach challenging standards;
       (ii) subgrants for preservice teacher education and 
     professional development activity will be made to local 
     educational agencies, institutions of higher education, 
     private nonprofit organizations, or consortia of such 
     organizations, to support continuing, sustained, professional 
     development activities for all educators; and
       (iii) partnerships shall be established, whenever possible, 
     between local educational agencies, institutions of higher 
     education, local labor, business, and professional 
     associations to provide and support programs for the 
     professional development of educators, particularly in the 
     area of emerging new technologies in education.
       (5) Mathematics and science.--(A) By the year 2000, United 
     States students will be first in the world in mathematics and 
     science achievement.
       (B) The objectives for this goal are that--
       (i) math and science education, including the metric system 
     of measurement, will be strengthened throughout the system, 
     especially in the early grades;
       (ii) the number of teachers with a substantive background 
     in mathematics and science, including the metric system of 
     measurement, will increase by 50 percent; and
       (iii) the number of United States undergraduate and 
     graduate students, especially women and minorities, who 
     complete degrees in mathematics, science, and engineering 
     will increase significantly.
       (6) Adult literacy and lifelong learning.--(A) By the year 
     2000, every adult American will be literate and will possess 
     the knowledge and skills necessary to compete in a global 
     economy and exercise the rights and responsibilities of 
     citizenship.
       (B) The objectives for this goal are that--
       (i) every major American business will be involved in 
     strengthening the connection between education and work;
       (ii) all workers will have the opportunity to acquire the 
     knowledge and skills, from basic to highly technical, needed 
     to adapt to emerging new technologies, work methods, and 
     markets through public and private educational, vocational, 
     technical, workplace, or other programs;
       (iii) the number of quality programs, including those at 
     libraries, that are designed to serve more effectively the 
     needs of the growing number of part-time and midcareer 
     students will increase substantially;
       (iv) the proportion of those qualified students, especially 
     minorities, who enter college, who complete at least two 
     years, and who complete their degree programs will increase 
     substantially;
       (v) the proportion of college graduates who demonstrate an 
     advanced ability to think critically, communicate 
     effectively, and solve problems will increase substantially; 
     and
       (vi) schools, in implementing comprehensive parent 
     involvement programs, will offer more adult literacy, parent 
     training and life-long learning opportunities to improve the 
     ties between home and school, and enhance parents' work and 
     home lives.
       (7) Safe, disciplined, and drug-free schools.--(A) By the 
     year 2000, every school in America will be free of drugs and 
     violence and will offer a disciplined environment conducive 
     to learning.
       (B) The objectives for this goal are that--
       (i) every school will implement a firm and fair policy on 
     use, possession, and distribution of drugs and alcohol;
       (ii) parents, businesses, and community organizations will 
     work together to ensure the rights of students to study in a 
     safe and secure environment that is free of drugs and crime;
       (iii) every school district will develop a comprehensive K-
     12 drug and alcohol prevention education program. Drug and 
     alcohol curricula should be taught as an integral part of 
     health education. In addition, community-based teams should 
     be organized to provide all students and teachers with needed 
     support; and
       (iv) every school district will develop and implement a 
     policy to ensure that all schools are free of weapons and 
     violence.
       (8) School and home partnership.--(A) By the year 2000, 
     every school and home will engage in partnerships that will 
     increase parental involvement and participation in promoting 
     the social, emotional, and academic growth of children.
       (B) The objectives for this goal are that--
       (i) every State will develop policies to assist local 
     schools and local educational agencies to establish programs 
     for increasing partnerships that respond to the varying needs 
     of parents and the home, including parents of children who 
     are disadvantaged, bilingual, or disabled;
       (ii) every school will actively engage parents and families 
     in a partnership which supports the academic work of children 
     at home and shared educational decision making at school;
       (iii) every home will be responsible for creating an 
     environment of respect for education and providing the 
     physical and emotional support needed for learning; and
       (iv) parents and families will help to ensure that schools 
     are adequately supported and will hold schools and teachers 
     to high standards of accountability.

     PART B--NATIONAL EDUCATION REFORM, LEADERSHIP, STANDARDS, AND 
                              ASSESSMENTS

               Subpart 1--National Education Goals Panel

     SEC. 121. PURPOSE.

       It is the purpose of this part to establish a bipartisan 
     mechanism for--
       (1) building a national consensus for education 
     improvement;
       (2) reporting on progress toward achieving the National 
     Education Goals; and
       (3) reviewing the voluntary national content and student 
     performance standards and opportunity-to-learn standards 
     certified by the National Education Standards and Improvement 
     Council, as well as the criteria for their certification, and 
     the criteria for the certification of State assessments by 
     the National Education Standards and Improvement Council with 
     the option of disapproving such standards and criteria not 
     later than 60 days after receipt from such Council.

     SEC. 122. NATIONAL EDUCATION GOALS PANEL.

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

     SEC. 123. DUTIES.

       (a) Duties.--The Goals Panel shall--
       (1) report to the President, the Secretary, and the 
     Congress regarding the progress the Nation and the States are 
     making toward achieving the National Education Goals 
     established under title I of this Act, including issuing an 
     annual report;
       (2) report on State opportunity-to-learn standards and the 
     progress of States in meeting such standards;
       (3) review, after taking into consideration the public 
     comments received pursuant to section 136, with the option of 
     disapproving by a two-thirds majority vote of the full 
     membership not later than 60 days after receipt of the--
       (A) criteria developed by the National Education Standards 
     and Improvement Council for the certification of content and 
     student performance standards, assessments, and opportunity-
     to-learn standards; and
       (B) voluntary national content and student performance 
     standards and opportunity-to-learn standards certified by the 
     National Education Standards and Improvement Council;
       (4) report on promising or effective actions being taken at 
     the national, State, and local levels, in the public and 
     private sectors, to achieve the National Education Goals; and
       (5) help build a nationwide, bipartisan consensus for the 
     reforms necessary to achieve the National Education Goals.
       (b) Report.--(1) The Goals Panel shall annually prepare and 
     submit to the President, the Secretary, the appropriate 
     committees of Congress, and the Governor of each State a 
     report that shall--
       (A) report on the progress of the United States toward 
     achieving the National Education Goals;
       (B) identify actions that should be taken by Federal, 
     State, and local governments to enhance progress toward 
     achieving the National Education Goals and State opportunity-
     to-learn standards; and
       (C) report on State opportunity-to-learn standards and the 
     progress of States in meeting such standards.
       (2) Reports shall be presented in a form, and include data, 
     that is understandable to parents and the general public.

     SEC. 124. POWERS OF THE GOALS PANEL.

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

     SEC. 125. ADMINISTRATIVE PROVISIONS.

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

     SEC. 126. DIRECTOR AND STAFF; EXPERTS AND CONSULTANTS.

       (a) Director.--The Chairperson of the Goals Panel shall, 
     without regard to the provisions of title 5, United States 
     Code, relating to the appointment and compensation of 
     officers or employees of the United States, appoint a 
     Director to be paid at a rate not to exceed the rate of basic 
     pay payable for level V of the Executive Schedule.
       (b) Appointment and Pay of Employees.--(1)(A) The Director 
     may appoint not more than four additional employees to serve 
     as staff to the Goals Panel without regard to the provisions 
     of title 5, United States Code, governing appointments in the 
     competitive service.
       (B) The employees appointed under paragraph (1)(A) may be 
     paid without regard to the provisions of chapter 51 and 
     subchapter III of chapter 53 of that title relating to 
     classification and General Schedule pay rates, but shall not 
     be paid a rate that exceeds the maximum rate of basic pay 
     payable for GS-15 of the General Schedule.
       (2) The Director may appoint additional employees to serve 
     as staff to the Goals Panel consistent with title 5, United 
     States Code.
       (c) Experts and Consultants.--The Goals Panel may procure 
     temporary and intermittent services of experts and 
     consultants under section 3109(b) of title 5, United States 
     Code.
       (d) Staff of Federal Agencies.--Upon the request of the 
     Goals Panel, the head of any department or agency of the 
     United States may detail any of the personnel of such agency 
     to the Goals Panel to assist the Goals Panel in its duties 
     under this part.

     SEC. 127. EARLY CHILDHOOD ASSESSMENT.

       (a) General.--(1) The Goals Panel shall support the work of 
     its Resource and Technical Planning Groups on School 
     Readiness (referred to in this section as the Groups) to 
     improve the methods of assessing the readiness of children 
     for school that would lead to alternatives to currently used 
     norm-referenced early childhood assessments.
       (2) The Groups shall--
       (A) create clear guidelines regarding the nature, 
     functions, and uses of early childhood assessments, including 
     a model of school readiness that addresses a broad range of 
     early childhood developmental needs;
       (B) monitor and evaluate early childhood assessments, 
     including the ability of existing assessments to provide 
     valid information on the readiness of children for school; 
     and
       (C) monitor and report on the long-term collection of data 
     on the status of young children to improve policy and 
     practice, including the need for new sources of data 
     necessary to assess the broad range of early childhood 
     developmental needs.
       (b) Advice.--The Groups shall advise and assist the 
     Congress, the Secretary, the Goals Panel, and others 
     regarding how to improve the assessment of young children and 
     how such assessments can improve services to children.
       (c) Report.--The Goals Panel shall provide reports on the 
     work of the Groups to the Congress, the Secretary, and the 
     public.

    Subpart 2--National Education Standards and Improvement Council

     SEC. 131. PURPOSE.

       The purpose of this part is to establish a mechanism to--
       (1) certify and regularly review voluntary national content 
     and student performance standards that define what all 
     students should know and be able to do;
       (2) certify content and student performance standards 
     submitted by States on a voluntary basis, if such standards 
     are of equal or higher quality to the voluntary national 
     content and student performance standards certified by the 
     National Education Standards and Improvement Council;
       (3) certify and regularly review voluntary national 
     opportunity-to-learn standards that describe the conditions 
     of teaching and learning necessary for all students to have a 
     fair opportunity to achieve the knowledge and skills 
     described in the voluntary national content and student 
     performance standards certified by the National Education 
     Standards and Improvement Council;
       (4) certify opportunity-to-learn standards submitted by 
     States on a voluntary basis, if such standards are of equal 
     or higher quality as compared with the voluntary national 
     opportunity-to-learn standards; and
       (5) certify assessment systems submitted by States on a 
     voluntary basis, if such systems are aligned with State 
     content standards certified by the National Education 
     Standards and Improvement Council and if such systems are 
     valid, reliable, and consistent with relevant, nationally 
     recognized, professional and technical standards for 
     assessment when used for their intended purposes.

     SEC. 132. NATIONAL EDUCATION STANDARDS AND IMPROVEMENT 
                   COUNCIL.

       (a) Establishment.--There is established in the executive 
     branch a National Education Standards and Improvement Council 
     (referred to in this title as the ``Council'').
       (b) Composition.--The Council shall be composed of twenty 
     members (referred to in this part as ``members'') who shall 
     be appointed as follows:
       (1) 8 members (2 from each of subparagraphs (A) through (D) 
     of subsection (c)(1)) shall be appointed by the President;
       (2) 4 members (1 from each of subparagraphs (A) through (D) 
     of subsection (c)(1)) shall be appointed by the Speaker of 
     the House of Representatives, in consultation with the 
     majority and minority leaders of the House;
       (3) 4 members (1 from each of subparagraphs (A) through (D) 
     of subsection (c)(1)) shall be appointed by the majority 
     leader of the Senate, in consultation with the minority 
     leader of the Senate; and
       (4) 4 members (1 from each of subparagraphs (A) through (D) 
     of subsection (c)(1)) shall be appointed by the National 
     Education Goals Panel.
       (c) Qualifications.--(1) The members of the Council shall 
     include--
       (A) 5 professional educators, including elementary and 
     secondary classroom teachers, preschool educators and other 
     school-based professionals, local district or State 
     administrators, related service personnel, and other 
     educators;
       (B) 5 representatives of business and industry, organized 
     labor, and postsecondary educational institutions, including 
     at least 1 representative of postsecondary educational 
     institutions, at least 1 representative of organized labor, 
     and at least 1 representative of business who is also a 
     member of the National Skill Standards Board;
       (C) 5 representatives of the public, including 
     representatives of advocacy, civil rights and disability 
     groups, parents, civic leaders, and local and State education 
     policymakers (including State, local, or tribal school 
     boards); and
       (D) 5 education experts, including experts in measurement 
     and assessment, curriculum, school finance and equity, and 
     school reform.
       (2) To the extent feasible, the membership of the Council 
     shall be geographically representative of the United States 
     and reflect the diversity of the United States with regard to 
     race, ethnicity, gender, and disability characteristics.
       (3) One-third of the Council shall consist of individuals 
     with expertise in the educational needs of children who are 
     from low-income families, minority backgrounds, have limited-
     English proficiency, or have disabilities.
       (d) Terms.--(1) Members shall be appointed for 3-year 
     terms, with no member serving more than 2 consecutive terms.
       (2) The Council shall establish by lot initial terms for 
     individuals of one, two, or three years in order to establish 
     a rotation in which one-third of the members are selected 
     each year.
       (e) Date of Appointment.--The initial members shall be 
     appointed not later than 120 days after the date of enactment 
     of this Act.
       (f) Initiation.--The Council shall begin to carry out the 
     duties of the Council under this part when all 20 members 
     have been appointed.
       (g) Retention.--In order to retain an appointment to the 
     Council, a member must attend at least two-thirds of the 
     scheduled meetings of the Council in any given year.
       (h) Vacancy.--A vacancy on the Council shall not affect the 
     powers of the Council, but shall be filled in the same manner 
     as the original appointment.
       (i) Compensation.--Members of the Council who are not 
     regular full-time employees of the United States may, while 
     attending meetings or hearings of the Council, be provided 
     compensation at a rate fixed by the Secretary, but not 
     exceeding the maximum rate of basic pay payable for GS-15 of 
     the General Schedule.
       (j) Conflict of Interest.--(1) A member of the Council may 
     not concurrently serve as a member of the Goals Panel.
       (2) Section 208 of title 18 of the United States Code shall 
     apply to members of the Council except that, for the purposes 
     of making written determinations under subsection (b)(1), the 
     Government official responsible for the appointment of any 
     member of the Council is deemed to be the Director of the 
     Office of Government Ethics.
       (3) A member of the Council who resides in a State which 
     has developed standards and assessments may not participate 
     in Council consideration of such standards and assessments.
       (k) Travel.--Each member of the Council may be allowed 
     travel expenses, including per diem in lieu of subsistence, 
     as authorized by section 5703 of title 5, United States Code, 
     for each day the member is engaged in the performance of 
     duties away from the home or regular place of business of the 
     member.
       (l) Officers.--The members of the Council shall select 
     officers from among its members. The officers of the Council 
     shall serve for one-year terms.

     SEC. 133. DUTIES.

       (a) Voluntary National Content Standards.--(1) The Council 
     shall--
       (A) identify areas in which voluntary national content 
     standards need to be developed;
       (B) certify voluntary national content and student 
     performance standards using the criteria developed under 
     paragraph (2)(A)(i), that define what all students should 
     know and be able to do;
       (C) forward such voluntary national content and student 
     performance standards to the Goals Panel for review, except 
     that the Goals Panel shall have the option of disapproving 
     such standards by a two-thirds majority vote of the full 
     membership not later than 60 days after receipt of such 
     standards; and
       (D) develop a process for regularly reviewing any national 
     voluntary content, student performance, and opportunity-to-
     learn standards that have been certified.
       (2)(A) The Council shall--
       (i) identify and develop criteria to be used for certifying 
     the voluntary national content and student performance 
     standards; and
       (ii) before applying such criteria, forward them to the 
     Goals Panel for review, except that the Goals Panel shall 
     have the option of disapproving such criteria by a two-thirds 
     majority vote of the full membership not later than 60 days 
     after receipt of such criteria.
       (B) The criteria developed by the Council shall address--
       (i) the extent to which the proposed standards are 
     internationally competitive and comparable to the best in the 
     world;
       (ii) the extent to which the proposed content and student 
     performance standards reflect the best available knowledge 
     about how all students learn and about how the content area 
     can be most effectively taught;
       (iii) the extent to which the proposed content and student 
     performance standards have been developed through an open and 
     public process that provides for input and involvement of all 
     relevant parties, including teachers, related services 
     personnel, and other professional educators, employers and 
     postsecondary education institutions, curriculum and subject 
     matter specialists, parents, advocacy groups, and the public; 
     and
       (iv) other factors that the Council deems appropriate.
       (C) In developing the criteria, the Council shall work with 
     entities that are developing, or have already developed, 
     content and student performance standards, and any other 
     entities that the Council deems appropriate, to identify 
     appropriate certification criteria.
       (b) Voluntary State Content Standards.--The Council may 
     certify content and student performance standards presented 
     on a voluntary basis by States, using the criteria developed 
     under subsection (a)(2)(A)(i), if such standards are of equal 
     or higher quality to the voluntary national content and 
     student performance standards certified by the Council.
       (c) Voluntary National Opportunity-to-Learn Standards.--(1) 
     The Council shall certify exemplary, voluntary national 
     opportunity-to-learn standards that will establish a basis 
     for providing all students a fair opportunity to achieve the 
     knowledge and skills set out in the voluntary national 
     content standards certified by the Council.
       (2) The voluntary national opportunity-to-learn standards 
     certified by the Council shall address--
       (A) the quality and availability of curricula, 
     instructional materials, and technologies, including distance 
     learning, to all students;
       (B) the capability of teachers to provide high-quality 
     instruction to meet diverse learning needs in each content 
     area to all students;
       (C) the extent to which teachers, principals, and 
     administrators have ready and continuing access to 
     professional development, including the best knowledge about 
     teaching, learning, and school improvement;
       (D) the extent to which curriculum, instructional 
     practices, and assessments are aligned to content standards;
       (E) the extent to which school facilities provide a safe 
     and secure environment for learning and instruction and have 
     the requisite libraries, laboratories, and other resources 
     necessary to provide an opportunity to learn;
       (F) the extent to which schools utilize policies, 
     curricula, and instructional practices which ensure 
     nondiscrimination on the basis of gender; and
       (G) other factors that the Council deems appropriate to 
     ensure the students receive a fair opportunity to achieve the 
     knowledge and skills described in the voluntary content and 
     student performance standards certified by the Council.
       (3) In carrying out this subsection, the Council shall--
       (A) identify what countries with rigorous content standards 
     do to--
       (i) provide their children with opportunities to learn;
       (ii) prepare their teachers; and
       (iii) provide continuing professional development 
     opportunities for their teachers; and
       (B) develop criteria to be used for certifying the 
     voluntary national and State opportunity-to-learn standards 
     and, before applying such criteria, forward them to the Goals 
     Panel for review, except that the Goals Panel shall have the 
     option of disapproving such standards by a two-thirds 
     majority vote of the full membership not later than 60 days 
     after receipt of such criteria.
       (4) The Council shall assist in the development of the 
     voluntary national opportunity-to-learn standards developed 
     by the consortium under section 139 by--
       (A) making recommendations to the Secretary regarding 
     priorities and selection criteria for the award made under 
     section 139 and
       (B) coordinating with the consortium receiving an award 
     under section 139 to ensure that the opportunity-to-learn 
     standards the consortium develops are appropriate for the 
     needs of all students, are of high quality, and are 
     consistent with the criteria developed by the Council for the 
     certification of such standards.
       (5) The Council shall forward the voluntary national 
     opportunity-to-learn standards it certifies to the Goals 
     Panel for review, except that the Goals Panel shall have the 
     option of disapproving such standards by a two-thirds 
     majority vote of the full membership not later than 60 days 
     after receipt of such standards.
       (d) Voluntary State Opportunity-to-Learn Standards.--The 
     Council may certify opportunity-to-learn standards submitted 
     voluntarily by a State, using the criteria developed under 
     subsection (c)(3)(B), if such standards are of equal or 
     higher quality as compared to the voluntary national 
     opportunity-to-learn standards.
       (e) General Provision Regarding Voluntary National 
     Standards.--The Council may certify voluntary national 
     content, student performance, and opportunity-to-learn 
     standards if such standards are sufficiently general to be 
     used by any State without restricting State and local control 
     of curriculum and prerogatives regarding instructional 
     methods to be employed.
       (f) Assessments.--(1)(A) The Council may certify an 
     assessment system that is submitted voluntarily by a State, 
     using the criteria developed under paragraph (2)(A), if such 
     system is aligned with the State's content standards 
     certified by the Council.
       (B) Assessment systems shall be certified by the Council 
     for the purposes of--
       (i) informing students, parents, teachers, and related 
     services personnel about the progress of all students toward 
     the standards;
       (ii) improving classroom instruction and improving the 
     learning outcomes for all students;
       (iii) exemplifying for students, parents, and teachers the 
     kinds and levels of achievement that should be expected of 
     all students, including the identification of student 
     performance standards;
       (iv) measuring and motivating individual students, schools, 
     districts, States, and the Nation to improve educational 
     performance; and
       (v) assisting education policymakers in making decisions 
     about education programs.
       (C) The Council shall certify an assessment system only 
     if--
       (i) the State has established or adopted opportunity-to-
     learn standards;
       (ii) such system will not be used to make decisions 
     regarding graduation, grade promotion, or retention of 
     students for a period of five years from the date of 
     enactment of this Act; and
       (iii) the State has submitted--
       (I) a description of the purposes for which the assessment 
     system has been designed;
       (II) the methodologies and process used to develop, select, 
     validate, and use such assessment systems;
       (III) a copy of the test instrument and, as appropriate, 
     other measures that will make up the system; and
       (IV) evidence that the test or tests which are part of the 
     assessment system are valid, reliable measures of their 
     intended purposes, are aligned with the State content 
     standards, are capable of assessing the progress of all 
     students toward learning the material in the State content 
     standards, and are consistent with relevant nationally 
     recognized professional and technical standards.
       (D) The Council shall, at the request of a State prior to 
     developing an assessment system for a proposed use, review 
     and provide guidance to such State on a proposed package of 
     measures, including tests that would be included in such a 
     system.
       (2)(A) The Council shall develop and, no sooner than three 
     years or later than four years after the enactment of this 
     Act, begin utilizing criteria for the certification of 
     assessment systems for the purposes indicated in paragraph 
     (1)(B). Before using such criteria, the Council shall forward 
     the criteria to the Goals Panel for review, except that the 
     Goals Panel shall have the option of disapproving such 
     criteria by a two-thirds majority vote of the full membership 
     not later than 60 days after receipt of such criteria.
       (B) The certification criteria developed by the Council 
     shall address the extent to which the assessment system--
       (i) is aligned with State content standards certified by 
     the Council; and
       (ii) is to be used for a purpose for which it is valid, 
     reliable, free of discrimination, and is consistent with 
     relevant, nationally recognized professional and technical 
     standards for assessment.
       (C) In determining appropriate certification criteria, the 
     Council shall--
       (i) consider standards and criteria being developed by 
     other national organizations, research on assessment, and 
     emerging new State and local assessments;
       (ii) recommend needed research;
       (iii) encourage the development and field testing of 
     assessment systems; and
       (iv) provide a public forum for discussing, debating, and 
     building consensus for the criteria to be used for the 
     certification of assessment systems.
       (D) Prior to determining the certification criteria, the 
     Council shall seek public comment regarding the proposed 
     criteria.
       (E) The Council shall certify an assessment system only if 
     such system includes all students.
       (g) Performance of Duties.--In carrying out its 
     responsibilities under this title, the Council shall--
       (1) provide for a process of broad public input as part of 
     the process of developing criteria for standards and 
     assessments;
       (2) work with Federal and non-Federal agencies and 
     organizations which are conducting research, studies, or 
     demonstration projects to determine internationally 
     competitive standards and assessments, and may establish 
     subject matter and other panels to advise it on particular 
     content, student performance, and opportunity-to-learn 
     standards and on assessments;
       (3) establish cooperative arrangements with the National 
     Skill Standards Board to promote the coordination of the 
     development of content and student performance standards 
     under this title with the development of skill standards 
     under title IV of this Act;
       (4) recommend studies to the Secretary that are necessary 
     to carry out the Council's responsibilities;
       (5) inform the public about what constitutes high quality, 
     internationally competitive, content, student performance, 
     and opportunity-to-learn standards, and assessment systems;
       (6) on a regular basis, review and update criteria for 
     certifying content, student performance, and opportunity-to-
     learn standards, and assessment systems; and
       (7) periodically recertify, as appropriate, the voluntary 
     national content and student performance standards, and the 
     voluntary national opportunity-to-learn standards and the 
     assessments that it certifies under this section.
       (h) Unconditioned State Participation.--No State shall be 
     required to obtain certification of standards or assessments 
     developed under subsection (b), (d), or (f) of this section 
     or to participate in programs under title III of this Act, as 
     a condition of participating in any Federal education program 
     under this or any other Act.

     SEC. 134. ANNUAL REPORTS.

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

     SEC. 135. POWERS OF THE COUNCIL.

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

     SEC. 136. PUBLICATION FOR PUBLIC COMMENT.

       (a) Transmittal.--For the purpose of obtaining public 
     comment through publication in the Federal Register, the 
     Council shall transmit to the Secretary--
       (1) proposed criteria for certifying national and State 
     content and performance standards;
       (2) proposed criteria for certifying national and State 
     opportunity-to-learn standards;
       (3) proposed criteria for certifying State assessment 
     systems; and
       (4) proposed national content, performance, and 
     opportunity-to-learn standards.
       (b) Publication.--The Secretary shall publish such proposed 
     procedures, standards, and criteria in the Federal Register.

     SEC.137. ADMINISTRATIVE PROVISIONS.

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

     SEC. 138. DIRECTOR AND STAFF; EXPERTS AND CONSULTANTS.

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

     SEC. 139. OPPORTUNITY-TO-LEARN DEVELOPMENT GRANT.

       (a) Opportunity-to-Learn Development Grant.--(1) The 
     Secretary is authorized to make a grant, on a competitive 
     basis, to a consortium of individuals and organizations to 
     develop voluntary national opportunity-to-learn standards 
     consistent with the provisions of section 123(c).
       (2) To the extent possible, such consortium shall include 
     the participation of--
       (A) State-level policymakers, such as Governors, State 
     legislators, chief State school officers, and State school 
     board members;
       (B) local policymakers and administrators, such as local 
     school board members, superintendents, and principals;
       (C) teachers (especially teachers involved in the 
     development of content standards);
       (D) parents and individuals with experience in promoting 
     parental involvement in education;
       (E) representatives of business;
       (F) experts in vocational-technical education;
       (G) representatives of regional accrediting associations;
       (H) individuals with expertise in school finance and 
     equity, the education of at-risk students, and the 
     preparation and training of teachers and school 
     administrators;
       (I) curriculum and school reform experts;
       (J) student and civil rights advocacy groups;
       (K) representatives of higher education; and
       (L) secondary school students.
       (3) In developing voluntary national opportunity-to-learn 
     standards, such consortium shall--
       (A) draw upon current research about student achievement 
     and the necessary conditions for effective teaching and 
     learning; and
       (B) provide for the development of several consecutive 
     drafts of standards which incorporate the comments and 
     recommendations of educators and other knowledgeable 
     individuals across the Nation.
       (4) One-third of the consortium shall consist of 
     individuals with expertise in the educational needs and 
     assessment of children who are from low-income families, 
     minority backgrounds, have limited-English proficiency, or 
     have disabilities.
       (5) The membership of the consortium shall be 
     geographically representative and reflect the racial, ethnic, 
     and gender diversity of the United States.
       (b) Applications.--(1) Any consortium that desires to 
     receive a grant under this subsection shall submit an 
     application to the Secretary at such time, in such manner, 
     and containing such information and assurances as the 
     Secretary may require.
       (2) In awarding such grant, the Secretary shall give 
     priority to applications from consortia which involve 
     individuals and organizations with the greatest diversity of 
     perspectives and points of view.
       (3) In establishing additional priorities and selection 
     criteria for such grant, the Secretary shall give serious 
     consideration to the recommendations made by the Council 
     pursuant to section 123(c)(4)(A).
       (c) Report.--After the development of the voluntary 
     national opportunity-to-learn standards, the consortium 
     funded under this section shall submit a report to the 
     Secretary which discusses the background, important issues, 
     and rationale regarding such standards.

     SEC. 140. ASSESSMENT DEVELOPMENT AND EVALUATION GRANTS.

       (a) General.--(1) The Secretary is authorized to make 
     grants to States and local educational agencies or consortia 
     of such agencies to help defray the cost of developing, field 
     testing, and evaluating assessment systems, to be used for 
     some or all of the purposes indicated in section 
     123(f)(1)(B), that are aligned to State content standards 
     certified by the Council.
       (2) The Secretary shall reserve a portion of the funds 
     authorized under section 141(d) for grants to State 
     educational agencies and local educational agencies for 
     purposes of developing such assessments in languages other 
     than English.
       (b) Applications.--A State, local educational agency, or 
     consortium of such agencies that desires to receive a grant 
     under subsection (a)(1) shall submit an application to the 
     Secretary at such time, in such manner, and containing such 
     information and assurances as the Secretary may require.
       (c) Requirements.--(1) A recipient of a grant under this 
     section shall--
       (A) examine the validity and reliability of an assessment 
     system for the particular purposes for which such assessment 
     system was developed;
       (B) ensure that an assessment system is consistent with 
     relevant, nationally recognized professional and technical 
     standards for assessments; and
       (C) devote special attention to how an assessment system, 
     treats all students, especially with regard to the race, 
     gender, ethnicity, disability, and language proficiency.
       (2) An assessment system developed and evaluated with funds 
     under this section may not be used for decisions about 
     individual students relating to program placement, promotion, 
     or retention, graduation, or employment for a period of five 
     years from the date of enactment of this Act.

     SEC. 141. EVALUATION.

       (a) Grant.--From funds reserved under section 154(a)(2), 
     the Secretary annually shall make a grant, in an amount not 
     to exceed $500,000, to the Commission on Behavioral and 
     Social Sciences and Education of the National Academy of 
     Sciences or to the National Academy of Education to--
       (1) evaluate--
       (A) the technical quality of the work performed by the 
     Goals Panel and the Council;
       (B) the process the Council uses to develop criteria for 
     certification of standards and assessments;
       (C) the process the Council uses to certify voluntary 
     national standards as well as standards and assessments 
     voluntarily submitted by States; and
       (D) the process the Goals Panel uses to approve 
     certification criteria and voluntary national standards;
       (2) periodically provide to the Goals Panel and the 
     Council, as appropriate, information from the evaluation 
     under paragraph (1); and
       (3) report on the activities authorized under sections 139 
     and 140.
       (b) Report.--The grant recipient shall periodically report 
     to the Congress, the Secretary, and the public regarding 
     findings and shall make a final report not later than January 
     1, 1998.

               Subpart 3--Authorization of Appropriations

     SEC. 145. AUTHORIZATION OF APPROPRIATIONS.

       (a) National Education Goals Panel.--There are authorized 
     to be appropriated $3,000,000 for fiscal year 1994 and such 
     sums as may be necessary for each of the four succeeding 
     fiscal years to carry out part A of this title.
       (b) National Education Standards and Improvement Council.--
     There are authorized to be appropriated $3,000,000 for fiscal 
     year 1994 and such sums as may be necessary for each of the 
     fiscal years 1995 through 1998 to carry out part B of this 
     title.
       (c) Opportunity-to-Learn Development Grant.--There are 
     authorized to be appropriated $3,000,000 for fiscal year 1994 
     and such sums as may be necessary for fiscal year 1995 to 
     carry out the Opportunity-to-Learn Development Grant Program 
     established under section 139 of this title.
       (d) Assessment Development and Evaluation Grants.--There 
     are authorized to be appropriated $5,000,000 for fiscal year 
     1994 and such sums as may be necessary for each of the fiscal 
     years 1995 through 1998 to carry out the Assessment 
     Development and Evaluation Grants Program established under 
     section 140 of this title.

         PART C--STATE AND LOCAL EDUCATION SYSTEMIC IMPROVEMENT

     SEC. 151. CONGRESSIONAL FINDINGS.

       The Congress finds that--
       (1) all students can learn and achieve high standards and 
     must realize their potential if the United States is to 
     prosper;
       (2) the reforms in education of the last 15 years have 
     achieved some good results, but these efforts often have been 
     limited to a few schools or to a single part of the 
     educational system;
       (3) leadership must come both from teachers, related 
     services personnel, principals, and parents in individual 
     schools and from policymakers at the local, State, tribal, 
     and national levels, in order for lasting improvements in 
     student performance to occur;
       (4) simultaneous top-down and bottom-up education reform is 
     necessary to spur creative and innovative approaches by 
     individual schools to help all students achieve 
     internationally competitive standards;
       (5) strategies must be developed by communities and States 
     to support the revitalization of all local public schools by 
     fundamentally changing the entire system of public education 
     through comprehensive, coherent, and coordinated improvement 
     in order to increase student learning;
       (6) parents, teachers, and other local educators, and 
     business, community, and tribal leaders must be involved in 
     developing systemwide improvement strategies that reflect the 
     needs of their individual communities;
       (7) State and local education improvement efforts must 
     incorporate strategies for providing all students and 
     families with coordinated access to appropriate social 
     services, health care, nutrition, and child care to remove 
     preventable barriers to learning and enhance school readiness 
     for all students;
       (8) States and local educational agencies, working 
     together, must immediately set about developing and 
     implementing such systemwide improvement strategies if the 
     Nation is to educate all children to meet their full 
     potential and achieve the National Education Goals listed in 
     title I of this Act;
       (9) State and local systemic improvement strategies must 
     provide all students with effective mechanisms and 
     appropriate paths to the workforce as well as to higher 
     education;
       (10) business should be encouraged to enter into 
     partnerships with schools, provide information and guidance 
     to schools on the needs of area business for properly 
     educated graduates in general and on the need for particular 
     workplace skills, that the schools may provide necessary 
     material and support, and continue the lifelong learning 
     process throughout the employment years of an individual, and 
     schools should provide information to business regarding how 
     the business community can assist schools in meeting the 
     goals of this Act;
       (11) institutions of higher education should be encouraged 
     to enter into partnerships with schools to provide 
     information and guidance to schools on the skills and 
     knowledge graduates need in order to enter and successfully 
     complete postsecondary education, and schools should provide 
     information and guidance to institutions of higher education 
     on the skills, knowledge, and preservice training teachers 
     need, and the types of professional development educators 
     need in order to meet the goals of this Act;
       (12) the appropriate and innovative use of technology, 
     including distance learning, can be very effective in helping 
     to bring all students the opportunity to learn and meet high 
     standards; and
       (13) Federal funds should be targeted to support local and 
     State initiatives, and to leverage State and local resources 
     for designing and implementing system-wide improvement plans.

     SEC. 152. PURPOSE.

       The purpose of this title is to improve the quality of 
     education for all students by improving student learning 
     through a long-term, broad-based effort to promote coherent 
     and coordinated improvements in the system of education 
     throughout the Nation at the local and State levels. This 
     title provides new authorities and funding for the Nation's 
     school systems without replacing or reducing funding for 
     existing Federal education programs. It is the intention of 
     the Congress that no State or local educational agency will 
     reduce its funding for education or for education reform on 
     account of receiving any funds under this title.

     SEC. 153. AUTHORIZATION OF APPROPRIATIONS.

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

     SEC. 154. ALLOTMENT OF FUNDS.

       (a) Reservations of Funds.--From funds appropriated under 
     section 153, the Secretary--
       (1) shall reserve a total of one percent to provide 
     assistance, in amounts determined by the Secretary--
       (A) to the outlying areas; and
       (B) to the Secretary of the Interior to benefit Indian 
     students in schools operated or funded by the Bureau of 
     Indian Affairs (referred to in this Act as the ``Bureau''); 
     and
       (2) may reserve a total of up to 6 percent for--
       (A) national leadership activities under section 163;
       (B) the costs of peer review of State improvement plans and 
     applications under this title; and
       (C) evaluation activities under section 141.
       (b) State Allotments.--The Secretary shall allot the 
     remaining amount appropriated under section 153 for each 
     fiscal year to the States (which for the purposes of this 
     subsection does not include the outlying areas) as follows:
       (1) 50 percent of such remaining amount shall be allocated 
     in accordance with the relative amounts such State received 
     under chapter 1 of title I of the Elementary and Secondary 
     Education Act of 1965 for the preceding fiscal year.
       (2) 50 percent of such remaining amount shall be allocated 
     in accordance with the relative amounts each such State 
     received under part A of chapter 2 of title I of the 
     Elementary and Secondary Education Act of 1965 for the 
     preceding fiscal year.
       (c) Reallotments.--If the Secretary determines that any 
     amount of a State's allotment for any fiscal year under 
     subsection (b) will not be needed for such fiscal year by the 
     State, the Secretary shall reallot such amount to other 
     States that need additional funds, in such manner as the 
     Secretary determines is appropriate.

     SEC. 155. STATE APPLICATIONS.

       (a) General.--(1) If a State desires to receive a grant 
     under this title, the State educational agency shall submit 
     an application to the Secretary at such time and in such 
     manner as the Secretary may determine.
       (2) In addition to the information described in subsections 
     (b) and (c), each such application shall include--
       (A) an assurance that the State educational agency will 
     cooperate with the Secretary in carrying out the Secretary's 
     responsibilities under section 162, and will comply with 
     reasonable requests of the Secretary for data related to the 
     State's progress in developing and implementing its State 
     improvement plan under this title;
       (B) an assurance that State law provides adequate authority 
     to carry out each component of the State's improvement plan 
     developed, or to be developed under section 156, or that such 
     authority will be sought;
       (C) an assurance that the standards developed for student 
     achievement are not less rigorous than student achievement 
     standards used prior to the date of enactment of this Act;
       (D) an assurance that the State will provide for broad 
     public participation in the planning process; and
       (E) such other assurances and information as the Secretary 
     may require.
       (b) First Year.--A State's application for the first year 
     of assistance under this title shall--
       (1) describe the process by which the State will develop a 
     school improvement plan that meets the requirements of 
     section 156; and
       (2) describe how the State educational agency will use 
     funds received under this title for such year, including how 
     the State educational agency will make subgrants to local 
     educational agencies and for teacher training.
       (c) Subsequent Years.--A State's second application under 
     this title shall--
       (1) cover the second through fifth years of its 
     participation;
       (2) include a copy of the State's improvement plan that 
     meets the requirements of section 156 or, if the State plan 
     is not complete, a statement of the steps it will take to 
     complete the plan and a schedule for doing so; and
       (3) include an explanation of how the State will use funds 
     received under this title, including how it will make 
     subgrants to local educational agencies and for teacher 
     training under section 159(b)(1).

     SEC. 156. STATE IMPROVEMENT PLANS.

       (a) Basic Scope of Plan.--Any State educational agency that 
     wishes to receive a grant under this title after its first 
     year of participation shall develop and implement a plan for 
     the fundamental restructuring and improvement of elementary 
     and secondary education in the State. This plan must 
     address--
       (1) in accordance with subsection (c), the establishment or 
     adoption of challenging content and student performance 
     standards for all students and the use of curricula, 
     instructional practices, assessments, technology, parental 
     involvement programs, and professional preparation and 
     development approaches appropriate to help all students reach 
     such standards;
       (2) in accordance with subsection (d), the establishment or 
     adoption of opportunity-to-learn standards that will define 
     the conditions of teaching and learning that provide all 
     students the opportunity to meet the challenging content and 
     student performance standards;
       (3) in accordance with subsection (e), needed changes in 
     the governance and management of the education system in 
     order to effectively focus schools on, and assist them in, 
     preparing all students to meet the challenging State 
     standards;
       (4) in accordance with subsection (f), comprehensive 
     strategies to involve communities, including parents, 
     businesses, libraries, institutions of higher education, 
     employment and training agencies, health and human service 
     agencies, advocacy groups, cultural institutions, and other 
     public and private agencies that provide social services, 
     health care, child care, early childhood education, and 
     nutrition to students, in helping all students meet the 
     challenging State standards;
       (5) in accordance with subsection (g), strategies for 
     ensuring that all local educational agencies and schools 
     within the State are involved in developing and implementing 
     needed improvements within a specified period of time;
       (6) in accordance with subsection (h), strategies for 
     ensuring that comprehensive, systemic reform is promoted from 
     the bottom up in communities, local educational agencies, and 
     schools; and
       (7) the needs of the children, ages 5 through 18, who are 
     out of school and the extent to which such children can be 
     brought back into the education system and meet the standards 
     set forth in this Act.
       (b) Plan Development.--(1) A State improvement plan under 
     this title must be developed by a broad-based panel (referred 
     to in this title as the ``panel'') in cooperation with the 
     State educational agency and the Governor. The panel shall 
     include--
       (A) the Governor and the chief State school officer, or 
     their designees;
       (B) the chairman of the State board of education and the 
     chairmen of the appropriate authorizing committees of the 
     State legislature, or their designees;
       (C) teachers, principals, and administrators who have 
     successfully improved student performance and deans of 
     colleges of education;
       (D) representatives of teacher organizations, parents, 
     institutions of higher education, business and labor leaders, 
     community-based organizations, Indian tribes, local boards of 
     education, State and local officials responsible for health, 
     social services, and other related services, and others, as 
     appropriate;
       (E) representatives from rural and urban local educational 
     agencies in the State; and
       (F) experts in educational measurement and assessment.
       (2) The Governor and the chief State school officer shall 
     each appoint half the members of the State panel. The full 
     panel shall establish the procedures regarding the operation 
     of the panel, including the designation of the panel 
     chairperson.
       (3) To the extent feasible, the membership of the panel 
     shall be geographically representative of the State and 
     reflect the diversity of the population of the State with 
     regard to race, ethnicity, gender, and disability 
     characteristics.
       (4) One-third of the panel members shall be individuals 
     with expertise in the educational needs and assessments of 
     children who are from low-income families, minority group 
     backgrounds, have limited-English proficiency, or have 
     disabilities.
       (5) The panel shall consult the Governor, the chief State 
     school officer, the State board of education, and relevant 
     committees of the State legislature in developing the plan.
       (6) The panel shall be responsible for conducting a 
     statewide, grassroots outreach process, including conducting 
     public hearings, to involve educators, related services 
     personnel, parents, secondary school students, local 
     officials, private nonprofit elementary and secondary 
     schools, community and business leaders, Indian tribes, 
     citizens, children's advocates, and others with a stake in 
     the success of students and their education system, and who 
     are representative of the diversity of the State and its 
     student population, in the development of the State plan and 
     in a continuing dialog regarding the need for and nature of 
     challenging standards for all students and local and State 
     responsibilities for helping all students achieve them.
       (7) The panel shall develop a continuing process for 
     interacting with local educational agencies and individual 
     schools engaged in systemic reform, especially including 
     local educational agencies and schools which receive 
     subgrants under section 159 of this Act, to ensure that the 
     development and implementation of the State plan reflects 
     their needs and experiences.
       (8) The panel shall develop a State plan, provide 
     opportunity for public comment, and submit the State plan to 
     the State educational agency for approval.
       (9) The State educational agency shall submit the original 
     State improvement plan developed by the panel and the State 
     improvement plan if modified by such agency, together with an 
     explanation of any changes made by such agency to the plan 
     developed by the panel, to the Secretary for approval.
       (10) If any portion of the State plan addresses matters 
     that, under State or other applicable law, are not under the 
     authority of the State educational agency, the State 
     educational agency shall obtain the approval of, or changes 
     to, such portion, with an explanation from the Governor or 
     other official responsible for that portion before submitting 
     the plan to the Secretary.
       (11) After approval of the State plan by the Secretary, the 
     panel, in close consultation with teachers, principals, 
     administrators, school boards, advocacy groups, advocates of 
     children with disabilities and parents in local educational 
     agencies and schools receiving funds under this title, shall 
     monitor the implementation and effectiveness of the State 
     plan to determine if revisions are appropriate, and shall 
     periodically report its findings to the public.
       (c) Teaching, Learning, Standards, and Assessments.--Each 
     State plan shall establish strategies and a timetable for 
     improving teaching and learning, including--
       (1) a process for developing or adopting challenging 
     content and student performance standards for all students 
     which includes coordinating the standards developed pursuant 
     to section 115 of the Carl D. Perkins Vocational and Applied 
     Technology Education Act of 1990;
       (2) a process for providing assistance and support to local 
     educational agencies and schools to give them the capacity 
     and responsibility to provide all students the opportunity to 
     increase education achievement and meet challenging State 
     content and student performance standards;
       (3) assessing the effectiveness and equity of the school 
     finance program of the State to identify disparities in the 
     resources available to each local educational agency and 
     school in such State and how such disparities affect the 
     ability of the State educational agency and local educational 
     agencies to develop and implement plans under this title;
       (4) a process for developing, adopting, or recommending 
     instructional materials, including gender equitable and 
     multicultural materials, and technology to support and assist 
     local educational agencies and schools to provide all 
     students the opportunity to meet the challenging State 
     content and student performance standards;
       (5) a process for developing and implementing a valid and 
     nondiscriminatory assessment system or set of locally-based 
     assessment systems which are consistent with relevant, 
     nationally recognized, professional and technical standards 
     for assessment, and are capable of providing coherent 
     information about student attainments relative to the State 
     content standards;
       (6) a process for monitoring the implementation of such 
     system or systems and the impact on improved instruction for 
     all students;
       (7) a process for improving the State's system of teacher 
     and school administrator preparation, licensure, and 
     continuing professional development so that all teachers, 
     related services personnel, and administrators develop the 
     subject matter and pedagogical expertise needed to prepare 
     all students to meet the challenging standards under 
     paragraph (1);
       (8) a process for providing appropriate and effective 
     professional development, including the use of technology, 
     distance learning, and gender-equitable methods, necessary 
     for teachers, school administrators, and others to help all 
     students meet the challenging standards under paragraph (1); 
     and
       (9) a process to ensure widespread participation of 
     classroom teachers in developing the portions of the plan 
     described in this subsection.
       (d) Opportunity-to-Learn Standards.--Each State plan shall 
     establish a strategy and timetable for--
       (1) adopting or establishing opportunity-to-learn standards 
     that are consistent with the challenging content and student 
     performance standards that have been adopted or established;
       (2) ensuring that every school in the State is making 
     demonstrable progress toward meeting the State's opportunity-
     to-learn standards;
       (3) ensuring that the State's opportunity-to-learn 
     standards address the need of all students;
       (4) providing for periodic assessments of the extent to 
     which opportunity-to-learn standards are being met throughout 
     the State; and
       (5) periodically reporting to the public on the extent of 
     the State's improvement in achieving such standards and 
     providing all students with a fair opportunity to achieve the 
     knowledge and skill levels that meet the State's content and 
     student performance standards.
       (e) Governance and Management.--Each State plan shall 
     establish strategies for improved governance and management 
     of its education system, such as--
       (1) aligning responsibility, authority, and accountability 
     throughout the education system, so that decisions regarding 
     content and student performance standards are coordinated and 
     decisions regarding the means for achieving such standards 
     are made closest to the learners;
       (2) creating an integrated and coherent approach to 
     attracting, recruiting, preparing and licensing, appraising, 
     rewarding, retaining, and supporting the continued 
     professional development of teachers (including vocational 
     teachers), administrators, and other educators, including 
     bilingual educators and special education providers, so that 
     there is a highly talented workforce of professional 
     educators capable of preparing all students to reach 
     challenging standards, with special attention to the 
     recruitment, training, and retention of qualified minorities 
     into the education profession within the State to ensure that 
     the profession reflects the racial and ethnic diversity of 
     the student population;
       (3) providing incentives for high performance, such as--
       (A) working with employers and institutions of higher 
     education to devise strategies to reward student achievement;
       (B) incentives for classroom teachers, principals, and 
     other professional educators to participate in professional 
     development activities; and
       (C) school-based incentives for schools and local 
     educational agencies to improve student performance;
       (4) increasing the proportion of State and local funds 
     allocated to direct instructional purposes; and
       (5) increasing flexibility for local educational agencies 
     and schools by, for example--
       (A) waiving State regulations and other requirements that 
     impede educational improvement;
       (B) focusing accountability on educational outcomes rather 
     than monitoring compliance with input requirements; and
       (C) fostering conditions that allow teachers, principals, 
     and parents in the school community to be creative in helping 
     all students meet challenging standards.
       (f) Parental and Community Support and Involvement.--Each 
     State plan shall describe strategies for how the State will 
     involve parents and other community members in planning, 
     designing, and implementing its plan, including such 
     strategies as--
       (1) educating the public about the need for higher 
     standards, systemic improvement, and awareness of diverse 
     learning needs;
       (2) involving parents, communities, and advocacy groups in 
     the standard-setting and improvement process;
       (3) linking the family and school in supporting students to 
     meet the challenging student content and performance 
     standards established;
       (4) reporting, on an ongoing basis, to parents, educators, 
     and the public on the progress in implementing the plan and 
     improving student performance;
       (5) focusing public and private community resources and 
     public school resources on prevention and early intervention 
     to address the needs of all students by--
       (A) identifying and removing unnecessary regulations and 
     obstacles to coordination;
       (B) improving communication and information exchange; and
       (C) providing appropriate training to agency personnel; and
       (6) increasing the access of all students to social 
     services, health care, nutrition, related services, and child 
     care services, and locating such services in schools, 
     cooperating service agencies, community-based centers, or 
     other convenient sites designed to provide ``one-stop 
     shopping'' for parents and students.
       (g) Making the Improvements Systemwide.--To help provide 
     all students throughout the State the opportunity to meet 
     challenging State standards, each State plan shall describe 
     strategies such as--
       (1) ensuring that the improvement efforts expand from the 
     initial local educational agencies, schools, and educators 
     involved to all local educational agencies, schools, and 
     educators in the State education system through such 
     approaches as teacher and administrator professional 
     development, technical assistance, whole school projects, 
     intensive summer training, and networking of teachers and 
     other educators, consortia of schools, and local educational 
     agencies undertaking similar improvements;
       (2) developing partnerships among preschools, elementary 
     and secondary schools, institutions of higher education, 
     cultural institutions, health and social service providers, 
     and employers to improve teaching and learning at all levels 
     of the education system for all students and to foster 
     collaboration and continuous improvement;
       (3) strategies to provide for the close coordination of 
     standards development and improvement efforts among 
     institutions of higher education and secondary, and 
     elementary schools;
       (4) conducting parental involvement activities and outreach 
     programs aimed at parents whose language is a language other 
     than English, individuals with disabilities, and other 
     special populations, including American Indians, Alaskan 
     Natives, and Native Hawaiians, to involve all segments of the 
     community in the development of the State plan;
       (5) developing partnerships with Indian tribes and schools 
     funded by the Bureau, where appropriate, to improve 
     consistency and compatibility in curriculum among public and 
     such schools funded by the Bureau at all grade levels;
       (6) allocating all available local, State, and Federal 
     resources to achieve system-wide improvement;
       (7) providing for the development of objective criteria and 
     measures against which the success of local plans will be 
     evaluated;
       (8) providing for the availability of curricular materials, 
     learning technologies, including distance learning, and 
     professional development in a manner ensuring equal access by 
     all local educational agencies in the State;
       (9) taking steps to ensure that all local educational 
     agencies, schools, and educators in the State benefit from 
     successful programs and practices supported by funds made 
     available to local educational agencies and schools under 
     this title; and
       (10) providing assistance to students, teachers, schools, 
     and local educational agencies that are identified through 
     the assessment system developed under subsection (c)(5) as 
     needing such assistance.
       (h) Promoting Bottom-Up Reform.--Each State plan shall 
     include strategies for ensuring that comprehensive, systemic 
     reform is promoted from the bottom up in communities, local 
     educational agencies, and schools, as well as guided by 
     coordination and facilitation from State leaders, including 
     strategies such as--
       (1) ensuring that the State plan is responsive to the needs 
     and experiences of local educational agencies, schools, 
     teachers, the community, and parents;
       (2) establishing mechanisms for continuous input from local 
     schools, communities, advocacy groups, institutions of higher 
     education, and local educational agencies into, and feedback 
     on, the implementation of the State plan;
       (3) providing discretionary resources that enable teachers 
     and schools to purchase needed professional development and 
     other forms of assistance consistent with their improvement 
     plan from high-quality providers of their choice;
       (4) establishing collaborative networks of teachers 
     centered on content standards and assessments for the purpose 
     of improving teaching and learning;
       (5) providing flexibility to individual schools and local 
     educational agencies to enable them to adapt and integrate 
     State content standards into courses of study appropriate for 
     individual schools and communities;
       (6) facilitating the provision of waivers from State rules 
     and regulations that impede the ability of local educational 
     agencies or schools to carry out local education improvement 
     plans; and
       (7) facilitating communication among educators within and 
     between local educational agencies for the purpose of sharing 
     innovative and effective practices, including, through the 
     use of telecommunications, distance learning, site visits, 
     and other means.
       (i) Coordination with School-to-Work Programs.--If a State 
     has received Federal assistance for the purpose of planing 
     for, expanding, or establishing a school-to-work program, 
     then a State shall include in the State plan a description of 
     how such school-to-work program will be incorporated into the 
     school reform efforts of the State. In particular, the State 
     plan shall include a description of how secondary schools 
     will be modified in order to provide career guidance, the 
     integration of academic and vocational education, and work-
     based learning, if such programs are proposed in the State's 
     school-to-work plan.
       (j) Benchmarks and Timelines.--Each State plan shall 
     include specific benchmarks of improved student performance 
     and of progress in implementing the improvement plan, and 
     timelines against which the progress of the State in carrying 
     out its plan, including the elements described in subsections 
     (c) through (h), can be measured.
       (k) Coordinating Strategies.--Each State plan shall include 
     strategies for coordinating the integration of academic and 
     vocational instruction pursuant to the Carl D. Perkins 
     Vocational and Applied Technology Education Act.
       (l) Program Improvement and Accountability.--Each State 
     shall describe--
       (1) how the State will monitor progress towards 
     implementing the State and local plans; and
       (2) procedures the State will use to ensure schools and 
     school districts meet State opportunity-to-learn and content 
     standards within the established time lines.
       (m) Prohibition on Federal Mandates, Direction, and 
     Control.--Nothing in this section shall be construed to 
     authorize an officer or employee of the Federal Government to 
     mandate, direct, or control a State, local educational 
     agency, or school's curriculum, program of instruction, or 
     allocation of State and local resources.
       (n) Peer Review and Secretarial Approval.--(1) The 
     Secretary shall review each State improvement plan prepared 
     under this section, and each application submitted under 
     section 155, with the assistance and advice of State and 
     local education policymakers, educators, classroom teachers, 
     related services personnel, experts on educational innovation 
     and improvement, parents, advocates for children with 
     disabilities, representatives of other advocacy groups, and 
     other appropriate individuals. The peer review process shall 
     be performed by individuals representative of the diversity 
     of the United States with regard to geography, race, 
     ethnicity, gender, and disability. The review of each State 
     plan shall include at least one site visit to each State.
       (2) The Secretary shall approve a State's plan when the 
     Secretary determines, after considering the peer reviewers' 
     comment, that it--
       (A) reflects a widespread commitment within the State;
       (B) holds reasonable promise of enabling all students to 
     achieve at the high levels called for by this Act;
       (C) meets the requirements of subsections (a) through (k); 
     and
       (D) allows local schools, local educational agencies and 
     communities the flexibility to implement local improvement 
     plans in a manner which reflects local needs and requirements 
     in order to promote a `bottom up' system of school reform.
       (3) The Secretary shall not decline to approve a State's 
     plan, or any State application submitted under section 155, 
     before offering the State--
       (A) an opportunity to revise its plan or application; and
       (B) a hearing.
       (o) Regular Review.--Each State plan shall include a 
     process for regularly reviewing and updating any State 
     content, student performance, and opportunity-to-learn 
     standards and assessment systems.
       (p) Amendments to Plan.--(1) Each State shall periodically 
     review its plan and revise it, as appropriate, in accordance 
     with the process described in subsection (b).
       (2) The Secretary shall review major amendments to a 
     State's plan through the same process, described in 
     subsection (j), used to review the original plan.
       (q) Preexisting State Plans and Panels.--(1) If a State has 
     developed a comprehensive and systemic improvement plan to 
     help all students meet challenging standards, or any 
     component of such a plan, that otherwise meets the 
     requirements of this section, the Secretary may approve such 
     plan or component notwithstanding that it was not developed 
     in accordance with subsection (b), if the Secretary 
     determines that such approval would further the purposes of 
     State systemic education improvement.
       (2) If, before the enactment of this Act, a State has made 
     substantial progress in developing a plan that otherwise 
     meets, or is likely to meet, the requirements of this 
     section, but was developed by a panel that does not meet the 
     requirements of paragraphs (1), (2), and (3) of subsection 
     (b), the Secretary may, at the request of the Governor and 
     the State educational agency, treat such panel as meeting the 
     requirements of this title if the Secretary determines that 
     there has been statewide involvement of educators, parents, 
     students, advocacy groups, other interested members of the 
     public in the development of the plan.

     SEC. 157. SECRETARY'S REVIEW OF APPLICATIONS; PAYMENTS.

       (a) First Year.--The Secretary shall approve the initial 
     year application of a State educational agency under section 
     155(b) if the Secretary determines that--
       (1) such application meets the requirements of this title; 
     and
       (2) there is a substantial likelihood that the renewal 
     application of the State will be able to develop and 
     implement an education improvement plan that complies with 
     section 156.
       (b) Second Through Fifth Years.--The Secretary shall 
     approve a renewal application of a State educational agency 
     under section 155(c) for the second through fifth years only 
     if--
       (1)(A) the Secretary has approved the State's improvement 
     plan under section 156(l); or
       (B) the Secretary determines that the State has made 
     substantial progress in developing such plan; and
       (2) such application meets the other requirements of this 
     title.
       (c) Payments.--For any fiscal year for which a State has an 
     approved application under this title, the Secretary shall 
     make a grant to the State educational agency in the amount 
     determined under section 154(b).

     SEC. 158. STATE USE OF FUNDS.

       (a) First Year.--In the first year for which a State 
     educational agency receives a grant under this title, the 
     State--
       (1) shall use at least 75 percent of such funds to make 
     subgrants, in accordance with section 159(a), to local 
     educational agencies for the development or implementation of 
     local improvement plans and to make subgrants, in accordance 
     with section 159(b), to improve educator preservice programs 
     and for professional development activities consistent with 
     the State plan, if the amount allocated to States under 
     section 154(b) for such year is at least $50,000,000. The 
     State may use such funds for such subgrants if such amount is 
     less than $50,000,000; and
       (2) shall use the remainder of such funds to develop, 
     revise, expand, or implement an education improvement plan 
     described in section 156.
       (b) Succeeding Years.--A State that receives assistance 
     under this title for any year after the first year of 
     participation shall--
       (1) use at least 90 percent of such assistance in each 
     succeeding year to make subgrants--
       (A) to local educational agencies, in accordance with 
     section 159(a), for the implementation of the State 
     improvement plan and of local improvement plans; and
       (B) in accordance with section 159(b), to improve educator 
     preservice programs and for professional development 
     activities that are consistent with the State improvement 
     plan; and
       (2) use the remainder of such assistance for State 
     activities designed to implement its improvement plan, such 
     as--
       (A) supporting the development or adoption of State content 
     and student performance standards, State opportunity-to-learn 
     standards, and assessments linked to the standards, including 
     through consortia of States, and in conjunction with the 
     National Education Standards and Improvement Council 
     established under part B of title II of this Act;
       (B) supporting the implementation of high-performance 
     management and organizational strategies, such as site-based 
     management, shared decisionmaking, or quality management 
     principles, to promote effective implementation of such plan;
       (C) supporting the development and implementation, at the 
     local educational agency and school building level, of 
     improved human resource development systems for recruiting, 
     selecting, mentoring, supporting, evaluating, and rewarding 
     educators;
       (D) providing special attention to the needs of minority, 
     limited-English proficient, disabled, and female students, 
     including instructional programs and activities that 
     encourage such students in elementary and secondary schools 
     to aspire to enter post secondary education or training;
       (E) supporting the development, at the State or local 
     level, of performance-based accountability and incentive 
     systems for schools;
       (F) outreach related to education improvement to parents, 
     Indian tribal officials, classroom teachers, related services 
     personnel, and other educators, and the public;
       (G) providing technical assistance and other services to 
     increase the capacity of local educational agencies and 
     schools to develop and implement local systemic improvement 
     plans, implement new assessments, and develop curricula 
     consistent with the content and student performance standards 
     of the State;
       (H) promoting public magnet schools, public ``charter 
     schools'', and other mechanisms for increasing choice among 
     public schools; and
       (I) collecting and analyzing data.
       (c) Limit on Administrative Costs.--In each year, a State 
     may use not more than four percent of its annual allotment 
     under this title, or $100,000, whichever is greater, for 
     administrative expenses, not including the activities of the 
     panel established under section 156(b)(1).

     SEC. 159. SUBGRANTS FOR LOCAL REFORM AND PROFESSIONAL 
                   DEVELOPMENT.

       (a) Subgrants to Local Educational Agencies.--(1)(A) Each 
     State educational agency shall make subgrants to local 
     educational agencies (or consortia of such agencies) 
     consistent with subsections (a)(1) and (b)(1)(A) of section 
     158 through a competitive process.
       (B) In making such subgrants, the State educational agency 
     shall award not less than 1 subgrant in each fiscal year to 
     an urban local educational agency and not less than 1 
     subgrant in each fiscal year to a rural local educational 
     agency, except that this provision shall not apply to the 
     District of Columbia. Rural local educational agencies may 
     include or be represented as a fiscal agent by an education 
     service agency.
       (C) Each subgrant shall be for a project of sufficient 
     duration and of sufficient size, scope, and quality to carry 
     out the purpose of this title effectively.
       (2) A local educational agency wishing to receive a 
     subgrant under this title for the purpose of developing a 
     comprehensive local plan shall submit an application to the 
     State educational agency. Such application shall contain 
     assurances that the local educational agency intends to 
     develop a plan that meets the requirements of this section.
       (3) Each local educational agency wishing to receive a 
     subgrant for the purpose of implementing a plan under this 
     subsection shall submit a local plan to the State educational 
     agency which--
       (A) is developed by a broad-based panel that--
       (i) is appointed by the local educational agency and is 
     representative of the diversity of students and community 
     with regard to race, language, ethnicity, gender, disability, 
     and socioeconomic characteristics and includes teachers, 
     parents, advocacy groups, school administrators, business 
     representatives, and others, as appropriate; and
       (ii) shall, following the selection of its members, 
     establish the procedures regarding the operation of the 
     panel, including the designation of the chairperson;
       (B) includes a comprehensive local plan for districtwide 
     education improvement, directed at enabling all students to 
     meet the challenging content and student performance 
     standards of the State, including specific goals and 
     benchmarks, consistent with the State improvement plan 
     (either approved or under development) and includes a 
     strategy for--
       (i) implementing opportunity-to-learn standards;
       (ii) improving teaching and learning;
       (iii) improving governance and management;
       (iv) generating and strengthening parental and community 
     involvement; and
       (v) expanding improvements throughout the local educational 
     agency;
       (C) promotes the flexibility of local schools in developing 
     plans which address the particular needs of their school and 
     community and are consistent with the local plan;
       (D) describes a process of broad-based community 
     participation in the development, implementation, and 
     evaluation of the local plan;
       (E) describes how the local educational agency will 
     encourage and assist schools to develop comprehensive school 
     improvement plans that focus on helping all students reach 
     challenging content and student performance standards and 
     that address relevant elements of the improvement plan of the 
     local educational agency identified in subparagraph (B);
       (F) describes how the local educational agency will 
     implement specific programs aimed at ensuring improvements in 
     school readiness and the ability of students to learn 
     effectively at all grade levels by identifying the most 
     pressing needs facing students and their families with regard 
     to social services, health care, nutrition, and child care, 
     and by entering into partnerships with public and private 
     agencies to increase the access of students and families to 
     coordinated services in a school setting or at a nearby site;
       (G) describes how the subgrant will be used by the local 
     educational agency, and the procedures to be used to make 
     funds available to schools in accordance with paragraph 
     (6)(A);
       (H) identifies, with an explanation, any State or Federal 
     requirements that the local educational agency believes 
     impede educational improvement and that such local 
     educational agency requests be waived in accordance with 
     section 161 (such requests shall promptly be transmitted to 
     the Secretary by the State educational agency); and
       (I) contains such other information as the State 
     educational agency may reasonably require.
       (4) A local educational agency which has approved a local 
     plan shall submit such plan to the State for approval 
     together with a description of modifications to such plan and 
     any comments from the local panel regarding such plan.
       (5) The panel appointed under paragraph (3)(A) shall, after 
     approval by the State educational agency of the application 
     of the local educational agency, monitor the implementation 
     and effectiveness of the local improvement plan in close 
     consultation with teachers, related services personnel, 
     principals, administrators, community members, and parents 
     from schools receiving funds under this title, to determine 
     if revisions to the local plan should be recommended to the 
     local educational agency. The panel shall make public its 
     findings.
       (6)(A) A local educational agency that receives a subgrant 
     under this subsection shall--
       (i) in the first year, use not more than 25 percent of 
     subgrant funds to develop a local improvement plan or to 
     implement any local educational activities approved by the 
     State educational agency which are reasonably related to 
     carrying out the State or local improvement plans, and not 
     less than 75 percent of such funds to support individual 
     school improvement initiatives directly related to providing 
     all students in the school the opportunity to meet 
     challenging State content and student performance standards; 
     and
       (ii) in subsequent years, use subgrant funds for any 
     activities approved by the State educational agency which are 
     reasonably related to carrying out the State or local 
     improvement plans, except that at least 85 percent of such 
     funds shall be made available to individual schools to 
     develop and implement comprehensive school improvement plans 
     which are tailored to meet the needs of their particular 
     student populations and are designed to help all students 
     meet challenging State content standards.
       (B) At least 50 percent of the funds made available by a 
     local educational agency to individual schools under this 
     section in any fiscal year shall be made available to schools 
     with a special need for such assistance, as indicated by a 
     high number or percentage of students from low-income 
     families, low student achievement, or other similar criteria 
     developed by the local educational agency.
       (C) A local educational agency may not use more than five 
     percent of its annual allotment under this Act for 
     administrative expenses.
       (7) The State educational agency shall give priority in 
     awarding a subgrant to--
       (A) a consortium of local educational agencies; or
       (B) a local educational agency that makes assurances that 
     funds will be used to assist a consortium of schools that has 
     developed a plan for school improvement.
       (b) Subgrants for Preservice Teacher Education and 
     Professional Development Activities.--(1)(A) Each State 
     educational agency shall make subgrants to consortia of local 
     educational agencies, institutions of higher education, 
     private nonprofit organizations, or combinations thereof, 
     consistent with subsections (a)(1) and (b)(1) of section 158 
     through a competitive, peer-reviewed process to--
       (i) improve preservice teacher education programs 
     consistent with the State plan, including how to work 
     effectively with parents and the community; and
       (ii) support continuing, sustained professional development 
     activities for educators which will increase student learning 
     and are consistent with the State plan.
       (B)(i) In order to apply for a subgrant described in 
     subparagraph (A)(i), a consortium must include at least one 
     local educational agency and at least one institution of 
     higher education.
       (ii) In order to apply for a subgrant described in 
     subparagraph (A)(ii), a consortium must include at least one 
     local educational agency.
       (2) A consortium that wishes to receive a subgrant under 
     this subsection shall submit an application to the State 
     educational agency which--
       (A) describes how the applicant will use the subgrant to 
     improve teacher preservice and school administrator education 
     programs or to implement educator professional development 
     activities consistent with the State plan;
       (B) identifies the criteria to be used by the applicant to 
     judge improvements in preservice education or the effects of 
     professional development activities consistent with the State 
     plan; and
       (C) contains any other information that the State 
     educational agency determines is appropriate.
       (3) A recipient of a subgrant under this subsection shall 
     use the subgrant funds for activities supporting--
       (A) the improvement of preservice teacher education and 
     school administrator programs so that such programs equip 
     educators with the subject matter and pedagogical expertise 
     necessary for preparing all students to meet challenging 
     standards; or
       (B) the development and implementation of new and improved 
     forms of continuing and sustained professional development 
     opportunities for teachers, principals, and other educators 
     at the school or district level that equip educators with 
     such expertise, and with other knowledge and skills necessary 
     for leading and participating in continuous education 
     improvement.
       (4) A recipient may use the subgrant funds under this 
     subsection for costs related to release time for teachers to 
     participate in professional development activities.
       (5) Professional development shall include related services 
     personnel as appropriate.
       (6) In awarding subgrants under this subsection, the State 
     educational agency shall give priority to local educational 
     agencies that form partnerships with collegiate educators to 
     establish professional development school sites.
       (c) Special Award Rule.--(1) Each State educational agency 
     shall award at least 50 percent of subgrant funds under 
     subsection (a) in each fiscal year to local educational 
     agencies that have a greater percentage or number of 
     disadvantaged children than the statewide average percentage 
     or number for all local educational agencies in the State.
       (2) The State educational agency may waive the requirement 
     of paragraph (1) if such State does not receive a sufficient 
     number of applications to comply with such requirement.

     SEC. 160. AVAILABILITY OF INFORMATION AND TRAINING.

       (a) Information and Training.--Proportionate to the number 
     of children in a State or in a local educational agency who 
     are enrolled in private elementary or secondary schools--
       (1) a State educational agency or local educational agency 
     which uses funds under this title to develop goals, content 
     standards, curricular materials, and assessments shall, upon 
     request, make information related to such goals, standards, 
     materials, and assessments available to private schools; and
       (2) a State educational agency or local educational agency 
     which uses funds under this title for teacher and 
     administrator training shall provide in its plan for the 
     training of teachers and administrators in private schools 
     located in the geographical area served by such agency.
       (b) Waiver.--If, by reason of any provision of law, a State 
     or local educational agency is prohibited from providing for 
     the equitable participation of teachers and administrators 
     from private schools in training programs assisted with 
     Federal funds provided under this title, or if the Secretary 
     determines that a State or local educational agency has 
     substantially failed or is unwilling to provide for such 
     participation, the Secretary shall waive such requirements 
     and shall arrange for the provision of training consistent 
     with State goals and content standards for such teachers and 
     administrators. Such waivers shall be subject to 
     consultation, withholding, notice, and judicial review in 
     accordance with section 1017 of the Elementary and Secondary 
     Education Act of 1965.

     SEC. 161. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS.

       (a) General.--(1) Except as provided in subsection (c), the 
     Secretary may waive any requirement of any statute listed in 
     subsection (b) or of the regulations issued under such 
     statute for a State educational agency, local educational 
     agency, or school that requests such a waiver--
       (A) if, and only to the extent that, the Secretary 
     determines that such requirement impedes the ability of the 
     State, or of a local educational agency or school in the 
     State, to carry out the State or local education improvement 
     plan;
       (B) if the State educational agency has waived, or agrees 
     to waive, similar requirements of State law; and
       (C) if, in the case of a Statewide waiver, the State 
     educational agency--
       (i) provides all local educational agencies and parent 
     organizations in the State with notice and an opportunity to 
     comment on the proposal of the State educational agency to 
     seek a waiver; and
       (ii) submits the comments of such agencies to the 
     Secretary.
       (2) To request a waiver, a State educational agency, local 
     educational agency, or school that receives funds under this 
     Act or a local educational agency that does not receive funds 
     under this Act but is undertaking school reform efforts that 
     meet the objectives of the State plan, shall submit an 
     application to the Secretary that includes--
       (A) the identification of statutory or regulatory 
     requirements that are requested to be waived and the goals 
     that the State local educational agency or school intends to 
     achieve;
       (B) a description of the action that the State has 
     undertaken to remove State statutory or regulatory barriers 
     identified in the applications of local educational agencies;
       (C) a description of the goals of the waiver and the 
     expected programmatic outcomes if the request is granted;
       (D) the numbers and types of students to be impacted by 
     such waiver;
       (E) a timetable for implementing a waiver; and
       (F) the process the State will use to monitor, on a 
     biannual basis, the progress in implementing a waiver.
       (3) The Secretary shall act promptly on a waiver request 
     and state in writing the reasons for granting or denying such 
     request. If a waiver is granted, the Secretary must also 
     include the expected outcome of granting such waiver.
       (4) The Secretary's decision shall be--
       (A) published in the Federal Register; and
       (B) disseminated by the State educational agency to 
     interested parties, including educators, parents, students, 
     advocacy and civil rights organizations, other interested 
     parties, and the public.
       (5) Each such waiver shall be for a period not to exceed 
     three years. The Secretary may extend such period if the 
     Secretary determines that the waiver has been effective in 
     enabling the State or affected local educational agencies to 
     carry out reform plans.
       (b) Included Programs.--The statutes subject to the waiver 
     authority of this section are as follows:
       (1) Chapter 1 of title I of the Elementary and Secondary 
     Education Act of 1965.
       (2) Part A of chapter 2 of title I of the Elementary and 
     Secondary Education Act of 1965.
       (3) The Dwight D. Eisenhower Mathematics and Science 
     Education Act (part A of title II of the Elementary and 
     Secondary Education Act of 1965).
       (4) The Emergency Immigrant Education Act of 1984 (part D 
     of title IV of the Elementary and Secondary Education Act of 
     1965).
       (5) The Drug-Free Schools and Communities Act of 1986 
     (title V of the Elementary and Secondary Education Act of 
     1965).
       (6) The Carl D. Perkins Vocational and Applied Technology 
     Education Act.
       (c) Waivers Not Authorized.--The Secretary may not waive 
     any statutory or regulatory requirement of the programs 
     listed in subsection (b) relating to--
       (1) maintenance of effort;
       (2) comparability of services;
       (3) the equitable participation of students and 
     professional staff in private schools;
       (4) parental participation and involvement; or
       (5) the distribution of funds to State or to local 
     educational agencies.
       (d) Termination of Waivers.--The Secretary shall 
     periodically review the performance of any State, local 
     educational agency, or school for which the Secretary has 
     granted a waiver and shall terminate the waiver if the 
     performance of the State, the local educational agency, or 
     the school in the area affected by the waiver has been 
     inadequate to justify a continuation of the waiver.

     SEC. 162. PROGRESS REPORTS.

       (a)  State Reports to the Secretary.--Each State 
     educational agency that receives funds under this title shall 
     annually report to the Secretary regarding--
       (1) progress in meeting State goals and plans;
       (2) proposed State activities for the succeeding year; and
       (3) in summary form, the progress of local educational 
     agencies in meeting local goals and plans and increasing 
     student learning.
       (b) Secretary's Reports to Congress.--By April 30, 1996, 
     and every two years thereafter, the Secretary shall submit a 
     report to the Committee on Education and Labor of the House 
     of Representatives and the Committee on Labor and Human 
     Resources of the Senate describing the activities and 
     outcomes of grants under--
       (1) section 140 of this Act, including--
       (A) a description of the purpose, uses, and technical merit 
     of assessments evaluated with funds under such section; and
       (B) an analysis of the impact of such assessments on the 
     performance of all students, particularly students of 
     different racial, gender, ethnic, language groups, or 
     individuals with disabilities; and
       (2) this title, including a description of the effect of 
     waivers granted under section 151.

     SEC. 163. NATIONAL LEADERSHIP.

       (a) Activities Authorized.--From funds reserved each year 
     under section 154(a)(2)(A), the Secretary shall, through the 
     Office of Educational Research and Improvement in accordance 
     with the provisions of sections 405 and 406 of the General 
     Education Provisions Act, directly or through grants or 
     contracts--
       (1) provide technical assistance to States and local 
     educational agencies developing or implementing school 
     improvement plans, in a manner that ensures that each such 
     State has access to such assistance;
       (2) gather data on, conduct research on, and evaluate 
     systemic education improvement, including the programs 
     authorized by this title;
       (3) disseminate research findings and other information on 
     systemic education improvement and how it affects student 
     learning;
       (4) provide grants to tribal divisions of education for 
     coordination efforts between school reform plans developed 
     for schools funded by the Bureau of Indian Affairs and public 
     schools described in section 156(g)(5), including tribal 
     activities in support of plans; and
       (5) support national demonstration projects that unite 
     local and State educational agencies, institutions of higher 
     education, government, business, and labor in collaborative 
     arrangements in order to make educational improvements 
     systemwide.
       (b) Reservation of Funds.--(1) The Secretary shall use at 
     least 50 percent of the funds reserved each year under 
     section 154(a)(2)(A) to make grants, consistent with the 
     provisions of section 159(a) that the Secretary finds 
     appropriate, and provide technical and other assistance to 
     urban and rural local educational agencies with large numbers 
     or concentrations of students who are economically 
     disadvantaged or who have limited English proficiency, to 
     assist such agencies in developing and implementing local 
     school improvement plans.
       (2) The Secretary shall use not less than $1,000,000 of the 
     funds reserved the first year under section 154(a)(2)(A) to 
     survey coordinated services programs that have been found to 
     be successful in helping students and families and improving 
     student outcomes, and shall disseminate information about 
     such programs to schools that plan to develop coordinated 
     services programs.

     SEC. 164. ASSISTANCE TO THE OUTLYING AREAS AND TO THE 
                   SECRETARY OF THE INTERIOR.

       (a) Outlying Areas.--(1) Funds reserved for outlying areas 
     under section 154(a)(1)(A) shall be distributed among such 
     areas by the Secretary according to relative need.
       (2) The provisions of Public Law 95-134, permitting the 
     consolidation of grants to the insular areas, shall not apply 
     to funds received by such areas under this title.
       (b) Secretary of the Interior.--
       (1) In general.--The funds reserved to the Secretary of the 
     Interior under section 154 shall be made in a payment which 
     shall be pursuant to an agreement between the Secretary and 
     the Secretary of the Interior containing such assurances and 
     terms as the Secretary determines shall best achieve the 
     provisions of this section and this Act. The agreement shall, 
     at a minimum, contain assurances that--
       (A) a panel, as set forth in paragraph (4) of this 
     subsection, shall be established;
       (B) a reform and improvement plan, designed to increase 
     student learning and assist students in meeting the National 
     Education Goals, meeting the requirements pertaining to State 
     improvement plans required in section 156 and providing for 
     the fundamental restructuring and improvement of elementary 
     and secondary education in schools funded by the Bureau, 
     shall be developed by such panel; and
       (C) the provisions and activities required under State 
     improvement plans, including the requirements for timetables 
     for opportunity-to-learn standards, shall be carried out in 
     the same time frames and under the same conditions stipulated 
     for the States in sections 155 and 156, provided that for 
     these purposes, the term ``local educational agencies'' shall 
     be interpreted to mean ``schools funded by the Bureau''.
       (2) Voluntary submission.--The provisions applicable to the 
     States in section 123 of this Act shall apply to the Bureau 
     plan with regard to voluntary submission of standards and 
     assessment systems to the National Education Standards and 
     Improvement Council for review and certification.
       (3) Plan specifics.--The reform and improvement plan shall 
     include, in addition to the requirements referenced above, 
     specific provisions for--
       (A) opportunity to learn standards pertaining to 
     residential programs and transportation costs associated with 
     programs located on or near reservations or serving students 
     in off-reservation residential boarding schools;
       (B) review and incorporation of the National Education 
     Goals and the voluntary national content, student 
     performance, and opportunity-to-learn standards developed 
     under part B of title II of this Act, provided that such 
     review shall include the issues of cultural and language 
     differences; and
       (C) provision for coordination of the efforts of the Bureau 
     with the efforts for school improvement of the States and 
     local educational agencies in which the schools funded by the 
     Bureau are located, to include, but not be limited to, the 
     development of the partnerships outlined in section 156(g)(5) 
     of the Act.
       (4) Panel.--To carry out the provisions of this section, 
     and to develop the plan for system-wide reform and 
     improvement required under the agreement required under 
     paragraph (1), the Secretary of the Interior shall establish 
     a panel coordinated by the Assistant Secretary of the 
     Interior for Indian Affairs. Such panel shall consist of--
       (A) the Director of the Office of Indian Education Programs 
     of the Bureau of Indian Affairs and two heads of other 
     divisions of such Bureau as the Assistant Secretary shall 
     designate;
       (B) a designee of the Secretary of Education; and
       (C) a representative nominated by each of the following:
       (i) The organization representing the majority of teachers 
     and professional personnel in schools operated by the Bureau.
       (ii) The organization representing the majority of 
     nonteaching personnel in schools operated by the Bureau, if 
     not the same organization as in clause (i).
       (iii) School administrators of schools operated by the 
     Bureau.
       (iv) Education line officers located in Bureau area or 
     agency offices serving schools funded by the Bureau.
       (v) The organization representing the majority of contract 
     or grant schools funded by the Bureau not serving students on 
     the Navajo reservation.
       (vi) The organization representing the majority of contract 
     or grant schools funded by the Bureau serving students on the 
     Navajo reservation.
       (vii) The organization representing the school boards 
     required by statute for schools operated by the Bureau not 
     serving students on the Navajo reservation.
       (viii) The organization representing the school boards 
     required by statute for schools funded by the Bureau serving 
     students on the Navajo reservation.

     Including the additional members required by paragraph (5), a 
     majority of the members of such panel shall be from the 
     entities designated under subparagraph (C).
       (5) Additional members.--In addition, the members of the 
     panel stipulated above shall designate for full membership 
     four additional members--
       (A) one of whom shall be a representative of a national 
     organization which represents primarily national Indian 
     education concerns; and
       (B) three of whom shall be chairpersons (or their 
     designees) of Indian tribes with schools funded by the Bureau 
     on their reservations (other than those specifically 
     represented by organizations referred to in paragraph (4)), 
     provided that preference for no less than two of these 
     members shall be given to Indian tribes with a significant 
     number of schools funded by the Bureau on their reservations, 
     or with a significant percentage of their children enrolled 
     in schools funded by the Bureau.
       (c) BIA Cost Analysis.--
       (1) In general.--(A) The Secretary of the Interior shall 
     reserve from the first allotment made to the Department of 
     the Interior pursuant to section 154 an amount not to exceed 
     $500,000 to provide, through the National Academy of 
     Sciences, for an analysis of the costs associated with 
     meeting the academic and home-living/residential standards of 
     the Bureau of Indian Affairs for each school funded by such 
     Bureau. The purpose of such analysis shall be to provide the 
     Bureau and the Panel with baseline data regarding the current 
     state of operations funded by the Bureau and to provide a 
     framework for addressing the implementation of opportunity-
     to-learn standards.
       (B) The results of such analysis shall be reported, in 
     aggregate and school specific form, to the chairpersons and 
     ranking minority members of the Committees on Education and 
     Labor and Appropriations of the House of Representatives and 
     the Select Committee on Indian Affairs and the Committee on 
     Appropriations of the Senate, and to the Secretary of the 
     Interior, the Secretary of Education (who shall transmit the 
     report to the proper entities under this Act), and the 
     Assistant Secretary of the Interior for Indian Affairs, not 
     later than 6 months after the date of enactment of this Act.
       (2) Content.--Such analysis shall evaluate the costs of 
     providing a program in each school for the next succeeding 
     academic year and shall be based on--
       (A) the standards either published in the Federal Register 
     as having effect in schools operated by the Bureau on the 
     date of enactment of this Act or the standards incorporated 
     into each grant or contract in effect on such date with a 
     tribally controlled school funded under section 1128 of 
     Public Law 95-561 (as amended);
       (B) the best projections of student counts and 
     demographics, as provided by the Bureau and as independently 
     reviewed by the Academy; and
       (C) the pay and benefit schedules and other personnel 
     requirements for each school operated by the Bureau, as 
     existing on the date of enactment.
       (d) Secretary of Defense.--The Secretary shall consult with 
     the Secretary of Defense to ensure that, to the extent 
     practicable, the purposes of this title are applied to the 
     Department of Defense schools.

                 PART D--NATIONAL SKILL STANDARDS BOARD

     SEC. 171. PURPOSE.

       It is the purpose of this title to establish a National 
     Board to serve as a catalyst in stimulating the development 
     and adoption of a voluntary national system of skill 
     standards and certification that will serve as a cornerstone 
     of the national strategy to enhance workforce skills, and 
     that can be used, consistent with Federal civil rights laws--
       (1) by the Nation, to ensure the development of a high 
     skills, high quality, high performance workforce, including 
     the most skilled front-line workforce in the world, and that 
     will result in increased productivity, economic growth and 
     American economic competitiveness;
       (2) by industries, as a vehicle for informing training 
     providers and prospective employees of skills necessary for 
     employment;
       (3) by employers, to assist in evaluating the skill levels 
     of prospective employees and to assist in the training of 
     current employees;
       (4) by labor organizations, to enhance the employment 
     security of workers by providing portable credentials and 
     skills;
       (5) by workers, to obtain certifications of their skills to 
     protect against dislocation, to pursue career advancement, 
     and to enhance their ability to reenter the workforce;
       (6) by students and entry level workers, to determine the 
     skill levels and competencies needed to be obtained in order 
     to compete effectively for high wage jobs;
       (7) by training providers and educators, to determine 
     appropriate training services to offer;
       (8) by Government, to evaluate whether publicly-funded 
     training assists participants to meet skill standards where 
     they exist and thereby protect the integrity of public 
     expenditures;
       (9) to facilitate the transition to high performance work 
     organizations;
       (10) to increase opportunities for minorities and women, 
     including removing barriers to the entry of women in non-
     traditional employment; and
       (11) to facilitate linkages between other components of the 
     workforce investment strategy, including school-to-work 
     transition, secondary and postsecondary vocational-technical 
     education, and job training programs.

     SEC. 172. ESTABLISHMENT OF NATIONAL BOARD.

       (a) In General.--There is established a National Skill 
     Standards Board (in this title referred to as the ``National 
     Board'').
       (b) Composition.--
       (1) In general.--The National Board shall be composed of 28 
     members, appointed in accordance with paragraph (3), of 
     whom--
       (A) one member shall be the Secretary of Labor;
       (B) one member shall be the Secretary of Education;
       (C) one member shall be the Secretary of Commerce;
       (D) one member shall be the Chairperson of the National 
     Education Standards and Improvement Council established 
     pursuant to section 122(a);
       (E) eight members shall be representatives of small and 
     large business and industry selected from among individuals 
     recommended by recognized national business organizations and 
     trade associations;
       (F) eight members shall be representatives of organized 
     labor selected from among individuals recommended by 
     recognized national labor federations; and
       (G) eight members shall be representatives from the 
     following groups, with at least one member from each group:
       (i) Educational institutions.
       (ii) Community-based organizations.
       (iii) State and local governments.
       (iv) Nongovernmental organizations with a demonstrated 
     history of successfully protecting the rights of racial, 
     ethnic and religious minorities, women, persons with 
     disabilities or older persons.
       (2) Diversity requirements.--The members described in 
     subparagraph (G) of paragraph (1) shall have expertise in the 
     area of education and training. The members described in 
     subparagraphs (E), (F), and (G) of paragraph (1) shall--
       (A) in the aggregate, represent a broad cross-section of 
     occupations and industries; and
       (B) to the extent feasible, be geographically 
     representative of the United States and reflect the racial, 
     ethnic and gender diversity of the United States.
       (3) Appointment.--The membership of the National Board 
     shall be appointed as follows:
       (A) Twelve members (four from each class of members 
     described in subparagraphs (E), (F), and (G) of paragraph 
     (1)) shall be appointed by the President.
       (B) Six members (two from each class of members described 
     in subparagraphs (E), (F), and (G) of paragraph (1)) shall be 
     appointed by the Speaker of the House of Representatives, of 
     whom three members (one from each class of members described 
     in subparagraphs (E), (F), and (G) of paragraph (1)) shall be 
     selected from recommendations made by the Majority Leader of 
     the House of Representatives and three members (one from each 
     class of members described in subparagraphs (E), (F), and (G) 
     of paragraph (1)) shall be selected from recommendations made 
     by the Minority Leader of the House of Representatives.
       (C) Six members (two from each class of members described 
     in subparagraphs (E), (F), and (G) of paragraph (1)) shall be 
     appointed by the President pro tempore of the Senate, of whom 
     three members (one from each class of members described in 
     subparagraphs (E), (F), and (G) of paragraph (1)) shall be 
     selected from recommendations made by the Majority Leader of 
     the Senate and three members (one from each class of members 
     described in subparagraphs (E), (F), and (G) of paragraph 
     (1)) shall be selected from recommendations made by the 
     Minority Leader of the Senate.
       (4) Term.--Each member of the National Board appointed 
     under subparagraphs (E), (F), and (G) of paragraph (1) shall 
     be appointed for a term of 4 years, except that of the 
     initial members of the Board appointed under such paragraph--
       (A) twelve members shall be appointed for a term of 3 years 
     (four from each class of members described in subparagraphs 
     (E), (F), and (G) of paragraph (1)), of whom--
       (i) two from each class shall be appointed in accordance 
     with paragraph (3)(A);
       (ii) one from each such class shall be appointed in 
     accordance with paragraph (3)(B); and
       (iii) one from each such class shall be appointed in 
     accordance with paragraph (3)(C); and
       (B) twelve members shall be appointed for a term of 4 years 
     (four from each class of members described in subparagraphs 
     (E), (F), and (G) of paragraph (1)), of whom--
       (i) two from each such class shall be appointed in 
     accordance with paragraph (3)(A);
       (ii) one from each such class shall be appointed in 
     accordance with paragraph (3)(B); and
       (iii) one from each such class shall be appointed in 
     accordance with paragraph (3)(C).
       (c) Chairperson and Vice Chairpersons.--
       (1) Chairperson.--The National Board shall biennially elect 
     a Chairperson from among the members of the National Board by 
     a majority vote of such members.
       (2) Vice chairpersons.--The National Board shall annually 
     elect 3 Vice Chairpersons (each representing a different 
     class of the classes of members described in subparagraphs 
     (E), (F), and (G) of subsection (b)(1)) from among its 
     members appointed under subsection (b)(3) by a majority vote 
     of such members, each of whom shall serve for a term of 1 
     year.
       (d) Compensation and Expenses.--
       (1) Compensation.--Members of the National Board who are 
     not regular full-time employees or officers of the Federal 
     Government shall serve without compensation.
       (2) Expenses.--The members of the National Board shall 
     receive travel expenses, including per diem in lieu of 
     subsistence, in accordance with subchapter I of chapter 57, 
     title 5, United States Code, while away from their homes or 
     regular places of business in the performance of services for 
     the National Board.
       (e) Executive Director and Staff.--The Chairperson of the 
     National Board shall appoint an Executive Director, who shall 
     be compensated at a rate determined by the National Board 
     that shall not exceed the rate of pay for level V of the 
     Executive Schedule under section 5316 of title 5, United 
     States Code, and who shall appoint such staff as is necessary 
     in accordance with title 5, United States Code. Such staff 
     shall include at least one individual with expertise in 
     measurement and assessment.
       (f) Agency Support.--
       (1) Use of facilities.--The National Board may use the 
     research, equipment, services and facilities of any agency or 
     instrumentality of the United States with the consent of such 
     agency or instrumentality.
       (2) Staff of federal agencies.--Upon the request of the 
     National Board, the head of any department or agency of the 
     United States may detail to the National Board, on a 
     reimbursable basis, any of the personnel of such department 
     or agency to assist the National Board in carrying out this 
     title.
       (g) Conflict of Interest.--An individual who has served as 
     a member of the National Board may not have any financial 
     interest in an assessment and certification system developed 
     or endorsed under this title for a period of three years 
     after the termination of service of such individual from the 
     National Board.

     SEC. 173. FUNCTIONS OF THE NATIONAL BOARD.

       (a) Identification of Occupational Clusters.--
       (1) In general.--Subject to paragraph (2), the National 
     Board, after extensive public review and comment and study of 
     the national labor market, shall identify broad clusters of 
     major occupations that involve one or more than one industry 
     in the United States.
       (2) Procedures for identification.--Prior to identifying 
     broad clusters of major occupations under paragraph (1), the 
     National Board shall--
       (A) develop procedures for the identification of such 
     clusters;
       (B) publish such procedures in the Federal Register; and
       (C) allow for extensive public review of and comment on 
     such procedures.
       (b) Voluntary Partnerships to Develop Standards.--
       (1) In general.--For each of the occupational clusters 
     identified pursuant to subsection (a), the National Board 
     shall encourage and facilitate the establishment of voluntary 
     partnerships to develop a skill standards system in 
     accordance with subsection (d).
       (2) Representatives.--Such voluntary partnerships shall 
     include the full and balanced participation of--
       (A) representatives of business and industry who have 
     expertise in the area of workforce skill requirements, 
     including representatives of large and small employers, 
     recommended by national business organizations and trade 
     associations representing employers in the occupation or 
     industry for which a standard is being developed, and 
     representatives of trade associations that have received 
     demonstration grants from the Department of Labor or the 
     Department of Education to establish skill standards prior to 
     the enactment of this title;
       (B) employee representatives who have expertise in the area 
     of workforce skill requirements and who shall be--
       (i) individuals recommended by recognized national labor 
     organizations representing employees in the occupation or 
     industry for which a standard is being developed; and
       (ii) such other individuals who are nonmanagerial employees 
     with significant experience and tenure in such occupation or 
     industry as are appropriate given the nature and structure of 
     employment in the occupation or industry;
       (C) representatives of--
       (i) educational institutions;
       (ii) community-based organizations;
       (iii) State and local agencies with administrative control 
     or direction over education, vocational-technical education, 
     or employment and training;
       (iv) other policy development organizations with expertise 
     in the area of workforce skill requirements; and
       (v) non-governmental organizations with a demonstrated 
     history of successfully protecting the rights of racial, 
     ethnic, and religious minorities, women, individuals with 
     disabilities, and older persons; and
       (D) individuals with expertise in measurement and 
     assessment, including relevant experience in designing 
     unbiased assessments and performance-based assessments.
       (3) Experts.--The partnerships described in paragraph (1) 
     may also include such other individuals who are independent, 
     qualified experts in their fields.
       (c) Research, Dissemination, and Coordination.--In order to 
     support the development of a skill standards system in 
     accordance with subsection (d), the National Board shall--
       (1) conduct workforce research relating to skill standards 
     (including research relating to how to use skill standards in 
     compliance with civil rights laws) and make such research 
     available to the public, including the partnerships described 
     in subsection (b);
       (2) identify and maintain a catalog of skill standards used 
     by other countries and by States and leading firms and 
     industries in the United States;
       (3) serve as a clearinghouse to facilitate the sharing of 
     information on the development of skill standards and other 
     relevant information among representatives of occupations and 
     industries identified pursuant to subsection (a), the 
     voluntary partnerships recognized pursuant to subsection (b), 
     and among education and training providers through such 
     mechanisms as the Capacity Building and Information and 
     Dissemination Network established under section 453(b) of the 
     Job Training Partnership Act;
       (4) develop a common nomenclature relating to skill 
     standards;
       (5) encourage the development and adoption of curricula and 
     training materials for attaining the skill standards 
     developed pursuant to subsection (d) that include structured 
     work experiences and related study programs leading to 
     progressive levels of professional and technical 
     certification and postsecondary education;
       (6) provide appropriate technical assistance; and
       (7) facilitate coordination among voluntary partnerships 
     that meet the requirements of subsection (b) to promote the 
     development of a coherent national system of voluntary skill 
     standards.
       (d) Endorsement of Skill Standards Systems.--
       (1) Development of endorsement criteria.--
       (A) In general.--The National Board, after extensive public 
     consultation, shall develop objective criteria for endorsing 
     skills standards systems relating to the occupational 
     clusters identified pursuant to subsection (a). Such criteria 
     shall, at a minimum, include the components of a skill 
     standards system described in subparagraph (B). The 
     endorsement criteria shall be published in the Federal 
     Register, and updated as appropriate.
       (B) Components of system.--The components of a skill 
     standards systems shall include the following:
       (i) Voluntary skill standards, which at a minimum--

       (I) meet or exceed, to the extent practicable, the highest 
     standards used in other countries and the highest 
     international standards;
       (II) meet or exceed the highest applicable standards used 
     in the United States, including apprenticeship standards 
     registered under the National Apprenticeship Act;
       (III) take into account content and performance standards 
     certified pursuant to title II;
       (IV) take into account the requirements of high performance 
     work organizations;
       (V) are in a form that allows for regular updating to take 
     into account advances in technology or other developments 
     within the occupational cluster;
       (VI) are formulated in such a manner that promotes the 
     portability of credentials and facilitates worker mobility 
     within an occupational cluster or industry and among 
     industries; and
       (VII) are not discriminatory with respect to race, color, 
     gender, age, religion, ethnicity, disability, or national 
     origin, consistent with Federal civil rights laws.

       (ii) A voluntary assessment system and certification of the 
     attainment of skill standards developed pursuant to 
     subparagraph (A), which at a minimum--

       (I) takes into account, to the extent practicable, methods 
     of assessment and certification used in other countries;
       (II) utilizes a variety of evaluation techniques, 
     including, where appropriate, oral and written evaluations, 
     portfolio assessments and performance tests; and

       (III) includes methods for establishing that the assessment 
     and certification system is not discriminatory with respect 
     to race, color, gender, age, religion, ethnicity, disability, 
     or national origin, consistent with Federal civil rights 
     laws.

       (iii) A system to promote the use of and to disseminate 
     information relating to skill standards, and assessment and 
     certification systems developed pursuant to this paragraph 
     (including dissemination of information relating to civil 
     rights laws relevant to the use of such standards and 
     systems) to entities such as institutions of postsecondary 
     education offering professional and technical education, 
     labor organizations, trade associations, employers providing 
     formalized training and other organizations likely to benefit 
     from such systems.
       (iv) A system to evaluate the implementation of the skill 
     standards, and assessment and certification systems developed 
     pursuant to this paragraph, and the effectiveness of the 
     information disseminated pursuant to subparagraph (C) for 
     informing the users of such standards and systems of the 
     requirements of relevant civil rights laws.
       (v) A system to periodically revise and update the skill 
     standards, and assessment and certification systems developed 
     pursuant to this paragraph, which will take into account 
     changes in standards in other countries.
       (2) Endorsement.--The National Board, after extensive 
     public review and comment, shall endorse those skill 
     standards systems relating to the occupational clusters 
     identified pursuant to subsection (a) that--
       (A) meet the objective endorsement criteria that are 
     developed pursuant to paragraph (1); and
       (B) are submitted by partnerships that meet the 
     representation requirements of subsection (b)(2).
       (e) Relationship With Antidiscrimination Laws.--
       (1) In general.--Nothing in this title 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.
       (2) Evidence.--The endorsement or absence of an endorsement 
     by the Board of a skill standard or assessment and 
     certification system under subsection (d) shall not be used 
     in any action or proceeding to establish that the skill 
     standard or assessment and certification system conforms or 
     does not conform to the requirements of civil rights laws.
       (f) Coordination With Education Standards.--The National 
     Board shall establish cooperative arrangements with the 
     National Education Standards and Improvement Council to 
     promote the coordination of the development of skill 
     standards under this title with the development of content 
     and performance standards under title II.
       (g) Financial Assistance.--
       (1) In general.--From funds appropriated pursuant to 
     section 166(a), the Secretary of Labor may award grants 
     (including grants to the voluntary partnerships in accordance 
     with paragraph (2)) and enter into contracts and cooperative 
     arrangements that are requested by the National Board for the 
     purposes of carrying out this title.
       (2) Grant programs for voluntary partnerships.--
       (A) Eligibility and application.--Voluntary partnerships 
     that meet the requirements of subsection (b) shall be 
     eligible to apply for a grant under this subsection. Each 
     such voluntary partnership desiring a grant shall submit an 
     application to the National Board at such time, in such 
     manner, and accompanied by such information as the National 
     Board may reasonably require.
       (B) Review and recommendation.--The National Board shall 
     review each application submitted pursuant to subparagraph 
     (A) in accordance with the objective criteria published 
     pursuant to subparagraph (C) and shall forward each such 
     application to the Secretary of Labor accompanied by a 
     recommendation for the approval or disapproval of each such 
     application by the Secretary.
       (C) Criteria for review.--Prior to each fiscal year, the 
     National Board shall publish objective criteria to be used by 
     the Board in reviewing applications under subparagraph (B).
       (3) Limitation on the use of funds.--
       (A) In general.--Not more than 20 percent of the funds 
     appropriated under section 166(a) for each fiscal year shall 
     be used by the National Board for the costs of 
     administration.
       (B) Costs of administration defined.--For purposes of this 
     paragraph, the term ``costs of administration'' means costs 
     relating to staff, supplies, equipment, space, travel and per 
     diem, costs of conducting meetings and conferences, and other 
     related costs.

     SEC. 174. DEADLINES.

       Not later than December 31, 1996, the National Board 
     shall--
       (1) identify occupational clusters pursuant to section 
     163(a) representing a substantial portion of the workforce; 
     and
       (2) promote the development of an initial set of skill 
     standards in accordance with section 163(d) for such 
     clusters.

     SEC. 175. REPORTS.

       The National Board shall submit to the President and the 
     Congress in each fiscal year a report on the activities 
     conducted under this title, including the extent to which 
     skill standards have been adopted by employers, training 
     providers, and other entities and the effectiveness of such 
     standards in accomplishing the purposes described in section 
     161.

     SEC. 176. AUTHORIZATION OF APPROPRIATIONS.

       (a) In General.--There are authorized to be appropriated 
     $15,000,000 for fiscal year 1994 and such sums as may be 
     necessary for each of the fiscal years 1995 through 1998 to 
     carry out this title.
       (b) Availability.--Amounts appropriated pursuant to 
     subsection (a) shall remain available until expended.

     SEC. 177. DEFINITIONS.

       For purposes of this title, the following definitions 
     apply:
       (1) Community-based organizations.--The term ``community-
     based organizations'' means such organizations as defined in 
     section 4(5) of the Job Training Partnership Act.
       (2) Educational institution.--The term ``educational 
     institution'' means a high school, a vocational school, and 
     an institution of higher education.
       (3) Skill standard.--The term ``skill standard'' means the 
     level of knowledge and competence required to successfully 
     perform work-related functions within an occupational 
     cluster.

                         PART E--MISCELLANEOUS

     SEC. 181. DEFINITIONS.

       As used in this Act--
       (1) the terms ``all students'' and ``all children'' mean 
     students or children from a broad range of backgrounds and 
     circumstances, including disadvantaged students, students 
     with diverse racial, ethnic, and cultural backgrounds, 
     American Indians, Alaska Natives, Native Hawaiians, students 
     with disabilities, students with limited-English proficiency, 
     migrant children, school-aged children who have dropped out, 
     migrant children, and academically talented students;
       (2) the term ``assessment system'' means measures of 
     student performance which include at least 1 test, and may 
     include other measures of student performance, for a specific 
     purpose and use which are intended to evaluate the progress 
     of all students in the State toward learning the material in 
     State content standards in 1 or more subject areas;
       (3) the terms ``community'', ``public'', and ``advocacy 
     group'' are to be interpreted to include representatives of 
     organizations advocating for the education of American 
     Indian, Alaska Native, and Native Hawaiian children and 
     Indian tribes;
       (4) the term ``content standards'' means broad descriptions 
     of the knowledge and skills students should acquire in a 
     particular subject area;
       (5) the term ``Governor'' means the chief executive of the 
     State;
       (6) the terms ``local educational agency'' and ``State 
     educational agency'' have the meaning given those terms in 
     section 1471 of the Elementary and Secondary Education Act of 
     1965;
       (7) the term ``opportunity-to-learn standards'' means the 
     criteria for, and the basis of, assessing the sufficiency or 
     quality of the resources, practices, and conditions necessary 
     at each level of the education system (schools, local 
     educational agencies, and States) to provide all students 
     with an opportunity to learn the material in national or 
     State content standards;
       (8) the term ``outlying areas'' means Guam, American Samoa, 
     the Virgin Islands, the Commonwealth of the Northern Mariana 
     Islands, and Palau (until the effective date of the Compact 
     of Free Association with the Government of Palau);
       (9) the term ``performance standards'' means concrete 
     examples and explicit definitions of what students have to 
     know and be able to do to demonstrate that they are 
     proficient in the skills and knowledge framed by content 
     standards;
       (10) the term ``related services'' has the same meaning 
     given such term under section 602(17) of the Individuals with 
     Disabilities Education Act;
       (11) the term ``school'' means a school that is under the 
     authority of the State educational agency and a local 
     educational agency or, for the purpose of carrying out 
     section 164(b), a school that is operated or funded by the 
     Bureau of Indian Affairs;
       (12) the term ``Secretary'', except where used in title IV, 
     means the Secretary of Education; and
       (13) except as otherwise provided, the term ``State'' means 
     each of the 50 States, the District of Columbia, the 
     Commonwealth of Puerto Rico, and each of the outlying areas.

     SEC. 182. LIMITATIONS.

       (a) Assessments.--No funds provided under titles II or III 
     of this Act shall be used to undertake assessments that will 
     be used to make decisions regarding the graduation, grade 
     promotion, or retention of students for five years after the 
     date of enactment of this Act.
       (b) Public School.--Nothing in this Act shall be construed 
     to authorize the use of funds under title III (except as 
     provided in section 160) to directly or indirectly benefit 
     any school other than a public school.

     SEC. 183. ASSESSMENT OF EDUCATIONAL PROGRESS ACTIVITIES.

       Section 421(h) of the Carl D. Perkins Vocational and 
     Applied Technology Education Act (20 U.S.C. 2421(h)) is 
     amended--
       (1) by inserting ``(1)'' after ``(h)''; and
       (2) by inserting at the end the following:
       ``(2)(A) Notwithstanding any provision of section 406 of 
     the General Education Provisions Act, the Commissioner of 
     Education Statistics may authorize a State educational agency 
     or a consortium of such agencies to use items and data from 
     the National Assessment of Educational Progress for the 
     purpose of evaluating a course of study related to vocational 
     education, if the Commissioner has determined, in writing, 
     that such use will not--
       ``(i) result in the identification of characteristics or 
     performance of individual students or schools;
       ``(ii) result in the ranking or comparing of schools or 
     local educational agencies;
       ``(iii) be used to evaluate the performance of teachers, 
     principals, or other local educators for the purpose of 
     dispensing rewards or punishments; or
       ``(iv) corrupt or harm the use and value of data collected 
     for the National Assessment of Educational Progress.
       ``(B) Not later than 60 days after making an authorization 
     under subsection (a), the Commissioner shall submit to the 
     Committee on Education and Labor of the House of 
     Representatives and to the Committee on Labor and Human 
     Resources of the Senate, a report which contains--
       ``(i) a copy of the request for such authorization;
       ``(ii) a copy of the written determination under subsection 
     (a); and
       ``(iii) a description of the details and duration of such 
     authorization.
       ``(C) The Commissioner may not grant more than one such 
     authorization in any fiscal year and shall ensure that the 
     authorized use of items or data from the National Assessment 
     is evaluated for technical merit and for its affect on the 
     National Assessment of Educational Progress. The results of 
     such evaluations shall be promptly reported to the committees 
     specified in subparagraph (B).''.

     SEC. 184. COMPLIANCE WITH BUY AMERICAN ACT.

       No funds appropriated pursuant to this Act may be expended 
     by an entity unless the entity agrees that in expending the 
     assistance the entity will comply with sections 2 through 4 
     of the Act of March 3, 1993 (41 U.S.C. 10a-10c, popularly 
     known as the ``Buy American Act'').

     SEC. 185. SENSE OF CONGRESS; REQUIREMENT REGARDING NOTICE.

       (a) Purchase of American-Made Equipment and Products.--In 
     the case of any equipment or products that may be authorized 
     to be purchased with financial assistance provided under this 
     Act, it is the sense of the Congress that entities receiving 
     such assistance should, in expending the assistance, purchase 
     only American-made equipment and products.
       (b) Notice to Recipients of Assistance.--In providing 
     financial assistance under this Act, the head of each Federal 
     agency shall provide to each recipient of the assistance a 
     notice describing the statement made in subsection (a) by the 
     Congress.

     SEC. 186. PROHIBITION OF CONTRACTS.

       If it has been finally determined by a court or Federal 
     agency that any person intentionally affixed a label bearing 
     a ``Made in America'' inscription, or any inscription with 
     the same meaning to any product sold in or shipped to the 
     United States that is not made in the United States, such 
     person shall be ineligible to receive any contract or 
     subcontract made with funds provided pursuant to this Act, 
     pursuant to the debarment, suspension, and ineligibility 
     procedures described in section 9.400 through 9.409 of title 
     48, Code of Federal Regulations.

               PART F--PARENTAL INFORMATION AND RESOURCES

     SEC. 191. PARENTAL INFORMATION AND RESOURCES

       (a) Authorization.--The Secretary of Education is 
     authorized to make grants each year to nonprofit 
     organizations for the purpose of providing training and 
     information to parents of children, aged birth to 5 years, 
     and children enrolled in participating schools and to 
     individuals who work with such parents to encourage a more 
     effective working relationship with professionals in meeting 
     the educational needs of children, aged birth to 5 years, and 
     children enrolled in participating schools.
       (b) Grants.--Such grants shall--
       (1) be designed to meet the unique training and information 
     needs of parents of children, aged birth to 5 years, and 
     children enrolled in participating schools, particularly 
     parents who are severely disadvantaged educationally or 
     economically;
       (2) be distributed geographically to the greatest extent 
     possible throughout all the States and give priority to 
     grants which serve areas with high concentrations of low-
     income families;
       (3) be targeted to parents of children, aged birth to 5 
     years, and children enrolled in participating schools in 
     rural, suburban, and urban areas;
       (4) serve parents of low-income and minority children, aged 
     birth to 5 years, and children enrolled in participating 
     schools, including limited-English-proficient children;
       (5) be funded at a sufficient size, scope, and quality to 
     ensure that the program is adequate to serve the parents in 
     the area; and
       (6) include funds to establish, expand, and operate 
     Teachers as Parents programs.

     SEC. 192. ELIGIBILITY.

       (a) Representation.--To receive a grant under section 191, 
     a nonprofit organization shall meet the following 
     requirements:
       (1) Be governed by a board of directors in which the 
     membership includes, or be an organization that represents 
     the interests of, parents and establish a special advisory 
     committee in which the membership includes--
       (A) parents of children, aged birth to 5 years, and 
     children enrolled in participating schools; and
       (B) representation of education professionals with 
     expertise in improving services for disadvantaged children.
       (2) Provide that the parent and professional membership of 
     the board or special advisory committee is broadly 
     representative of minority, low-income, and other individuals 
     and groups that have an interest in compensatory education 
     and family literacy.
       (3) Demonstrate the capacity and expertise to conduct 
     effective training and information activities for which a 
     grant may be made.
       (4) Network with clearinghouses, other organizations and 
     agencies, and with other established national, State, and 
     local parent groups representing the full range of parents of 
     children, aged birth to 5 years, and children enrolled in 
     participating schools, especially parents of low-income and 
     minority children.
       (b) Requirements.--The Board of Directors or special 
     governing committee of an organization receiving a grant 
     under this title shall meet at least once each calendar 
     quarter to review the parent training and information 
     activities for which the grant is made.
       (c) Grant Renewal.--Whenever an organization requests the 
     renewal of a grant under section 191 for a fiscal year, the 
     Board of Directors or the special advisory committee shall 
     submit to the Secretary a written review of the parent 
     training and information program conducted by such 
     organization during the preceding fiscal year.

     SEC. 193. USES OF FUNDS.

       Grants received under this title may be used--
       (1) for parent training and information programs that 
     assist parents to--
       (A) better understand their children's educational needs;
       (B) provide follow up support for their children's 
     educational achievement;
       (C) communicate more effectively with teachers, counselors, 
     administrators, and other professional educators and support 
     staff;
       (D) participate in the design and provision of assistance 
     to students who are not making adequate progress;
       (E) obtain information about the range of options, 
     programs, services, and resources available at the national, 
     State, and local levels to assist parents of children, aged 
     birth to 5 years, and children enrolled in participating 
     schools and their parents;
       (F) seek technical assistance regarding compliance with the 
     requirements of this Act and of other Federal programs 
     relevant to achieving the goals of this Act;
       (G) participate in State and local decision-making;
       (H) train other parents; and
       (I) plan, implement, and fund activities that coordinate 
     the education of their children with other Federal programs 
     that serve such children or their families;
       (2) to include State or local educational personnel where 
     such participation would further an objective of the program 
     assisted by the grant; and
       (3) to establish a parent training and information center 
     to carry out the activities in paragraphs (1) and (2) and to 
     represent parent interests at the State level, including 
     participation in the design of the public outreach process 
     described in section 156(b)(6), submitting recommendations 
     concerning State standards and plans, and commenting on 
     proposed waivers under this Act.

     SEC. 194. TECHNICAL ASSISTANCE.

        The Secretary shall provide technical assistance, by grant 
     or contract, for the establishment, development, and 
     coordination of parent training and information programs and 
     centers.

     SEC. 195. EXPERIMENTAL CENTERS.

        After the establishment in each State of a parent training 
     and information center, the Secretary shall provide for the 
     establishment of 5 additional experimental centers, 3 to be 
     located in urban areas and 2 in rural areas where there are 
     large concentrations of poverty.

     SEC. 196. REPORTS.

       Not later than June 30, 1995, and not later than June 30 
     each succeeding year, the Secretary shall obtain data 
     concerning programs and centers assisted under this title, 
     including--
       (1) the number of parents, including the number of minority 
     and limited-English-proficient parents, who receive 
     information and training;
       (2) the types and modes of information or training 
     provided; and
       (3) the strategies used to reach and serve parents of 
     minority and limited-English-proficient children and parents 
     with limited literacy skills.

     SEC. 197. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated $5,000,000 for 
     fiscal year 1994 and such sums as may be necessary for each 
     of the fiscal years 1995 through 1998.
    TITLE II--EDUCATIONAL RESEARCH, DEVELOPMENT, AND DISSEMINATION 
                             EXCELLENCE ACT

     SEC. 201. FINDINGS.

       The Congress finds as follows with respect to improving 
     education in the United States:
       (1) A majority of public schools in the United States are 
     failing to adequately prepare their students. To achieve the 
     national education goals set forth by the President and the 
     governors of the States, an overwhelming campaign for 
     educational improvement must be mounted in order to set in 
     motion many strategies and models designed to encourage and 
     support school restructuring. The Federal Government must 
     support an extensive program of educational research, 
     development, dissemination, replication and assistance to 
     identify and support the best responses for the challenges 
     ahead. A significant investment in attaining a deeper 
     understanding of the processes of learning and schooling and 
     developing new ideas holds the best hope of making a 
     substantial difference to the lives of every school and 
     student in the United States. The Office of Educational 
     Research and Improvement of the Department of Education 
     should be at the center of this campaign in order to 
     coordinate such efforts.
       (2) The Federal role in educational research has been 
     closely identified with youths who are socioeconomically 
     disadvantaged, belong to a language minority, or are 
     disabled. However, in 1988, the Federal commitment to 
     education was sufficient to serve not more than--
       (A) 1 out of every 5 low-income children in need of 
     preschool education;
       (B) 2 out of every 5 children in need of remediation;
       (C) 1 out of every 4 children in need of bilingual 
     education; and
       (D) 1 out of every 20 youths in need of job training.
       (3) The failure of the Federal Government to adequately 
     invest in educational research and development has denied the 
     Nation a sound foundation on which to design school 
     improvements, leading to a history of faddism and failed 
     experimentation resulting in a dearth of research in the area 
     of educationally at-risk students. This situation is of 
     particular concern because at least half of the public school 
     students in 25 of the largest cities of the United States are 
     minority children, and demographers project that, by 2005, 
     almost all urban public school students will be minority 
     children or other children in poverty.
       (4) The investment goal of the Federal research, 
     development, and dissemination function should be at least 1 
     percent of the total amount of funds spent on education 
     nationally.
       (5) Nationwide model programs and reliable interventions 
     should be demonstrated and replicated, and for such purposes, 
     programs should be established to conduct research and 
     evaluations, and to disseminate information.
       (6) The Office of Educational Research and Improvement must 
     develop a national dissemination policy that will advance the 
     goal of placing a national treasure chest of research 
     results, models, and materials at the disposal of the 
     Nation's education decisionmakers.
       (7) A National Educational Research Policy and Priorities 
     Board should be established to ensure that an educational 
     research and dissemination agenda is developed and 
     implemented without partisan political interference.
       (8) Existing research and development entities should adopt 
     expanded, proactive roles and new institutions must be 
     created to promote knowledge development necessary to 
     accelerate the application of research knowledge to high 
     priority areas.
       (9) Greater use should be made of existing technologies in 
     efforts to improve the Nation's educational system, including 
     efforts to disseminate research findings.
       (10) Minority educational researchers are inadequately 
     represented throughout the Department of Education, but 
     particularly in the Office of Educational Research and 
     Improvement. The Office therefore must assume a leadership 
     position in the recruitment, retention, and promotion of 
     qualified minority educational researchers.
       (11) The coordination of the mission of the Office of 
     Educational Research and Improvement with that of other 
     components of the Department of Education is critical. It 
     must improve the coordination of the educational research, 
     development, and dissemination function with those of other 
     Federal agencies.

PART A--GENERAL PROVISIONS REGARDING OFFICE OF EDUCATIONAL RESEARCH AND 
                              IMPROVEMENT

     SEC. 211. GENERAL PROVISIONS.

       Section 405 of the General Education Provisions Act (20 
     U.S.C. 1221e) is amended to read as follows:


            ``office of educational research and improvement

       ``Sec. 405. (a) Declaration of Policy Regarding Educational 
     Opportunity.--
       ``(1) In general.--The Congress declares it to be the 
     policy of the United States to provide to every individual an 
     equal opportunity to receive an education of high quality 
     regardless of race, color, religion, sex, age, disability, 
     national origin, or social class. Although the American 
     educational system has pursued this objective, it has not 
     attained the objective. Inequalities of opportunity to 
     receive high quality education remain pronounced. To achieve 
     the goal of quality education requires the continued pursuit 
     of knowledge about education through research, development, 
     improvement activities, data collection, synthesis, technical 
     assistance, and information dissemination. While the 
     direction of American education remains primarily the 
     responsibility of State and local governments, the Federal 
     Government has a clear responsibility to provide leadership 
     in the conduct and support of scientific inquiry into the 
     educational process.
       ``(2) Mission of office.--
       ``(A) The mission of the Office of Educational Research and 
     Improvement shall be to provide national leadership in--
       ``(i) expanding fundamental knowledge and understanding of 
     education;
       ``(ii) promoting excellence and equity in education; and
       ``(iii) monitoring the state of education.
       ``(B) The mission of the Office shall be accomplished in 
     collaboration with researchers, teachers, school 
     administrators, parents, students, employers, and 
     policymakers.
       ``(b) Purpose and Structure of Office.--
       ``(1) In general.--The Secretary, acting through the Office 
     of Educational Research and Improvement, shall carry out the 
     policies set forth in subsection (a). In carrying out such 
     policies, the Secretary shall be guided by the priorities 
     established by the Board of Governors established in section 
     405A.
       ``(2) Administrative structure.--The Office shall be 
     administered by the Assistant Secretary and shall include--
       ``(A) the National Educational Research Policy and 
     Priorities Board established by section 405A;
       ``(B) the national research institutes established by 
     section 405B;
       ``(C) the national education dissemination system 
     established by section 405C;
       ``(D) the National Library of Education established by 
     section 405D;
       ``(E) the National Center for Education Statistics 
     established by section 406; and
       ``(F) such other units as the Secretary deems appropriate 
     to carry out the purposes of the Office.
       ``(3) Priorities in research and development.--The Office 
     shall, in accordance with the provisions of this section, 
     seek to improve education in the United States through 
     concentrating the resources of the Office on the following 
     priority research and development needs:
       ``(A) The education of at-risk students.
       ``(B) The education and development of young children.
       ``(C) Student achievement in elementary and secondary 
     school.
       ``(D) Postsecondary education, libraries, and lifelong 
     learning for adults.
       ``(E) The improvement of schools through the restructuring 
     and reform of school governance, policymaking, finance and 
     management at the State, local, school building, and 
     classroom level.
       ``(c) Appointment of Employees.--
       ``(1) In general.--The Assistant Secretary may appoint, for 
     terms not to exceed three years (without regard to the 
     provisions of title 5 of the United States Code governing 
     appointment in the competitive service) and may compensate 
     (without regard to the provisions of chapter 51 and 
     subchapter III of chapter 53 of such title relating to 
     classification and General Schedule pay rates) such 
     scientific or technical employees of the Office as the 
     Assistant Secretary considers necessary to accomplish its 
     functions, provided that--
       ``(A) at least 60 days prior to the appointment of any such 
     employee, public notice is given of the availability of such 
     position and an opportunity is provided for qualified 
     individuals to apply and compete for such position;
       ``(B) the rate of basic pay for such employees does not 
     exceed the maximum rate of basic pay payable for positions at 
     GS-15, as determined in accordance with section 5376 of title 
     5, United States Code;
       ``(C) the appointment of such employee is necessary to 
     provide the Office with scientific or technical expertise 
     which could not otherwise be obtained by the Office through 
     the competitive service; and
       ``(D) the total number of such employees does not exceed 
     one-fifth of the number of full-time, regular scientific or 
     professional employees of the Office.
       ``(2) Reappointment of employees.--The Assistant Secretary 
     may reappoint employees described in paragraph (1) upon 
     presentation of a clear and convincing justification of need, 
     for one additional term not to exceed 3 years. All such 
     employees shall work on activities of the Office and shall 
     not be reassigned to other duties outside the Office during 
     their term.
       ``(d) Authority to Publish.--
       ``(1) In general.--The Assistant Secretary is authorized to 
     prepare and publish such information, reports, and documents 
     as may be of value in carrying out the purposes of sections 
     405 through 405D without further clearance or approval by the 
     Secretary or any other office of the Department.
       ``(2) Quality assurance.--In carrying out such authority, 
     the Assistant Secretary shall--
       ``(A) establish such procedures as may be necessary to 
     assure that all reports and publications issued by the Office 
     are of the highest quality; and
       ``(B) provide other offices of the Department with an 
     opportunity to comment upon any report or publication prior 
     to its publication when its contents relate to matters for 
     which such office has responsibility.
       ``(e) Biennial Report on Activities of Office.--The 
     Assistant Secretary shall transmit to the President and the 
     Congress by not later than December 30 of every other year a 
     biennial report which shall consist of--
       ``(1) a description of the activities carried out by and 
     through each research institute during the fiscal years for 
     which such report is prepared and any recommendations and 
     comments regarding such activities as the Assistant Secretary 
     considers appropriate;
       ``(2) a description of the activities carried out by and 
     through the national education dissemination system 
     established by section 405C during the fiscal years for which 
     such report is prepared and any recommendations and comments 
     regarding such activities as the Assistant Secretary 
     considers appropriate;
       ``(3) such written comments and recommendations as may be 
     submitted by the Board concerning the activities carried out 
     by and through each of the institutes and the national 
     education dissemination system during the fiscal years for 
     which such report is prepared and how such activities relate 
     to the Research Policies and Priorities Plan developed by the 
     Board;
       ``(4) a description of the coordination activites 
     undertaken pursuant to section 405(f) during the fiscal years 
     for which such report is prepared;
       ``(5) recommendations for legislative and administrative 
     changes necessary to improve the coordination of all 
     educational research, development, and dissemination 
     activities carried out within the Federal Government, 
     particularly within the priority research and development 
     needs identified in section 405(b)(3); and
       ``(6) such additional comments, recommendations, and 
     materials as the Assistant Secretary considers appropriate.
       ``(f) Coordination.--With the advice and assistance of the 
     Board, the Assistant Secretary shall establish and maintain 
     an ongoing program of activities designed to improve the 
     coordination of education research, development, and 
     dissemination and activities within the Department and within 
     the Federal Government, particularly within the priority 
     research and development needs identified in section 
     405(b)(3), in order to--
       ``(1) minimize duplication in education research, 
     development, and dissemination carried out by the Federal 
     Government;
       ``(2) maximize the value of the total Federal investment in 
     education research, development, and dissemination; and
       ``(3) enable all entities engaged in education research, 
     development, and dissemination within the Federal Government 
     to interact effectively as partners and take full advantage 
     of the diverse resources and proficiencies which each entity 
     has available.
       ``(g) Activities Required With Respect to Coordination.--In 
     carrying out such program of coordination, the Assistant 
     Secretary shall compile (and thereafter regularly maintain) 
     and make available a comprehensive inventory of all education 
     research, development, dissemination activities, and 
     expenditures being carried out by the Federal Government 
     within the priority research and development needs identified 
     in section 405(b)(3).
       ``(h) Standards for Conduct and Evaluation of Research.--
       ``(1) In general.--In consultation with the Board, the 
     Assistant Secretary shall develop such standards as may be 
     necessary to govern the conduct and evaluation of all 
     research, development, and dissemination activities carried 
     out by the Office to assure that such activities meet the 
     highest standards of professional excellence. In developing 
     such standards, the Assistant Secetary shall review the 
     procedures utilized by the National Institutes of Health, the 
     National Science Foundation, and other Federal agencies 
     engaged in research and development and shall also actively 
     solicit recommendations from the the National Academy of 
     Sciences, the American Educational Research Association and 
     members of the general public.
       ``(2) Contents of standards.--Such standards shall at a 
     minimum--
       ``(A) require that a system of peer review be utilized by 
     the Office--
       ``(i) in reviewing and evaluating all applications for 
     grants and cooperative agreements and bids for those 
     contracts which exceed $100,000;
       ``(ii) in evaluating and assessing the performance of all 
     recipients of grants from and cooperative agreements and 
     contracts with the Office; and
       ``(iii) in reviewing and designating exemplary and 
     promising programs in accordance with section 405C(d);
       ``(B)(i) specify the composition of peer review panels, the 
     criteria for the selection of members of such panels, and 
     describe the means by which potential members shall be 
     identified so as to assure that such panels are broadly 
     representative of individuals with expertise in matters 
     relevant to the purposes of each such panel;
       ``(ii) prohibit the consideration of partisan affiliation 
     in the selection of any member of a peer review panel;
       ``(iii) describe the general procedures which shall be used 
     by each peer review panel in its operations;
       ``(iv) prohibit the participation by a member of a peer 
     review panel in the review of any application in which such 
     member has any financial interest; and
       ``(v) require that transcripts, minutes, and other 
     documents made available to or prepared for or by a peer 
     review panel will be available for public inspection to the 
     extent consistent with the Freedom of Information Act, the 
     Federal Advisory Committee Act, the Privacy Act, and other 
     laws;
       ``(C)(i) describe the procedures which shall be utilized in 
     evaluating applications for grants, proposed cooperative 
     agreements, and contract bids;
       ``(ii) specify the criteria and factors which shall be 
     considered in making such evaluations; and
       ``(iii) provide that any decision to fund a grant, 
     contract, or cooperative agreement out of its order of 
     ranking by a peer review panel shall be first fully justified 
     in writing and that copies of such justification shall be 
     transmitted to the Board, unless such action is required by 
     some other provision of law;
       ``(D)(i) describe the procedures which shall be utilized in 
     reviewing educational programs which have been identified by 
     or submitted to the Secretary for evaluation in accordance 
     with section 405C(d); and
       ``(ii) specify the criteria which shall be used in 
     recommending programs as exemplary and promising; and
       ``(E)(i) require that the performance of all recipients of 
     grants from and contracts and cooperative agreements with the 
     Office shall be periodically evaluated, both during and at 
     the conclusion of their receipt of assistance;
       ``(ii) describe the procedures and means by which such 
     evaluations shall be undertaken, including--
       ``(I) the frequency of such evaluations;
       ``(II) the criteria, outcome measures, and other factors 
     which shall be taken into account; and
       ``(III) measures to assure that on-site evaluations of 
     performance shall be utilized to the extent appropriate and 
     whenever practicable; and
       ``(iii) provide that the results of such evaluations shall 
     be taken into account prior to any decision to continue, 
     renew, or provide new funding to the entity being reviewed.
       ``(3) Publication and promulgation of standards.--
       ``(A) The Assistant Secretary shall publish proposed 
     standards--
       ``(i) which meet the requirements of subparagraphs (A), 
     (B), and (C) of paragraph (2) not later than 1 year after the 
     date of the enactment of the Educational Research, 
     Development, and Dissemination Excellence Act;
       ``(ii) which meet the requirements of paragraph (2)(D) not 
     later than 2 years after such date; and
       ``(iii) which meet the requirements of subparagraph (E) of 
     paragraph (2) not later than 3 years after such date;
       ``(B) Following the publication of such proposed standards, 
     the Assistant Secretary shall solicit comments from 
     interested members of the public with respect to such 
     proposed standards for a period of not more than 120 days. 
     After giving due consideration to any comments which may have 
     been received, the Assistant Secretary shall transmit such 
     standards to the Board for its review and approval.
       ``(C) Upon the approval of the Board, the Assistant 
     Secretary shall transmit final standards to the Secretary 
     which meet the requirements of the particular subparagraphs 
     of paragraph (2) for which they were developed. Such 
     standards shall be binding upon all activities carried out 
     with funds appropriated under section 405.
       ``(i) Additional Responsibilities of the Assistant 
     Secretary.--In carrying out the activities and programs of 
     the Office, the Assistant Secretary shall--
       ``(1) be guided by the Research Priorities Plan developed 
     by the Board;
       ``(2) ensure that there is broad and regular public and 
     professional involvement from the educational field in the 
     planning and carrying out of the Office's activities, 
     including establishing teacher advisory boards for any 
     program office, program or project of the Office as the 
     Assistant Secretary deems necessary;
       ``(3) ensure that the selection of research topics and the 
     administration of the program are free from undue partisan 
     political influence; and
       ``(4) ensure that all statistics and other data collected 
     and reported by the Office shall be collected, cross-
     tabulated, analyzed, and reported by sex within race or 
     ethnicity and socioeconomic status whenever feasible (and 
     when such data collection or analysis is not feasible, ensure 
     that the relevant report or document includes an explanation 
     as to why such data collection or analysis is not feasible).
       ``(j) Definitions.--For purposes of this section and 
     sections 405A through 405D:
       ``(1) The term `Assistant Secretary' means the Assistant 
     Secretary for Educational Research and Improvement 
     established by section 202 of the Department of Education 
     Organization Act.
       ``(2) The term `at-risk student' means a student who, 
     because of limited English proficiency, poverty, geographic 
     location, or educational or economic disadvantage, faces a 
     greater risk of low educational achievement and has greater 
     potential for dropping out of school.
       ``(3) The term `Board' means the National Educational 
     Research Policy and Priorities Board.
       ``(4) The term `educational research' includes basic and 
     applied research, development, planning, surveys, 
     assessments, evaluations, investigations, experiments, and 
     demonstrations in the field of education and other fields 
     relating to education.
       ``(5) The term `development'--
       ``(A) means the systematic use, adaptation, and 
     transformation of knowledge and understanding gained from 
     research to create alternatives, policies, products, methods, 
     practices, or materials which can contribute to the 
     improvement of educational practice; and
       ``(B) includes the design and development of prototypes and 
     the testing of such prototypes for the purposes of 
     establishing their feasibility, reliability, and cost-
     effectiveness.
       ``(6) The term `technical assistance' means the provision 
     of external assistance to facilitate the adoption or 
     application of the knowledge gained from educational research 
     and development and includes--
       ``(A) problem analysis and diagnosis;
       ``(B) assistance in finding, selecting, or designing 
     suitable solutions and approaches to problems;
       ``(C) training in the installation and implementation of 
     products, programs, policies, practices, or technologies; and
       ``(D) such other assistance as may be necessary to 
     encourage the adoption or application of such knowledge.
       ``(7) The term `dissemination' means the transfer of 
     knowledge and products gained through research and includes--
       ``(A) the use of communication techniques to increase 
     awareness of such knowledge and products;
       ``(B) the provision of comparative and evaluative 
     information necessary to enable educators, school 
     administrators, and others to assess and make informed 
     judgments about the relevance and usefulness of such 
     knowledge and products in specific settings; and
       ``(C) the provision of technical assistance needed to 
     adapt, apply, and utilize such knowledge and products in 
     specific educational settings.
       ``(8) The term `national education dissemination system' 
     means the activities carried out by the Office of Reform 
     Assistance and Dissemination established by section 405C.
       ``(9) The term `Office' means the Office of Educational 
     Research and Improvement established in section 209 of the 
     Department of Education Organization Act.
       ``(10) The term `national research institute' means an 
     institute established in section 405B.
       ``(11) The terms `United States' and `State' include the 
     District of Columbia and the Commonwealth of Puerto Rico.
       ``(k) Authorization of Appropriations.--
       ``(1) National institutes.--
       ``(A) For the purpose of carrying out section 405B, there 
     is authorized to be appropriated $37,000,000 for fiscal year 
     1994.
       ``(B) For the purpose of carrying out the provisions of 
     section 405B relating to the National Institute for Student 
     Achievement, there are authorized to be appropriated 
     $20,000,000 for fiscal year 1995, and such sums as are 
     necessary for each of fiscal years 1996 and 1997.
       ``(C) For the purpose of carrying out the provisions of 
     section 405B relating to the National Institute for the 
     Education of At-Risk Students, there are authorized to be 
     appropriated $20,000,000 for fiscal year 1995, and such sums 
     as are necessary for each of fiscal years 1996 and 1997.
       ``(D) For the purpose of carrying out the provisions of 
     section 405B relating to the National Institute for 
     Innovation in Educational Governance, Finance, Policy-Making, 
     and Management, there are authorized to be appropriated 
     $20,000,000 for fiscal year 1995, and such sums as are 
     necessary for each of fiscal years 1996 and 1997.
       ``(E) For the purpose of carrying out the provisions of 
     section 405B relating to the National Institute for Early 
     Childhood Development and Education, there are authorized to 
     be appropriated $20,000,000 for fiscal year 1995, and such 
     sums as are necessary for each of fiscal years 1996 and 1997.
       ``(F) For the purpose of carrying out the provisions of 
     section 405B relating to the National Institute of 
     Postsecondary Education, Libraries, and Lifelong Learning, 
     there are authorized to be appropriated $20,000,000 for 
     fiscal year 1995, and such sums as are necessary for each of 
     fiscal years 1996 and 1997.
       ``(2) National education dissemination system.--
       ``(A)(i) For the purpose of carrying out subsections (b)(2) 
     through (g) of section 405C, there are authorized to be 
     appropriated $22,000,000 for fiscal year 1994, and such sums 
     as are necessary for each of the fiscal years 1995 through 
     1997.
       ``(ii) Of the amount appropriated under clause (i) for any 
     fiscal year, the Secretary shall make available not less than 
     $7,175,000 to carry out subsection (f) of section 405C 
     (relating to clearinghouses).
       ``(B) For the purpose of carrying out subsection (h) of 
     section 405C (relating to regional educational laboratories), 
     there are authorized to be appropriated $37,000,000 for 
     fiscal year 1994, and such sums as are necessary for each of 
     the fiscal years 1995 through 1997. Of the amounts 
     appropriated under the preceding sentence for a fiscal year, 
     the Secretary shall obligate not less than 25 percent to 
     carry out such purpose with respect to rural areas (including 
     schools funded by the Bureau of Indian Affairs which are 
     located in rural areas).
       ``(C) For the purpose of carrying out subsection (j) of 
     section 405C (relating to the teacher research dissemination 
     network) there are authorized to be appropriated $30,000,000 
     for fiscal year 1994, and such sums as are necessary for each 
     of the fiscal years 1995 through 1997.
       ``(D) For the purpose of carrying out subsection (i) of 
     section 405C (relating to the Goals 2000 Community 
     Partnerships program), there are authorized to be 
     appropriated $30,000,000 for fiscal year 1994, $50,000,000 
     for fiscal year 1995, and such sums as are necessary for each 
     of the fiscal years 1996 and 1997.
       ``(3) National educational research policy and priorities 
     board.--Of the amounts appropriated under paragraphs (1) and 
     (2) for any fiscal year, the Secretary shall make available 2 
     percent of such amounts, or $1,000,000, whichever is less, to 
     the Board for the purpose of carrying out section 405A.
       ``(4) Allocations for grants, cooperative agreements, and 
     contracts.--Of the amounts appropriated under paragraph (1) 
     or (2) for any fiscal year, not less than 95 percent shall be 
     expended to carry out the purposes described in such 
     paragraphs through grants, cooperative agreements, or 
     contracts.
       ``(5) Limitations on appropriations.--No amounts are 
     authorized to be appropriated under paragraph (1) or (2) for 
     fiscal year 1995 or any fiscal year thereafter unless the 
     Board has been appointed in accordance with section 405A.
       ``(6) Grant authorized.--From the amounts appropriated 
     under paragraph (1) for fiscal year 1995, the Secretary is 
     authorized, in accordance with the provisions of this 
     paragraph, to award a grant of not more than $5,000,000 to a 
     public or private institution, agency or organization for a 
     period not to exceed five years for the purpose of conducting 
     a State-by-State poll to determine the perceptions of recent 
     graduates of secondary schools, their instructors in 
     institutions of higher education, parents of recent such 
     graduates, and employers of recent such graduates on how well 
     schools have prepared students for further education or 
     employment. The grant shall be awarded on a competitive basis 
     and shall be matched on a two-to-one basis, with the Federal 
     Government contributing one-third of the total costs of the 
     poll.''.

     SEC. 212. ASSISTANT SECRETARY FOR EDUCATIONAL RESEARCH AND 
                   IMPROVEMENT.

       Subsection (b) of section 202 of the Department of 
     Education Organization Act is amended--
       (1) in paragraph (1)--
       (A) by striking subparagraph (E); and
       (B) by redesignating subparagraphs (F) and (G) as 
     subparagraphs (E) and (F), respectively; and
       (2) by adding at the end the following new paragraph:
       ``(3) There shall be in the Department an Assistant 
     Secretary for Educational Research and Improvement who shall 
     be--
       ``(A) appointed by the President, by and with the consent 
     of the Senate; and
       ``(B) selected in consultation with the National 
     Educational Research Policy and Priorities Board from among 
     individuals who--
       ``(i) are distinguished educational researchers;
       ``(ii) have proven management ability; and
       ``(iii) have substantial knowledge of education within the 
     United States.''.

     SEC. 213. SAVINGS PROVISION.

       Notwithstanding any other provision of law, contracts for 
     the regional educational laboratories, education resources 
     information clearinghouses and research and development 
     centers assisted under section 405 of the General Education 
     Provisions Act on the date of the enactment of this Act shall 
     remain in effect until the termination date of such 
     contracts.

     SEC. 214. EXISTING GRANTS AND CONTRACTS.

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

   PART B--NATIONAL EDUCATIONAL RESEARCH POLICY AND PRIORITIES BOARD

     SEC. 221. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH 
                   AND IMPROVEMENT.

       Part A of the General Education Provisions Act (20 U.S.C. 
     1221e et seq.) is amended by inserting after section 405 the 
     following new section:


      ``national educational research policy and priorities board

       ``Sec. 405A. (a) In General.--There is established within 
     the Office a National Educational Research Policy and 
     Priorities Board (hereafter in this section referred to as 
     the `Board').
       ``(b) Functions.--It shall be the responsibility of the 
     Board, acting through the Assistant Secretary--
       ``(1) to determine priorities that should guide the work of 
     the Office and provide guidance to the Congress in its 
     oversight of the Office;
       ``(2) to review and approve standards for the conduct and 
     evaluation of all research, development, and dissemination 
     carried out under the auspices of the Office pursuant to 
     sections 405 through 405C; and
       ``(3) to regularly review, evaluate, and publicly comment 
     upon, the implementation of its recommended priorities and 
     policies by the Department and the Congress.
       ``(c) Research Priorities Plan.--In cooperation with the 
     Assistant Secretary, the Board shall--
       ``(1) survey and assess the state of knowledge in education 
     research, development and dissemination to identify 
     disciplines and areas of inquiry within the priority 
     research, development and dissemination needs identified in 
     section 405(b)(3) in which the state of knowledge is 
     insufficient and which warrant further investigation, taking 
     into account the views of both education researchers and 
     practicing educators;
       ``(2) consult with the National Education Goals Panel and 
     other authorities on education to identify national 
     priorities for the improvement of education;
       ``(3) actively solicit recommendations from education 
     researchers, teachers, school administrators, cultural 
     leaders, parents, and others throughout the Nation through 
     such means as periodic regional forums;
       ``(4) provide recommendations for the development, 
     maintenance, and assurance of a strong infrastructure for 
     education, research, and development in the United States; 
     and
       ``(5) on the basis of such recommendations, develop a 
     research priorities program which shall recommend priorities 
     for the investment of the resources of the Office over the 
     next 5-, 10-, and 15-year periods, including as priorities 
     those areas of inquiry in which further research, development 
     and dissemination--
       ``(A) is necessary to attain the goals for the improvement 
     of education identified in paragraph (2);
       ``(B) promises to yield the greatest practical benefits to 
     teachers and other educators in terms of improving education; 
     and
       ``(C) will not be undertaken in sufficient scope or 
     intensity by the other Federal and non-Federal entities 
     engaged in education research and development.
       ``(d) Contents of Plan--
       ``(1) In general.--The research and priorities plan 
     described in subsection (c) shall, at a minimum--
       ``(A) set forth specific objectives which can be expected 
     to be achieved as a result of a Federal investment in the 
     priorities set forth in the plan;
       ``(B) include recommendations with respect to research and 
     development on cross-cutting issues which should be carried 
     out jointly by 2 or more of the research institutes; and
       ``(C) include an evaluative summary of the educational 
     research and development activities undertaken by the Federal 
     government during the preceding 2 fiscal years which shall 
     describe--
       ``(i) what has been learned as a result of such activities;
       ``(ii) how such new knowledge or understanding extends or 
     otherwise relates to what had been previously known or 
     understood;
       ``(iii) the implications of such new knowledge or 
     understanding for educational practice and school reform; and
       ``(iv) any development, reform, and other assistance 
     activities which have utilized such knowledge or 
     understanding and the effects of such efforts.
       ``(2) Report.--
       ``(A) Not later than 6 months after the first meeting of 
     the Board and October 1 of every second year thereafter, the 
     Assistant Secretary shall publish a report specifying the 
     proposed research priorities of the Office and allow a 60-day 
     period beginning on the date of the publication of the report 
     for public comment and suggestions.
       ``(B) Not later than 90 days after the expiration of the 
     60-day period referred to in subparagraph (A), the Assistant 
     Secretary shall submit to the President and the Congress a 
     report specifying the research priorities of the Office and 
     any public comment and suggestions obtained under such 
     subparagraph.
       ``(e) Additional Responsibilities of the Board.--It shall 
     also be the responsibility of the Board to--
       ``(1) provide advice and assistance to the Assistant 
     Secretary in carrying out the coordination activities 
     described in section 405;
       ``(2) make recommendations to the Assistant Secretary of 
     persons qualified to fulfill the responsibilities of the 
     Director for each research institute established by section 
     405B after making special efforts to identify qualified women 
     and minorities and soliciting and giving due consideration to 
     recommendations from professional associations and interested 
     members of the public;
       ``(3) advise and make recommendations to the President with 
     respect to individuals who are qualified to fulfill the 
     responsibilities of the Assistant Secretary for the Office of 
     Educational Research and Improvement; and
       ``(4) review and approve standards for the conduct and 
     evaluation of research developed by the Assistant Secretary 
     pursuant to subsection (h) of section 405.
       ``(f) Standing Subcommittees.--
       ``(1) Establishment; functions.--The Board shall establish 
     a standing subcommittee for each of the Institutes 
     established by subsection (a) of section 405B and for the 
     Office of Reform Assistance and Dissemination established by 
     subsection (b) of section 405C which shall advise, assist, 
     consult with and make recommendations to the Assistant 
     Secretary, the Board, the Director of such entity and the 
     Congress on matters related to the activities carried out by 
     and through such entities.
       ``(2) Composition.--
       ``(A) Each standing subcommittee shall consist of 3 members 
     of the Board and 6 additional individuals appointed by the 
     Board who have significant experience in and knowledge of the 
     disciplines relevant to the purposes of the entity for which 
     the subcommittee is established.
       ``(B) The Board shall assure that the membership of each 
     subcommittee includes both educational researchers and 
     persons who are knowledgeable about the research, development 
     and dissemination needs of practitioners, including classroom 
     teachers, school administrators, and members of State or 
     local boards of education.
       ``(g) Powers of the Board.--In carrying out its functions, 
     powers, and responsibilities, the Board--
       ``(1) shall, without regard to the provisions of title 5, 
     United States Code, relating to the appointment and 
     compensation of officers or employees of the United States, 
     appoint a director to be paid at a rate not to exceed the 
     rate of basic pay payable for level V of the Executive 
     Schedule who shall assist in carrying out and managing the 
     activities of the Board and perform such other functions the 
     Board determines to be necessary and appropriate;
       ``(2) shall hire its own staff through routine government 
     procedures;
       ``(3) may arrange for the detail of staff personnel and 
     utilize the services and facilities of any agency of the 
     Federal Government;
       ``(4) may enter into contracts, or make other arrangements 
     as may be necessary to carry out its functions;
       ``(5) may review any grant, contract, or cooperative 
     agreement made or entered into by the Office;
       ``(6) may, to the extent otherwise permitted by law, obtain 
     directly from any department or agency of the United States 
     such information as it deems necessary to carry out its 
     responsibilities;
       ``(7) may convene workshops and conferences, collect data, 
     and establish subcommittees which may be composed of members 
     of the Board and nonmember consultants (including employees 
     of the Department) with expertise in the particular area 
     addressed by such subcommittees; and
       ``(8) shall establish such rules and procedures to govern 
     its operations as it considers appropriate, to the extent 
     otherwise permitted by law.
       ``(h) Membership in General.--
       ``(1) Qualifications.--The members of the Board shall be 
     eminent persons who, by virtue of their training, experience, 
     and background, are exceptionally qualified to appraise the 
     educational research and development effort of the Nation and 
     to establish policies and priorities to govern future Federal 
     investment in educational research, development, and 
     dissemination.
       ``(2) Broad representation.--Due consideration shall be 
     given to the gender, race, and ethnicity of appointees to 
     assure that the Board is broadly representative of the 
     diversity of the Nation.
       ``(3) Limitation.--A voting member of the Board may not 
     serve on any other governing or advisory board within the 
     Department of Education.
       ``(4) Conflict of interest.--A voting member of the Board 
     shall be considered a special Government employee for the 
     purposes of the Ethics in Government Act of 1978.
       ``(i) Secretarial Appointments.--The Board shall consist of 
     18 members appointed by the Secretary. Of the members of the 
     Board--
       ``(1) seven shall be appointed from among researchers in 
     the field of education who have been nominated by the 
     National Academy of Sciences and the National Academy of 
     Education (giving due consideration to recommendations made 
     by the American Educational Research Association), including 
     persons who are among the leading authorities on early 
     childhood education and the education of at-risk students;
       ``(2) five shall be outstanding field-based professional 
     educators;
       ``(3) one shall be a Chief State School Officer;
       ``(4) one shall be a local education agency school 
     superintendent or principal;
       ``(5) one shall be a member of a State or local board of 
     education or Bureau of Indian Affairs-funded school board;
       ``(6) one shall be a professional librarian, school library 
     media specialist, library administrator, or library science 
     educator;
       ``(7) one shall be a parent with extensive experience in 
     promoting parental involvement in education; and
       ``(8) one shall be an individual from business and industry 
     with significant experience in promoting private sector 
     involvement in education.
       ``(j) Requirements for Nominations by the National Academy 
     of Sciences and the National Academy of Education.--
       ``(1) In general.--In making nominations for the members of 
     the Board described in subsection (i)(1), the National 
     Academy of Sciences and the National Academy of Education--
       ``(A) may not nominate any individual who is an elected 
     officer or employee of such organizations; and
       ``(B) shall each nominate not less than 5 individuals for 
     each of the positions on the Board for which such 
     organization has responsibility for making nominations.
       ``(2) Request for additional nominations.--In the event 
     that the Secretary determines that none of the individuals 
     nominated by the National Academy of Sciences or the National 
     Academy of Education meets the qualifications for membership 
     on the Board specified in subsection (i), the Secretary may 
     request that such organization make additional nominations.
       ``(k) Nominations for Board Membership.--Prior to 
     appointing any member of the Board, the Secretary shall 
     actively solicit and give due consideration to 
     recommendations of persons qualified for membership on the 
     board from the National Education Association, the American 
     Federation of Teachers, the National Parent-Teachers 
     Association, the American Library Association, the American 
     Association of School Administrators, the National 
     Association of State Boards of Education, the National Indian 
     School Board Association, the Association of Community Tribal 
     Schools, the National Indian Education Association, and other 
     education-related organizations and interested members of the 
     public.
       ``(l) Ex Officio Members.--The ex officio, nonvoting 
     members of the Board shall include the Assistant Secretary 
     and may also include--
       ``(1) the Director of Research for the Department of 
     Defense;
       ``(2) the Director of Research for the Department of Labor;
       ``(3) the Director of the National Science Foundation;
       ``(4) the Director of the National Institutes of Health;
       ``(5) the chair of the National Endowment for the Arts;
       ``(6) the chair of the National Endowment for the 
     Humanities;
       ``(7) the Librarian of Congress; and
       ``(8) the Director of the Office of Indian Education 
     Programs of the Department of the Interior.
       ``(m) Chair.--The Board shall select a Chair from among its 
     appointed members who shall serve for a renewable term of 2 
     years.
       ``(n) Terms of Office.--
       ``(1) In general.--Except as provided in paragraphs (2) and 
     (3), the term of office of each voting member of the Board 
     shall be 5 years.
       ``(2) Exceptions.--
       ``(A) Any individual appointed to fill a vacancy occurring 
     on the Board prior to the expiration of the term for which 
     the predecessor of the individual was appointed shall be 
     appointed for the remainder of the term. A vacancy shall be 
     filled in the same manner in which the original appointment 
     was made.
       ``(B) The terms of office of the members of the Board who 
     first take office after the date of the enactment of the 
     Educational Research, Development, and Dissemination 
     Excellence Act shall, as designated by a random selection 
     process at the time of appointment, be as follows:
       ``(i) 2 years for each of 6 members of the Board.
       ``(ii) 3 years for each of 6 members of the Board.
       ``(iii) 5 years for each of 6 members of the Board.
       ``(3) Prohibition on certain consecutive terms.--An 
     individual who has been a member of the Board for 10 
     consecutive years shall thereafter be ineligible for 
     appointment during the 5-year period beginning on the date of 
     the expiration of the 10th year.
       ``(o) Meetings of Board.--
       ``(1) Initial meeting.--The Secretary shall ensure that the 
     first meeting of the Board is held not later than May 15, 
     1994.
       ``(2) Subsequent meetings.--The Board shall meet quarterly, 
     at the call of the Chair, and when at least one-third of the 
     members of the Board make a written request to meet.
       ``(3) Quorum.--A majority of the Board shall constitute a 
     quorum.
       ``(4) Open meetings.--The Government in the Sunshine Act (5 
     U.S.C. 552b) shall apply to meetings of the Board.''.

                  PART C--NATIONAL RESEARCH INSTITUTES

     SEC. 231. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH 
                   AND IMPROVEMENT.

       Part A of the General Education Provisions Act, as amended 
     by section 221 of this Act, is amended by inserting after 
     section 405A the following new section:


                     ``national research institutes

       ``Sec. 405B. (a) Establishment of Institutes.--In order to 
     fulfill the research and development purposes of the Office, 
     and to carry out, in accordance with the standards 
     established by the Board, a program of high-quality and 
     rigorously evaluated research and development that is capable 
     of improving Federal, State, Indian tribal, and local 
     education policies and practices, there are established 
     within the Office the following institutes:
       ``(1) The National Institute for the Education of At-Risk 
     Students.
       ``(2) The National Institute for Innovation in Educational 
     Governance, Finance, Policy-Making, and Management.
       ``(3) The National Institute for Early Childhood 
     Development and Education.
       ``(4) The National Institute on Student Achievement.
       ``(5) The National Institute on Postsecondary Education, 
     Libraries, and Lifelong Education.
       ``(b) Directors.--
       ``(1) In general.--Each Institute established by subsection 
     (a) shall be headed by a Director who shall be appointed by 
     the Assistant Secretary from among persons who have 
     significant experience and expertise in the disciplines 
     relevant to the purposes of such Institute. Prior to making 
     such appointment, the Assistant Secretary shall solicit and 
     give due consideration to recommendations made by the Board 
     of persons qualfied to fulfill the position.
       ``(2) Term of office.--The Director of each Institute shall 
     serve for a renewable term of 3 years.
       ``(3) Reporting.--Each Director shall report directly to 
     the Assistant Secretary regarding the activities of the 
     Institute and shall work with the other directors to promote 
     research syntheses across the Institutes.
       ``(c) Authorities and Duties.--
       ``(1) In general.--The Assistant Secretary is authorized to 
     conduct research, development, demonstration, and evaluation 
     activities to carry out the purposes for which such Institute 
     was established--
       ``(A) directly;
       ``(B) through grants, contracts, and cooperative agreements 
     with institutions of higher education, regional educational 
     laboratories, public and private organizations, institutions, 
     agencies, and individuals, which may include--
       ``(i) grants to support research and development centers 
     which are--

       ``(I) awarded competitively for a period of not less than 6 
     and not more than 10 years;
       ``(II) funded at not less than $2,000,000 annually in order 
     to support a full range of basic research, applied research 
     and dissemination activities, which may also include 
     development activities; and
       ``(III) established by institutions of higher education, by 
     institutions of higher education in consortium with public 
     agencies or private nonprofit organizations, or by interstate 
     agencies established by compact which operate subsidiary 
     bodies established to conduct postsecondary educational 
     research and development;

       ``(ii) public-private research partnerships established by 
     a State or local education agency, Bureau of Indian Affairs-
     funded school, or tribal department of education, in concert 
     with a private organization and a team of educational 
     researchers, for which the Federal share shall be limited to 
     not more than 50 percent of the total costs of the project;
       ``(iii) meritorious unsolicited proposals for educational 
     research and related activities;
       ``(iv) proposals that are specifically invited or requested 
     by the Assistant Secretary, on a competitive basis; and
       ``(v) dissertation grants, awarded for a period of not more 
     than 2 years and in a total amount not to exceed $20,000 to 
     graduate students in the sciences, humanities, and the arts 
     to support research by such scholars in the field of 
     education;
       ``(C) through the provision of technical assistance; and
       ``(D) through the award of fellowships to support graduate 
     study in educational research by qualified African-American, 
     Hispanic, American Indian and Alaska Native, and other 
     individuals from groups which have been traditionally 
     underrepresented in the field of educational research which 
     shall--
       ``(i) be awarded on the basis of merit for a period of 3 
     years; and
       ``(ii) provide stipends to each fellow in an amount which 
     shall be set at a level of support comparable to that 
     provided by the National Science Foundation Graduate 
     Fellowships, except that such amounts shall be adjusted as 
     necessary so as not to exceed each fellow's demonstrated 
     level of need.
       ``(2) Scope and focus of activities.--In carrying out the 
     purposes for which each Institute is established, the 
     Assistant Secretary shall--
       ``(A) maintain an appropriate balance between applied and 
     basic research;
       ``(B) significantly expand the role of field-initiated 
     research in meeting the Nation's education research and 
     development needs by reserving not less than 15 percent of 
     the amounts available to each Institute in any fiscal year to 
     support field-initiated research described in clauses (iii) 
     through (v) of paragraph (1);
       ``(C) provide for and maintain a stable foundation of long-
     term research and development on core issues and concerns 
     conducted through university-based research and development 
     centers by reserving not less than one-third of the amounts 
     available to each Institute in any fiscal year to support 
     such research and development centers;
       ``(D) support and provide research information that leads 
     to policy formation for State legislatures, State and local 
     boards of education and other policy and governing bodies, to 
     assist such entities in identifying and developing effective 
     policies to promote student achievement and school 
     improvement; and
       ``(E) coordinate the Institute's activities with the 
     activities of the regional educational laboratories and with 
     other educational service organizations in designing the 
     Institute's research agenda and projects in order to increase 
     the responsiveness of such Institute to the needs of teachers 
     and the educational field and to bring research findings 
     directly into schools to ensure greatest access at the local 
     level to the latest research developments.
       ``(3) Requirements regarding financial assistance.--No 
     grant, contract, or cooperative agreement may be made under 
     this section unless--
       ``(A) sufficient notice of the availability of, and 
     opportunity to compete for, assistance has first been 
     provided to potential applicants through notice published in 
     the Federal Register or other appropriate means;
       ``(B) it has been evaluated through peer review in 
     accordance with the standards developed pursuant to 
     subsection (h) of section 405;
       ``(C) it will be evaluated in accordance with the standards 
     developed pursuant to subsection (h) of section 405;
       ``(D) in the case of a grant, contract, or cooperative 
     agreement which exceeds $500,000 for a single fiscal year or 
     $1,000,000 for more than one fiscal year, the Secretary has 
     complied with the requirements of paragraph (4); and
       ``(E) in the case of a grant, contract, or cooperative 
     agreement to support a research and development center, all 
     applications for such assistance have been evaluated by 
     independent experts according to standards and criteria which 
     include--
       ``(i) whether applicants have assembled a critical mass of 
     high quality researchers sufficient to achieve the mission of 
     the center;
       ``(ii) whether the proposed organizational structure and 
     arrangements will facilitate achievement of the mission of 
     the center;
       ``(iii) whether there is a substantial staff commitment to 
     the work of the center;
       ``(iv) whether the directors and staff will devote adequate 
     time to center activities; and
       ``(v) review of the contributions of primary researchers 
     (other than researchers at the proposed center) to evaluate 
     the appropriateness of such primary researcher's experiences 
     and expertise in the context of the proposed center 
     activities, and the adequacy of such primary researcher's 
     time commitment to achievement of the mission of the center.
       ``(4) Board review of certain proposed grant and contract 
     actions.--The Assistant Secretary may not solicit any 
     contract bid or issue a request for proposals or applications 
     for any grant or cooperative agreement the amount of which 
     exceeds $500,000 in any single fiscal year or which exceeds 
     an aggregate amount of $1,000,000 for more than one fiscal 
     year unless the Board has had an opportunity to review such 
     proposed grant, contract, or cooperative agreement action and 
     to provide written comments to the Assistant Secretary with 
     respect to whether--
       ``(A) the purposes and scope of the proposed action are 
     consistent with the Research Priorities Plan; and
       ``(B) the methodology and approach of the proposed action 
     are sound and adequate to achieve its stated objectives.
       ``(5) Historically underutilized researchers and 
     institutions.--The Assistant Secretary shall establish and 
     maintain initiatives and programs to increase the 
     participation in the activities of each Institute of groups 
     of researchers and institutions that have been historically 
     underutilized in Federal educational research activities, 
     including--
       ``(A) researchers who are women, African-American, 
     Hispanic, American Indian and Alaska Native, or other ethnic 
     minorities;
       ``(B) promising young or new researchers in the field, such 
     as postdoctoral students and recently appointed assistant or 
     associate professors;
       ``(C) historically black colleges and universities, 
     tribally controlled community colleges, and other 
     institutions of higher education with large numbers of 
     minority students;
       ``(D) institutions of higher education located in rural 
     areas; and
       ``(E) institutions and researchers located in States and 
     regions of the Nation which have historically received the 
     least Federal support for educational research and 
     development.
       ``(6) Additional authorities.--The Assistant Secretary--
       ``(A) may obtain (in accordance with section 3109 of title 
     5 but without regard to the limitation in such section on the 
     period of service) the services of experts or consultants 
     with scientific or professional qualifications in the 
     disciplines relevant to the purposes of such Institute;
       ``(B) may use, with their consent, the services, equipment, 
     personnel, information, and facilities of other Federal, 
     State, or local public agencies, with or without 
     reimbursement therefor;
       ``(C) may accept voluntary and uncompensated services; and
       ``(D) may accept unconditional gifts made to the Office to 
     support its activities.
       ``(d) National Institute for the Education of At-Risk 
     Students.--
       ``(1) Findings.--The Congress finds as follows:
       ``(A) The rate of decline in our urban schools is 
     escalating at a rapid pace. Student performance in most inner 
     city schools grows worse each year. At least half of all 
     students entering ninth grade fail to graduate 4 years later 
     and many more students from high-poverty backgrounds leave 
     school with skills that are inadequate for today's workplace. 
     In 1988 the average National Assessment of Educational 
     Progress (NAEP) reading score of white 17 year-olds was 
     approximately 20 points higher than that of African-American 
     17 year-olds and 25 points higher than that of Hispanic 17 
     year-olds. None of the existing Federal educational research 
     and development programs are adequately addressing this 
     obvious emergency.
       ``(B) Rural schools enroll a disproportionately large share 
     of the Nation's poor and at-risk students and yet often lack 
     the means to address effectively the needs of these children. 
     Intensive efforts must be made to overcome the problems of 
     geographic isolation, declining population, inadequate 
     financial resources and other impediments to the educational 
     success of children residing in rural areas.
       ``(C) By the year 2000, an estimated 3.4 million school age 
     children with limited English language proficiency will be 
     entering the school system. The Federal Government must 
     develop effective policies and programs to address the 
     educational needs of this growing population of children who 
     are at increased risk for educational failure.
       ``(D) An educational emergency exists in those urban and 
     rural areas where there are large concentrations of children 
     who live in poverty. The numbers of educationally 
     disadvantaged children will substantially increase by the 
     year 2020, when the number of impoverished children alone 
     will be 16.5 million, a 33 percent increase over the 12.4 
     million children in poverty in 1987.
       ``(E) American Indian and Alaska Native students are keenly 
     at-risk of educational failure, with demonstrated high 
     dropout, illiteracy and poverty rates, and cultural, 
     linguistic, social and geographic isolation. The estimated 
     400,000 Indian and Alaska Native student population from over 
     500 Indian and Alaska Native tribes, is small and scattered 
     throughout remote reservations and villages in 32 States, and 
     in off-reservation rural and urban communities where Indians 
     constitute but a small percentage of public school student 
     bodies. To meaningfully address the special educational needs 
     of this historically under-served population, the existing 
     research and development system must be opened to Indian and 
     Alaska Native people to identify needs and design ways to 
     address such needs.
       ``(F) Minority scholars as well as institutions and groups 
     that have been historically committed to the improvement of 
     the education of at-risk students need to be more fully 
     mobilized in the effort to develop a new generation of 
     programs, models, practices, and schools capable of 
     responding to the urgent needs of students who are 
     educationally at-risk.
       ``(2) Purpose.--It shall be the purpose of the Institute 
     for the Education of At-Risk Students to carry out a 
     coordinated and comprehensive program of research and 
     development to provide nonpartisan, research-based leadership 
     to the Nation as it seeks to improve educational 
     opportunities for students who are at-risk for educational 
     failure, particularly children who reside in inner city and 
     rural areas, and on Indian reservations, and children of 
     limited English proficiency. Such program shall--
       ``(A) undertake research necessary to provide a sound basis 
     from which to identify, develop, evaluate, and assist others 
     to replicate and adapt interventions, programs, and models 
     which promote greater achievement and educational success by 
     at-risk students, such as--
       ``(i) methods of instruction and educational practices 
     (including community services) which improve the achievement 
     and retention of at-risk students;
       ``(ii) means by which parents and community resources and 
     institutions (including cultural institutions) can be 
     utilized to support and improve the achievement of at-risk 
     students;
       ``(iii) the training of teachers and other educational 
     professionals and paraprofessionals to work more effectively 
     with at-risk students;
       ``(iv) the most effective uses of technology in the 
     education of at-risk students;
       ``(v) programs designed to promote gender equity in schools 
     that serve at-risk students; and
       ``(vi) methods of assessing the achievement of students 
     which are sensitive to cultural differences, provide multiple 
     methods of assessing student learning, support student 
     acquisition of higher order capabilities, and enable 
     identification of the effects of inequalities in the 
     resources available to support the learning of children 
     throughout the Nation; and
       ``(B) maximize the participation of those schools and 
     institutions of higher education that serve the greatest 
     number of at-risk students in inner city and rural areas, and 
     on Indian reservations, including model collaborative 
     programs between schools and school systems, institutions of 
     higher education, cultural institutions, and community 
     organizations.
       ``(3) Comprehensive research program.--The Institute shall 
     support a diverse and comprehensive program of research and 
     development which shall include research related to the 
     educational needs of--
       ``(A) at-risk students who reside in urban areas;
       ``(B) at-risk students who reside in rural areas;
       ``(C) children with limited English language proficiency; 
     and
       ``(D) Indian and Alaska Native students.
       ``(4) Consultation with indian and alaska native 
     educators.--All research and development activities supported 
     by the Institute which relate to the education of Indian and 
     Alaska Native students shall be developed in close 
     consultation with Indian and Alaska Native researchers and 
     educators, tribally controlled community colleges, tribal 
     departments of education, and others with expertise in the 
     needs of Indian and Native Alaska students.
       ``(e) National Institute for Innovation in Educational 
     Governance, Finance, Policy-Making, and Management.--
       ``(1) Findings.--The Congress finds as follows:
       ``(A) Many elementary and secondary schools in the United 
     States--
       ``(i) are structured according to models that are 
     ineffective and rely on notions of management and governance 
     that may be outdated or insufficient for the challenges of 
     the next century; and
       ``(ii) are unsuccessful in equipping all students with the 
     knowledge and skills needed to succeed as citizens and in the 
     working world.
       ``(B) New approaches are needed in the governance and 
     management of elementary and secondary education with the 
     United States at the State, local, school building and 
     classroom level.
       ``(C) Not enough is known about the effects of various 
     systems of school governance and management on student 
     achievement to provide sound guidance to policymakers as they 
     pursue school restructuring and reform.
       ``(D) A concentrated Federal effort is needed to support 
     research, development, demonstration, and evaluation of 
     approaches to school governance, finance and management which 
     promise to improve education equity and excellence throughout 
     the Nation.
       ``(2) Purpose.--It shall be the purpose of the National 
     Institute on Innovation in Educational Governance, Finance, 
     Policy-Making, and Management to carry out a coordinated and 
     comprehensive program of research and development to provide 
     nonpartisan, research-based leadership to the Nation as it 
     seeks to improve student achievement through school 
     restructuring and reform. Such program shall--
       ``(A) undertake research necessary to provide a sound basis 
     from which to identify, develop and evaluate approaches in 
     governance, finance, policy-making, and management at the 
     State, local, tribal, school building and classroom level 
     which promise to improve educational equity and excellence, 
     such as--
       ``(i) open enrollment programs, magnet schools and other 
     systems through which parents may select the public schools 
     and educational programs in which their children are 
     enrolled;
       ``(ii) innovative school design, including lengthening the 
     school day and the school year, reducing class size and 
     building professional development into the weekly school 
     schedule;
       ``(iii) effective approaches to organizing learning;
       ``(iv) effective ways of grouping students for learning so 
     that a student is not labeled or stigmatized in ways that may 
     impede such student's achievement;
       ``(v) effective approaches to organizing, structuring, and 
     financing vocational education;
       ``(vi) the provision of financial and other rewards and 
     incentives based on performance to improve student 
     achievement;
       ``(vii) the use of regulatory flexibility on the State or 
     district level to promote innovation and school 
     restructuring;
       ``(viii) school-based management;
       ``(ix) the restructuring of school finance systems at the 
     State and local level to promote greater equity in the 
     distribution of resources for education and to maximize the 
     allocation of such resources to support direct learning;
       ``(x) expanding the role of teachers in policymaking and 
     administration at the school and district-wide level;
       ``(xi) programs designed to increase the involvement of 
     parents and families in the management and governance of 
     schools and the education of their children;
       ``(xii) effective approaches to increasing the 
     representation of women and minorities among leadership and 
     management positions in education;
       ``(xiii) approaches to systemic reforms involving the 
     coordination of multiple policies of each level of government 
     to promote higher levels of student achievement;
       ``(xiv) approaches to coordinated services for children; 
     and
       ``(xv) policies related to school to work transitions and 
     preparing noncollege-bound students; and
       ``(B) undertake research and development activities 
     necessary to provide information on the skills required for 
     successful educational leadership at the State, tribal, and 
     local level and to enhance the ability of school leaders and 
     administrators to improve the educational environment for all 
     students.
       ``(3) Research on educational choice.--In carrying out the 
     duties of the Institute, the Assistant Secretary shall 
     conduct or support research on whether and to what extent the 
     quality of education in the United States would be improved 
     by providing public funds to parents for the costs of 
     attendance of their children at the elementary and secondary 
     schools of the parents' choice.
       ``(f) National Institute for Early Childhood Development 
     and Education.--
       ``(1) Findings.--The Congress finds as follows:
       ``(A) The Nation has set as a goal that all children should 
     arrive at school ready to learn.
       ``(B) Despite efforts to expand and improve preschool 
     programs, many children still reach school age unprepared to 
     benefit from formal education programs.
       ``(C) Early intervention for disadvantaged children from 
     conception to age five has been shown to be a highly cost-
     effective strategy for reducing later expenditures on a wide 
     variety of health, developmental, and educational problems 
     that often interfere with learning. Long-term studies of the 
     benefits of preschool education have a demonstrated return on 
     investment ranging from three to six dollars for every one 
     dollar spent.
       ``(D) The Federal government should play a central role in 
     providing research-based information on early childhood 
     education models which enhance children's development and 
     ultimately their success in school.
       ``(2) Purpose.--The purpose of the National Institute for 
     Early Childhood Development and Education is to carry out a 
     comprehensive program of research and development to provide 
     nonpartisan, research-based leadership to the Nation as it 
     seeks to improve early childhood development and education. 
     Such program shall identify, develop, evaluate, and assist 
     others to replicate sound policies and practices that may 
     include--
       ``(A) social and educational development of all infants, 
     toddlers, and preschool children;
       ``(B) the role of parents and the community in promoting 
     the successful social and educational development of children 
     from birth to age five;
       ``(C) training and preparation of teachers and other 
     professional and paraprofessional preschool and child care 
     workers;
       ``(D) the structure and environment of early childhood 
     education and child care settings which lead to improved 
     social and educational development;
       ``(E) practices and approaches which sustain the benefits 
     of effective preschool and child care programs;
       ``(F) effective learning methods and curriculum for early 
     childhood learning, including access to current materials in 
     libraries;
       ``(G) the importance of family literacy and parental 
     involvement in student learning;
       ``(H) the impact that outside influences have on learning, 
     including television, and drug and alcohol abuse; and
       ``(I) methods for integrating learning in settings other 
     than the classroom, such as within families and communities, 
     with a special emphasis on character development and the 
     value of hard work.
       ``(3) Certain requirements.--In carrying out the activities 
     of the Institute, the Assistant Secretary shall--
       ``(A) place special emphasis on the special early childhood 
     education needs of at-risk children, children with 
     disabilities, and girls; and
       ``(B) ensure that its research and development program 
     provides information that can be utilized in improving the 
     major Federal early childhood education programs, including 
     Head Start, Even Start, chapter 1 preschool programs, and 
     part H of the Individuals with Disabilities Education Act, 
     and Bureau of Indian Affairs early childhood development 
     programs.
       ``(g) National Institute on Student Achievement.--
       ``(1) Findings.--The Congress finds as follows:
       ``(A) The current achievement levels of students in the 
     Nation are far below those that might indicate competency in 
     challenging subject matter in English, mathematics, science, 
     history, and geography and other areas, or across the subject 
     areas.
       ``(B) Very few students demonstrate that they can use their 
     minds well. In recent assessments, more students are gaining 
     basic skills, yet fewer are demonstrating a grasp of higher-
     level applications of those skills.
       ``(C) During the past 20 years, relatively little has 
     changed in how students are taught. Despite much research 
     suggesting better alternatives, classrooms are still 
     dominated by textbooks, teacher lectures, and short-answer 
     activity sheets and unequal patterns of student attention.
       ``(D) Despite progress in narrowing the gaps, the 
     differences in performance between white students and their 
     minority counterparts remain unacceptably large. While 
     progress has been made in reducing the gender gap in 
     mathematics, it still remains at higher levels of problem 
     solving. Too little progress has been made in reducing gender 
     performance gaps favoring males in science and females in 
     writing.
       ``(2) Purpose.--The purpose of the National Institute on 
     Student Achievement is to carry out a coordinated and 
     comprehensive program of research and development to provide 
     research-based leadership to the Nation as it seeks to 
     improve student achievement in English, mathematics, science, 
     history, geography, and other subject areas and across the 
     boundaries of the subject areas. Such program shall--
       ``(A) identify, develop, and evaluate innovative and 
     exemplary methods to improve student knowledge at all levels 
     in English, mathematics, science, history, geography, civics 
     and government, foreign languages, arts and humanities, 
     economics, and other subject areas, such as--
       ``(i) student learning and assessment in various subject 
     matters;
       ``(ii) the effects of organizational patterns on the 
     delivery of instruction, including issues of grouping and 
     tracking, ungraded classrooms, and on the effects of various 
     pedagogies, including the issues of technology in education;
       ``(iii) the best methods of teacher preparation;
       ``(iv) methods to improve the process of reading, the craft 
     of writing, the growth of reasoning skills, and the 
     development of information-finding skills;
       ``(v) enabling students to develop higher order thinking 
     skills;
       ``(vi) methods to teach effectively all students in mixed-
     ability classrooms;
       ``(vii) curriculum, instruction, and assessment, in 
     vocational education;
       ``(viii) the impact and effectiveness of Federal, State, 
     and local efforts to provide gender-fair educational 
     opportunities to elementary and secondary students; and
       ``(ix) programs, policies, approaches which promote gender 
     equity in elementary and secondary education;
       ``(B) conduct basic and applied research in the areas of 
     human learning, cognition, and performance, including 
     research and development on the education contexts which 
     promote excellence in learning and instruction, and 
     motivational issues which provide a key to learning;
       ``(C) identify, develop, and evaluate programs designed to 
     enhance academic achievement and narrow racial and gender 
     performance gaps in a variety of subject areas, including 
     research and development on methods of involving parents in 
     their children's education and ways to involve business, 
     industry and other community partners in promoting excellence 
     in schools; and
       ``(D) include a comprehensive, coordinated program of 
     research and development in the area of assessment which--
       ``(i) addresses such issues as--

       ``(I) the validity, reliability, generalizability, 
     fairness, costs, relative merits, and most appropriate uses 
     of various approaches and methods of assessing student 
     learning and achievement;
       ``(II) methods and approaches to assessing student 
     opportunities to learn (including the quality of instruction 
     and the availability of resources necessary to support 
     learning) and evaluating the quality of school environment;

       ``(III) the design, development, evaluation, and validation 
     of model performance-based and other alternative or 
     innovative formats or uses of assessments;
       ``(IV) the impact of high-stakes uses of assessment on 
     student performance and motivation, narrowing of curriculum, 
     teaching practices, and test integrity;
       ``(V) the fairness and impact of various methods of 
     assessment on children of different races, ethnicities, 
     gender, socioeconomic status, English language proficiencies, 
     and children with other special needs;
       ``(VI) standards of performance, quality, and validity for 
     various methods of assessment and the means by which such 
     standards should be developed;
       ``(VII) current and emerging testing practices of State and 
     local education agencies within the United States, as well as 
     other nations;
       ``(VIII) the diverse effects, both intended and unintended, 
     of assessments as actually used in the schools, including 
     effects on curriculum and instruction, effects on equity in 
     the allocation of resources and opportunities, effects on 
     equity of outcomes, effects on other procedures and standards 
     for judging students and practitioners and possible inflation 
     of test scores;
       ``(IX) identifying and evaluating how students with limited 
     English language proficiency and students with disabilities 
     are included and accommodated in the various assessment 
     programs of State and local education agencies; and
       ``(X) the feasibility and validity of comparing or equating 
     the results of different assessments;

       ``(ii) reflects recommendations made by the National 
     Education Goals Panel (provided such panel has been 
     authorized by law);
       ``(iii) complies with the `Standards for Educational and 
     Psychological Tests' developed by the American Psychological 
     Association, the National Council on Measurement in 
     Education, and the American Educational Research Association;
       ``(iv) is consistent with the `Criteria for Evaluation of 
     Student Assessment Systems' developed by the National Forum 
     on Assessment; and
       ``(v) complies with the `Code of Fair Testing Practices in 
     Education' developed by the Joint Committee on Testing 
     Practices.

     For purposes of this subparagraph, the term `development' 
     means the development of prototypes for the purposes of 
     research and evaluation.
       ``(h) National Institute for Postsecondary Education, 
     Libraries, and Lifelong Learning.--
       ``(1) Findings.--The Congress finds as follows:
       ``(A) The American system of postsecondary education is 
     foremost in the world in its achievement of both academic 
     excellence and equity in access, but maintaining that 
     preeminence requires renewed efforts to strengthen the 
     quality of postsecondary education. Disappointing student 
     performance on achievement tests and licensure examinations, 
     declining rates of persistence and completion among 
     minorities, and other troubling trends in the quality of 
     postsecondary education must be addressed by the Nation as 
     part of its overall drive to improve American education.
       ``(B) The need to improve our Nation's economic 
     productivity to meet the competitive challenges of a new, 
     international economy, coupled with high levels of mobility 
     in the United States labor market and demographic changes in 
     the workforce, now demands more and higher quality programs 
     of learning and training in the American workplace.
       ``(C) The more than 1,000,000 men and women incarcerated in 
     the Nation's prisons and jails are among the most severely 
     educationally disadvantaged in the United States, with high 
     rates of functional illiteracy and extremely low levels of 
     educational attainment. Since an estimated 90 percent of 
     these individuals are expected to be released by the end of 
     the decade, the Nation must act to assure that our 
     correctional system has the means to equip these Americans 
     with the knowledge and skills they will need to participate 
     productively in our society.
       ``(D) The development of a `Nation of Students' capable of 
     and committed to the pursuit of formal and informal lifelong 
     learning is essential to sustain both national and individual 
     economic success and to provide a nurturing environment in 
     which all children and youth can learn and achieve. 
     Historically the most effective community resource for 
     lifelong learning, the Nation's public library system must 
     expand and restructure its delivery of services to take full 
     advantage of the potential of new information technologies to 
     meet the needs of learning communities.
       ``(2) Purpose.--The purpose of the National Institute for 
     Postsecondary Education, Libraries, and Lifelong Learning is 
     to promote greater coordination of Federal research and 
     development on issues related to adult learning and to carry 
     out a program of research and development in adult learning 
     to provide nonpartisan, research-based leadership to the 
     Nation as it seeks to improve libraries, postsecondary 
     education, and lifelong learning throughout the United 
     States. Such program--
       ``(A) shall promote greater coordination, cooperation, and 
     interaction among entities within the Federal Government 
     which support research and development related to 
     postsecondary education, libraries, and lifelong learning;
       ``(B) shall enable greater collaboration among entities 
     within the Federal Government which support research and 
     development related to postsecondary education, libraries, 
     and lifelong learning by supporting research and development 
     projects which are carried out jointly by such entities;
       ``(C) shall support research and development in those areas 
     of postsecondary education, libraries, and lifelong learning 
     which are not being addressed sufficiently by other entities 
     within the Federal Government;
       ``(D) may include basic and applied research, development, 
     replication, and evaluation activities in such areas as--
       ``(i) methods of assessing and evaluating individual, 
     program, and institutional performance;
       ``(ii) the uses and applications of new technologies to 
     improve program effectiveness and enhance student learning;
       ``(iii) practices, policies, and programs which address the 
     unique needs of adult learners, including--

       ``(I) institutional and classroom policies and practices at 
     the postsecondary level necessary to improve matriculation, 
     persistence, achievement and graduation by students who are 
     economically disadvantaged, ethnic and racial minorities, 
     women, older, working, and who have children;
       ``(II) instructional practices and programs which are 
     effective in correctional settings;
       ``(III) new models of service delivery for public library 
     systems which expand opportunities for lifelong learning;
       ``(IV) effective programs and approaches which promote 
     greater access to and success by minorities in postsecondary 
     programs which prepare them for scientific, technical, 
     teaching, and health career fields;
       ``(V) effective approaches to work-based learning; and
       ``(VI) the most effective training methods for adults to 
     upgrade education and vocational skills;

       ``(iv) the effectiveness of Historically Black Colleges and 
     Universities, Tribally-Controlled Indian Community Colleges, 
     women's colleges, and other special mission institutions in 
     fulfilling their mission of providing access and equal 
     opportunity in higher education;
       ``(v) the quality of higher education at all levels and the 
     roles and responsibilities of regional and national 
     accrediting agencies in assuring the quality and relevance of 
     academic goals and objectives established by institutions of 
     higher education;
       ``(vi) approaches to improving the productivity of 
     colleges, community colleges, universities, and other 
     postsecondary institutions;
       ``(vii) financial barriers to postsecondary educational 
     opportunity, including--

       ``(I) the role of Federal programs authorized under title 
     IV of the Higher Education Act and State grant and work 
     programs in mitigating such barriers;
       ``(II) the impact of the rising total cost of postsecondary 
     education on access to higher education; and
       ``(III) the extent and impact of student reliance on loans 
     to meet the costs of higher education;

       ``(viii) opportunities for adults to continue their 
     education beyond higher education and graduate school, in the 
     context of lifelong learning and information-finding skills; 
     and
       ``(ix) preparing students for a lifetime of work, the 
     ability to adapt through retraining to the changing needs of 
     the work force and the ability to learn new tasks.
       ``(3) Involvement of certain agencies and organizations.--
     In promoting coordination and collaboration on research and 
     development on issues related to postsecondary education, 
     libraries, and lifelong learning, the Institute shall, as 
     appropriate, seek the involvement of--
       ``(A) within the Department of Education--
       ``(i) the Office of Library Programs;
       ``(ii) the Office of Correctional Education;
       ``(iii) the Office of Vocational and Adult Education;
       ``(iv) the National Institute on Disability and 
     Rehabilitation Research; and
       ``(v) the Office of Postsecondary Education;
       ``(B) the National Institute for Literacy;
       ``(C) the National Board for Professional Teaching 
     Standards;
       ``(D) the Employment and Training Administration of the 
     Department of Labor;
       ``(E) the Administration for Children and Families within 
     the Department of Health and Human Services;
       ``(F) the National Institutes of Health;
       ``(G) the National Endowment for Humanities;
       ``(H) the National Endowment for the Arts;
       ``(I) the Bureau of Prisons of the Department of Justice;
       ``(J) the Department of Commerce;
       ``(K) the Department of Defense; and
       ``(L) the Office of Indian Education Programs of the 
     Department of the Interior.
       ``(4) In addition to the responsibilities described in 
     paragraph (2), the Assistant Secretary shall ensure that the 
     activities of the existing National Center on Literacy are 
     fully coordinated with those of the National Institute for 
     Literacy.
       ``(i) Coordination of Research on Cross-Cutting Issues.--
     The Assistant Secretary shall promote the coordination of 
     research and development activities among the Institutes 
     established by subsection (a) to investigate those cross-
     cutting disciplines and areas of inquiry, such as assessment, 
     the use of technology and the training of teachers and school 
     administrators, which are relevant to the missions of more 
     than one of the Institutes. Such activities shall--
       ``(1) address cross-cutting disciplines and areas of 
     inquiry which have been proposed by the Assistant Secretary 
     and are consistent with the research priorities identified by 
     the Board;
       ``(2) be carried out jointly (1) by any one of the 
     Institutes and--
       ``(A) one (or more) of the Institutes;
       ``(B) the National Center for Education Statistics; or
       ``(C) any research and development entity administered by 
     other offices of the Department of Education or by any other 
     Federal agency or Department; and
       ``(3) meet all the standards set by the Assistant Secretary 
     and the Board for other research and development conducted by 
     the Office.
       ``(j) Program on Teaching and Teacher Education.--
       ``(1) In general.--The Assistant Secretary, in accordance 
     with the requirements of this subsection, shall undertake a 
     comprehensive, coordinated program of research in the area of 
     teaching, teacher education, and professional development.
       ``(2) Certain purposes of program.--In carrying out the 
     program established under paragraph (1), the Assistant 
     Secretary shall conduct, directly or through grants and 
     contracts, basic and applied research and analytical 
     activities to further knowledge about, make recommendations, 
     and improve--
       ``(A) the ability of classroom teachers and schools to 
     assist new and diverse populations of students in 
     successfully assimilating into the classroom environment;
       ``(B) the working conditions of teachers and other 
     educational practitioners, which may include such topics as--
       ``(i) teacher isolation;
       ``(ii) professional resources available to teachers;
       ``(iii) continuing educational and professional 
     opportunities available to teachers;
       ``(iv) physical facilities and equipment, such as office 
     space, telephone, computer access, and fax machines and 
     television cable access available to teachers in the work 
     environment;
       ``(v) opportunities for teachers to share information and 
     resources with other teachers and education professionals;
       ``(vi) opportunities for advanced learning experience; and
       ``(vii) the reduction of stress in the teaching profession;
       ``(C) institutional program renewal and instruction;
       ``(D) restructuring of State certification of teachers and 
     teacher education standards; and
       ``(E) assisting in the development of teacher certification 
     standards by Indian tribal departments of education.
       ``(3) Certain activities.--In carrying out the program 
     established under paragraph (1), the Assistant Secretary--
       ``(A) shall work with institutions of higher education 
     engaged in the preparation of teachers and professional 
     organizations of teacher educators and practitioners to 
     encourage institutional program renewal and restructuring;
       ``(B) may conduct, directly or through grants and contracts 
     research on--
       ``(i) effective and reflective teaching for the preparation 
     and continuing education of teachers;
       ``(ii) the use of computing and multi-made technology to 
     advance the understanding and abilities of teacher educators 
     and classroom teachers;
       ``(iii) the development and appraisal of curriculum and 
     curriculum materials for the initial and continuing education 
     of teachers and teacher educators; and
       ``(iv) strengthening the evaluation and dissemination of 
     information on programs for continuing professional education 
     and renewal of those who educate teachers for initial or 
     advanced licensure or certification; and
       ``(C) shall work with the national regional education 
     laboratories, the ERIC clearinghouses, national education 
     research library, and the National Center for Education 
     Statistics to maximize information available, to prevent 
     unnecessary duplication of efforts and resources, and to 
     ensure the results of the centers work are widely available.
       ``(k) Research on Educational Technology.--The Assistant 
     Secretary shall undertake a comprehensive, coordinated 
     program of research and development in the area of the uses 
     and applications of technology in education. Such program--
       ``(1) may support basic and applied research and 
     development, analysis, evaluation in the area of the uses and 
     applications of technology to education, including--
       ``(A) the capabilities of current and emerging technologies 
     and their possible uses in education;
       ``(B) the uses and applications of technology--
       ``(i) to improve instruction within all content areas in 
     the school curriculum;
       ``(ii) to educate more effectively at-risk students and 
     other students with special needs;
       ``(iii) to improve education in rural communities and other 
     remote areas;
       ``(iv) to improve the assessment of student learning and 
     achievement;
       ``(v) to deliver preservice and inservice training for 
     teachers, librarians, and school administrators; and
       ``(vi) to deliver and improve professional development and 
     continuing education programs;
       ``(C) the cost and educational effectiveness of 
     technologies used in education;
       ``(D) effective models and approaches for providing the 
     preservice and inservice training and technical assistance 
     necessary to enable teachers, librarians, and school 
     administrators, cultural organizations, and others to use 
     technology effectively in education;
       ``(E) the identification of barriers to greater use of 
     technologies in education and potential approaches to 
     eradicating or mitigating such barriers;
       ``(F) methods and approaches which can be utilized by 
     teachers, school administrators, and education policymakers, 
     and educational programs in cultural institutions to evaluate 
     the quality and most appropriate uses of software and other 
     technologies designed for use in education; and
       ``(G) approaches to organizing and managing schools and 
     classrooms to make the most effective use of technology in 
     education; and
       ``(2) shall be coordinated with related research and 
     development activities undertaken by the Office of Special 
     Education Programs, the National Science Foundation, the 
     Department of Defense, and other Federal agencies.
       ``(l) Transitional Provisions.--
       ``(1) Temporary reorganizations.--Upon the enactment of the 
     Educational Research, Development and Dissemination 
     Excellence Act, the Secretary shall reorganize the research 
     and development functions and activities of the Office into 
     administrative units the purposes of which shall be the same 
     as those for each of the national research institutes 
     established in subsection (a). Such administrative units 
     shall be responsible for planning and providing for the 
     establishment of such institutes and shall cease to exist on 
     the dates upon which each of the relevant institutes is 
     established. The provisions of subsection (c) (relating to 
     authorities and duties) shall apply to all activities 
     undertaken by each such administrative unit.
       ``(2) Dates for establishment of institutes.--The National 
     Institute for the Education of At-Risk Students, the National 
     Institute for Innovation in Educational Governance, Finance, 
     Policy-Making, and Management, the National Institute for 
     Early Childhood Development and Education, the National 
     Institute on Student Achievement, and the National Institute 
     on Postsecondary Education, Libraries, and Lifelong Learning 
     shall each be established effective October 1, 1994.''.

            PART D--NATIONAL EDUCATION DISSEMINATION SYSTEM

     SEC. 241. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH 
                   AND IMPROVEMENT.

       Part A of the General Education Provisions Act, as amended 
     by section 231 of this Act, is amended by inserting after 
     section 405B the following new section:


               ``national education dissemination system

       ``Sec. 405C. (a) In General.--
       ``(1) Findings.--The Congress finds as follows:
       ``(A) In order to improve the American educational system 
     for all students, achieve the national education goals, and 
     provide for greater educational equity, policymakers, 
     administrators, teachers, and parents must have ready access 
     to the best information and methods available as a result of 
     educational research and development.
       ``(B) The Office of Educational Research and Improvement 
     should have as one of its primary purposes the dissemination 
     of such information and methods in order to assist the 
     national education reform effort.
       ``(C) All current resources within the Office, the 
     Department, and other agencies that can help accomplish this 
     goal should be coordinated by the Assistant Secretary so as 
     to form a systematic process to accomplish these objectives.
       ``(D) Education research has the capacity to improve 
     teaching and learning in our Nation's schools, however, 
     teachers need training in the developmental skills necessary 
     to translate research into practice and to allow them to 
     become a cadre of knowledgeable practitioners and leaders in 
     educational improvement.
       ``(E) Adequate linkages between research and development 
     providers and practitioners are essential to ensuring that 
     research on effective practice is useful, disseminated and 
     supported with technical assistance to all educators, and 
     that all educators are partners in the research and 
     development process.
       ``(2) Purpose.--The purpose of this section is to--
       ``(A) create a national system of dissemination, 
     development, and educational improvement in order to create, 
     adapt, identify, validate, and disseminate to educators, 
     parents, and policymakers those educational programs that 
     have potential or have been shown to improve educational 
     opportunities for all students; and
       ``(B) empower and increase the capacity of teachers to 
     participate in the research and development process.
       ``(3) Definition of educational program.--For the purposes 
     of this section, the term `educational program' includes 
     educational policies, research findings, practices, and 
     products.
       ``(b) Establishment of Office.--
       ``(1) In general.--There is established within the Office 
     an Office of Reform Assistance and Dissemination (in this 
     section referred to as the `Dissemination Office') through 
     which the Secretary shall carry out all functions and 
     activities described in this section.
       ``(2) Certain duties.--The Dissemination Office shall--
       ``(A) identify educational programs that may merit being 
     designated as exemplary or promising educational programs;
       ``(B) based solely on the educational merits and promise of 
     such programs, select those to be designated as exemplary or 
     promising;
       ``(C) provide technical and financial assistance to 
     individuals and organizations in the process of developing 
     promising educational programs in the priority areas 
     identified in section 405(b)(3), but who might not, without 
     such assistance, be able to complete necessary development 
     and assessment activities;
       ``(D) nationally disseminate information regarding the 
     exemplary and promising programs to educators, parents, and 
     policymakers through a variety of means, including existing 
     Department activities, education associations and networks, 
     and communication technologies;
       ``(E) provide training and technical assistance regarding 
     the implementation and adoption of such exemplary and 
     promising programs by interested entities; and
       ``(F) carry out a program of research on models for 
     successful knowledge dissemination, and utilization, and 
     strategies for reaching education policymakers, 
     practitioners, and others interested in education.
       ``(3) Additional duties.--The Dissemination Office shall 
     carry out and contain the following functions and activities:
       ``(A) A process for the identification of educational 
     programs that work.
       ``(B) The educational resources information clearinghouses.
       ``(C) Dissemination through new technologies.
       ``(D) Smartline.
       ``(E) The regional educational laboratories.
       ``(F) Teacher Research Dissemination Network.
       ``(G) The Goals 2000 Community Partnerships Program.
       ``(H) The existing National Diffusion Network and its 
     Developer-Demonstrator and State Facilitator projects.
       ``(I) Such other programs or entities the Secretary 
     determines are consistent with the purposes for which the 
     Dissemination Office is established.
       ``(c) Identification of Programs.--
       ``(1) In general.--The Assistant Secretary shall establish 
     a process through which successful educational programs are 
     actively sought out for possible dissemination through the 
     national educational dissemination system. Such process 
     shall, at a minimum, have the capability to--
       ``(A) work closely with the research institutes, centers, 
     regional educational laboratories, the National Diffusion 
     Network and its Developer-Demonstrator and State Facilitator 
     projects, learning grant institutions established under the 
     Goals 2000 Community Partnerships Program, department-
     supported technical assistance providers, and other entities 
     to identify successful educational programs at the regional, 
     State, local, or classroom level;
       ``(B) review successful educational programs supported by 
     the Department through all of its programs, including Chapter 
     1, Even Start, Drug-Free Schools and Communities Act of 1986, 
     the Individuals With Disabilities Education Act, Bilingual 
     Education, Indian Education, the Women's Educational Equity 
     Act, and Adult and Vocational Education;
       ``(C) through cooperative agreements, review for possible 
     inclusion in the system educational programs administered by 
     the Departments of Health and Human Services (particularly 
     the Head Start program), Labor and Defense, the National 
     Science Foundation, the Department of the Interior 
     (particularly the Office of Indian Education Programs), and 
     any other appropriate Federal agency; and
       ``(D) provide for an active outreach effort to identify 
     successful educational programs through cooperative 
     arrangements with State and local education agencies, 
     teachers and teacher organizations, curriculum associations, 
     foundations, private schools, institutions of higher 
     education, and other entities that could enhance the ability 
     of the Secretary to identify programs for possible inclusion 
     in the dissemination system.
       ``(2) Priority programs.--In carrying out this subsection, 
     the Secretary shall place a priority on identifying programs, 
     products, and practices related to the priority research and 
     development needs identified in section 405(b)(3).
       ``(d) Designation of Exemplary and Promising Programs.--
       ``(1) In general.--The Assistant Secretary, in consultation 
     with the Board, shall establish 1 or more panels of 
     appropriately qualified experts and practitioners to--
       ``(A) evaluate educational programs that have been 
     identified by the Secretary under subsection (c) or that have 
     been submitted to the Secretary for such evaluation by some 
     other individual or organization; and
       ``(B) recommend to the Secretary programs that should be 
     designated as exemplary or promising educational programs.
       ``(2) Considerations in making recommendations.--In 
     determining whether an educational program should receive a 
     recommendation under paragraph (1), a panel established under 
     such paragraph shall consider--
       ``(A) whether, based on empirical data, which may include 
     but shall not be limited to test results, the program is 
     effective and should thus be designated as exemplary and 
     disseminated through the national dissemination system; or
       ``(B) whether there is sufficient evidence to lead a panel 
     of experts and practitioners to believe that the program 
     shows promise for improving student achievement and should 
     thus be designated as promising and disseminated through the 
     national dissemination system while it continues to be 
     evaluated.
       ``(3) Requirement regarding approval of programs.--In 
     seeking out programs for approval under paragraph (2), the 
     Assistant Secretary shall seek programs that may be 
     implemented at the State, local, and classroom level.
       ``(4) Requirements regarding panels.--
       ``(A) A panel shall not eliminate a program from 
     consideration under this subsection based solely on the fact 
     that it does not have one specific type of supporting data, 
     such as test scores.
       ``(B) The Assistant Secretary may not designate a program 
     as exemplary or promising unless a panel established under 
     paragraph (1) has recommended that the program be so 
     designated.
       ``(C) The Secretary shall establish such panels under 
     paragraph (1) as may be necessary to ensure that each program 
     identified or submitted for evaluation is evaluated.
       ``(D) Not less than \2/3\ of the membership of a panel 
     established under paragraph (1) shall consist of individuals 
     who are not officers or employees of the United States. 
     Members of panels under paragraph (1) who are not employees 
     of the United States shall receive compensation for each day 
     engaged in carrying out the duties of the panel as well as 
     compensation for their expenses.
       ``(e) Dissemination of Exemplary and Promising Programs.--
       ``(1) In general.--In order to ensure that programs 
     identified as exemplary or promising are available for 
     adoption by the greatest number of teachers, schools, local 
     and State education agencies, and Bureau of Indian Affairs-
     funded schools, the Assistant Secretary shall utilize the 
     capabilities of--
       ``(A) the education resources information clearinghouses;
       ``(B) Smartline;
       ``(C) the regional educational laboratories;
       ``(D) the National Diffusion Network;
       ``(E) entities established under the Goals 2000 Community 
     Partnerships Program;
       ``(F) department-supported technical assistance providers;
       ``(G) the National Library of Education; and
       ``(H) other public and private nonprofit entities, 
     including existing education associations and networks, that 
     have the capability to assist educators in adopting exemplary 
     and promising programs.
       ``(2) Requirements for assistant secretary.--In carrying 
     out paragraph (1), the Assistant Secretary shall ensure that 
     all such entities are--
       ``(A) kept apprised of the availability of specific 
     programs for dissemination;
       ``(B) provided technical assistance, if necessary, to carry 
     out this dissemination function; and
       ``(C) involved in the national education dissemination 
     system as specified by law.
       ``(f) Education Resources Information Clearinghouses.--
       ``(1) In general.--The Assistant Secretary shall establish 
     a system of 16 education resource information clearinghouses 
     having, at a minimum, the functions and scope of work as the 
     clearinghouses had on the date of the enactment of the 
     Educational Research, Development, and Dissemination 
     Excellence Act.
       ``(2) Additional functions.--In addition to those functions 
     already being carried out by the clearinghouses, such 
     clearinghouses may--
       ``(A) periodically produce interpretive summaries, digests, 
     and syntheses of the results and findings of education-
     related research and development; and
       ``(B) contain and make available to users information 
     concerning those programs designated as exemplary and 
     promising under subsection (c).
       ``(3) Coordination of activities.--The Assistant Secretary 
     shall assure that the functions and activities of such 
     clearinghouses are coordinated with the activities of the 
     research institutes, the regional educational laboratories, 
     learning grant institutions, other clearinghouses supported 
     by the Department, the National Diffusion Network, and other 
     appropriate entities within the Office and the Department.
       ``(4) Special responsibilities of the secretary.--To assure 
     that the information provided through such clearinghouses is 
     fully comprehensive, the Secretary shall--
       ``(A) require that all reports, studies, and other 
     resources produced directly or by grant or contract with the 
     Department of Education are made available to clearinghouses;
       ``(B) establish cooperative agreements with the Departments 
     of Defense, Health and Human Services, Interior, and other 
     Federal agencies to assure that all education-related 
     reports, studies, and other resources produced directly or by 
     grant or contract with the Federal Government are made 
     available to such clearinghouses; and
       ``(C) devise an effective system for maximizing the 
     identification, synthesis, and dissemination of information 
     related to the needs of Indian and Alaska Native children.
       ``(5) Copyright prohibited.--
       ``(A) No clearinghouse or other entity receiving assistance 
     under this subsection may copyright or otherwise charge a 
     royalty or other fee that--
       ``(i) is for the use or redissemination of any database, 
     index, abstract, report, or other information produced with 
     assistance under this subsection; and
       ``(ii) exceeds the incremental cost of disseminating such 
     information.
       ``(B) For purposes of subparagraph (A), the incremental 
     cost of dissemination does not include any portion of the 
     cost of collecting, organizing, or processing the information 
     which is disseminated.
       ``(g) Dissemination Through New Technologies.--
       ``(1) In general.--The Assistant Secretary is authorized to 
     award grants or contracts in accordance with this subsection 
     to support the development of materials, programs, and 
     resources which utilize new technologies and techniques to 
     synthesize and disseminate research and development findings 
     and other information which can be used to support 
     educational improvement.
       ``(2) Sources of materials and research about teaching and 
     learning for improving nationwide education (smartline).--
       ``(A) Electronic network.--The Assistant Secretary, acting 
     through the Office of Reform Assistance and Dissemination, 
     shall establish and maintain an electronic network which 
     shall, at a minimum, link--
       ``(i) each office of the Department of Education;
       ``(ii) the research institutes established by section 405B;
       ``(iii) the National Center for Education Statistics;
       ``(iv) the National Library of Education; and
       ``(v) entities engaged in research, development, 
     dissemination, and technical assistance under grant, 
     contract, or cooperative agreement with the Department of 
     Education.
       ``(B) Certain requirements for network.--The network 
     described in subparagraph (A) shall--
       ``(i) to the extent feasible, build upon existing national, 
     regional, and State electronic networks and support video, 
     telecomputing, and interactive communications;
       ``(ii) at a minimum, have the capability to support 
     electronic mail and file transfer services;
       ``(iii) be linked to and accessible to other users, 
     including State and local education agencies, institutions of 
     higher education, museums, libraries, and others through the 
     Internet and the National Research and Education Network; and
       ``(iv) be provided at no cost (excluding the costs of 
     necessary hardware) to the contractors and grantees described 
     in clause (v) of subparagraph (A) and to educational 
     institutions accessing such network through the Internet and 
     the National Research and Education Network.
       ``(C) Information resources.--The Assistant Secretary, 
     acting through the Office of Reform Assistance and 
     Dissemination, may make available through the network 
     described in subparagraph (A)--
       ``(i) information about grant and contract assistance 
     available through the department;
       ``(ii) an annotated directory of current research and 
     development activities and projects being undertaken with the 
     assistance of the Department;
       ``(iii) information about publications published by the 
     Department and, to the extent feasible, the full text of such 
     publications;
       ``(iv) statistics and data published by the National Center 
     for Education Statistics;
       ``(v) syntheses of research and development findings;
       ``(vi) a directory of other education-related electronic 
     networks and databases, including information about the means 
     by which they may be accessed;
       ``(vii) a descriptive listing of materials and courses of 
     instruction provided by telecommunications partnerships 
     assisted under the Star Schools program;
       ``(viii) resources developed by the ERIC Clearinghouses;
       ``(ix) education-related software (including video) which 
     is in the public domain;
       ``(x) a listing of instructional materials available 
     through telecommunications to local education agencies 
     through the Public Broadcasting Service and State educational 
     television networks; and
       ``(xi) such other information and resources the Assistant 
     Secretary considers useful and appropriate.
       ``(D) Evaluations regarding other functions of network.--
     The Assistant Secretary shall also undertake projects to test 
     and evaluate the feasibility of using the network described 
     in subparagraph (A) for--
       ``(i) the submission of applications for assistance to the 
     Department; and
       ``(ii) the collection of data and other statistics through 
     the National Center for Education Statistics.
       ``(E) Training and technical assistance.--The Assistant 
     Secretary, acting through the Office of Reform Assistance and 
     Dissemination, shall--
       ``(i) provide such training and technical assistance as may 
     be necessary to enable the contractors and grantees described 
     in clause (v) of subparagraph (A) to participate in the 
     electronic network described in such subparagraph; and
       ``(ii) work with the National Science Foundation to 
     provide, upon request, assistance to State and local 
     education agencies, the Department of the Interior's Office 
     of Indian Education Programs, tribal departments of 
     education, State library agencies, libraries, museums, and 
     other educational institutions in obtaining access to the 
     Internet and the National Research and Education Network.
       ``(h) Regional Educational Laboratories.--
       ``(1) Regional educational laboratories.--The Assistant 
     Secretary shall enter into contracts with public or private 
     nonprofit entities to establish a networked system of 10 
     regional educational laboratories which serve the needs of 
     each region of the Nation in accordance with the provisions 
     of this subsection. For the purposes of this subsection, the 
     term `region' means 1 of the 10 geographic regions set forth 
     in section 2(a) of part 707 of title 34, Code of Federal 
     Regulations (34 CFR 707.2(a)), as published in number 157 of 
     volume 53 of the Federal Register on August 15, 1988.
       ``(2) Duties.--Each regional educational laboratory 
     receiving assistance under this subsection shall, with such 
     assistance, assist State education agencies, intermediate 
     education agencies, local school districts, and schools 
     funded by the Bureau of Indian Affairs in implementing broad-
     based, systemic school improvement strategies through the use 
     of applied research and development activities. The regional 
     educational laboratories shall support such system-wide 
     reform efforts through--
       ``(A) the development of a plan for identifying needs and 
     for serving the needs of the region by conducting a 
     continuing survey of the educational needs, strengths and 
     weaknesses within the region, including a process of open 
     hearings to solicit the views of schools, teachers, 
     administrators, parents, local educational agencies, 
     librarians, and State educational agencies within the region;
       ``(B) the dissemination of information about programs 
     designated as exemplary and promising under subsection (c) 
     and other appropriate programs and practices;
       ``(C) the provision of support and technical assistance 
     in--
       ``(i) replicating and adapting such exemplary and promising 
     practices;
       ``(ii) the development of high-quality, challenging 
     curriculum frameworks;
       ``(iii) the development of valid, reliable, fair systems of 
     assessment which are based upon State, local, or Bureau of 
     Indian Affairs-funded school curriculum frameworks and 
     reflect recent advances in the field of educational 
     assessment;
       ``(iv) the improvement of professional development 
     strategies to assure that all teachers are prepared to teach 
     a challenging curriculum;
       ``(v) expanding and improving the use of technology in 
     education to improve teaching and learning;
       ``(vi) the development of alternatives for restructuring 
     school finance systems to promote greater equity in the 
     distribution of resources; and
       ``(vii) the development of alternative administrative 
     structures which are more conducive to planning, 
     implementing, and sustaining school reform and improved 
     educational outcomes;
       ``(D) the development of educational programs and practices 
     that address State, regional, or Indian tribal needs in 
     relating to their school reform efforts;
       ``(E) facilitating communication between educational 
     experts, school officials, and teachers, parents, and 
     librarians, to enable such individuals to assist schools to 
     develop a plan to meet the national education goals;
       ``(F) bringing teams of experts together to develop and 
     implement school improvement plans and strategies;
       ``(G) the provision of training in--
       ``(i) the field of education research and related areas;
       ``(ii) the use of new educational methods; and
       ``(iii) the use of information-finding methods, practices, 
     techniques, and products developed in connection with such 
     training for which the regional educational laboratory shall 
     be authorized to support internships and fellowships and to 
     provide stipends; and
       ``(H) the provision of support and technical assistance 
     (upon their request) to State facilitators funded through the 
     National Diffusion Network.
       ``(3) Networking.--In order to improve the efficiency and 
     effectiveness of the regional laboratories, the governing 
     boards of the ten regional laboratories shall establish and 
     maintain a network to--
       ``(A) share information about the activities each is 
     carrying out;
       ``(B) plan joint activities that would meet the needs of 
     multiple regions;
       ``(C) create a strategic plan for the development of 
     activities undertaken by the laboratories to reduce 
     redundancy and increase collaboration and resource-sharing in 
     such activities; and
       ``(D) otherwise devise means by which the work of the 
     individual laboratories could serve national, as well as 
     regional, needs.
       ``(4) Additional duties.--Each regional education 
     laboratory receiving assistance under this subsection shall 
     carry out the following activities:
       ``(A) Collaborate with the Institutes established under 
     section 405B in order to--
       ``(i) maximize the use of research conducted through the 
     Institutes in the work of such laboratory;
       ``(ii) keep the Institutes apprised of the work of the 
     regional educational laboratories in the field; and
       ``(iii) inform the Institutes about additional research 
     needs identified in the field.
       ``(B) Consult with the State educational agencies and 
     library agencies in the region in developing the plan for 
     serving the region.
       ``(C) Develop strategies to utilize schools as critical 
     components in reforming education and revitalizing rural 
     communities in the United States.
       ``(D) Report and disseminate information on overcoming the 
     obstacles faced by rural educators and rural schools.
       ``(E) Identify successful educational programs that have 
     either been developed by such laboratory in carrying out its 
     functions or that have been developed or used by others 
     within the region served by the laboratory and make such 
     information available to the Secretary and the network of 
     regional laboratories so that they may be considered for 
     inclusion in the national education development and 
     dissemination system.
       ``(5) Certain requirements.--In carrying out its 
     responsibilities, each regional educational laboratory 
     shall--
       ``(A) establish a governing board that--
       ``(i) is the sole entity that--

       ``(I) guides and directs the laboratory in carrying out the 
     provisions of this subsection and satisfying the terms and 
     conditions of the contract award; and
       ``(II) determines the regional agenda of the laboratory, 
     consistent with the priority research and development needs 
     identified in section 405(b)(3); and

       ``(ii) reflects a balanced representation of the States in 
     the region, as well as the interests and concerns of regional 
     constituencies;
       ``(B) comply with the standards established by the 
     Assistant Secretary and the Board under section 405A;
       ``(C) coordinate its activities, collaborate, and regularly 
     exchange information with the institutes established under 
     section 405C, the National Diffusion Network, and its 
     Developer Demonstrator and State Facilitator projects, 
     learning grant institutions and district education agents 
     assisted under subsection (i), the ERIC Clearinghouses, and 
     other entities engages in technical assistance and 
     dissemination activities which are supported by other Offices 
     of the Department of Education; and
       ``(D) allocate its resources to and within each State in a 
     manner which reflects the need for assistance, taking into 
     account such factors as the proportion of economically 
     disadvantaged students, the increased cost burden of service 
     delivery in areas of sparse populations, and any special 
     initiatives being undertaken by State, intermediate, local 
     education agencies, or Bureau of Indian Affairs-funded 
     schools which may require special assistance from the 
     laboratory.
       ``(6) Evaluations.--The Assistant Secretary shall provide 
     for periodic, independent evaluations of each of the 
     laboratories in carrying out the duties described in 
     paragraph (1) in accordance with the standards developed by 
     the Assistant Secretary and the Board and transmit the 
     results of such evaluations to the relevant committees of the 
     Congress, the Board, and the appropriate regional educational 
     laboratory board.
       ``(7) Invitation regarding competition for awards of 
     assistance.--Prior to awarding a grant or entering into a 
     contract under this section, the Secretary shall invite 
     applicants, including the existing regional educational 
     laboratories, to compete for such award through notice in the 
     Federal Register and in the publication of the Department of 
     Commerce known as the Commerce Business Daily.
       ``(8) Application for assistance.--Each application for 
     assistance under this subsection shall--
       ``(A) cover not less than a 5-year period;
       ``(B) describe how the applicant would carry out the 
     activities required by this subsection; and
       ``(C) contain such additional information as the Secretary 
     may reasonably require.
       ``(9) Rule of construction.--No regional educational 
     laboratory receiving assistance under this subsection shall, 
     by reason of the receipt of that assistance, be ineligible to 
     receive any other assistance from the Department as 
     authorized by law.
       ``(10) Advance payment system.--Each regional educational 
     laboratory shall participate in the advance payment system at 
     the Department of Education.
       ``(i) Goals 2000 Community Partnerships Program.--
       ``(1) Purpose.--The purpose of the Goals 2000 Community 
     Partnerships program is to improve the quality of learning 
     and teaching in the Nation's most impoverished urban and 
     rural communities by supporting sustained collaborations 
     between universities, schools, businesses, and communities 
     which apply and utilize the results of educational research 
     and development.
       ``(2) Grants for goals 2000 community partnerships.--The 
     Assistant Secretary is authorized to make grants to eligible 
     entities to support the establishment of Learning Grant 
     Institutions and District Education Agents and the activities 
     authorized under this subsection within eligible communities.
       ``(3) Definition of eligible entity and eligible 
     community.--For the purposes of this subsection:
       ``(A) The term `eligible entity' includes any institution 
     of higher education, regional education laboratory, National 
     Diffusion Network project, national research and development 
     center, public or private nonprofit corporation, or any 
     consortium thereof that--
       ``(i) has demonstrated experience, expertise and commitment 
     in serving the educational needs of at-risk students; and
       ``(ii) is, by virtue of its previous activities, 
     knowledgeable about the unique needs and characteristics of 
     the community to be served.
       ``(B) The term `eligible community' means a unit of general 
     purpose local government (such as a city, township, or 
     village), a nonmetropolitan county, tribal village, or a 
     geographically distinct area (such as a school district, 
     school attendance area, ward, precinct or neighborhood), or 
     any group of such entities that--
       ``(i) has a population of not less than 200,000 and not 
     more than 300,000; and
       ``(ii) in which not less than one-half of the school-age 
     children have family incomes which are below the poverty 
     line, as determined by the 1990 United States Census, 
     participation in the National School Lunch program, or other 
     current, reliable data concerning family income.
       ``(4) Goals 2000 community partnerships.--Each learning 
     grant institution receiving assistance under this subsection 
     shall establish a Goals 2000 community partnership to carry 
     out the activities authorized under this subsection. Such 
     partnership--
       ``(A) shall include the participation of one or more local 
     educational agencies, institutions of higher education, 
     community-based organizations, parents, teachers, and the 
     business community;
       ``(B) may include the participation of human, social 
     service and health care agencies, Head Start and child care 
     agencies, libraries, museums, employment and training 
     agencies, and the State educational agency or tribal 
     department of education; and
       ``(C) shall be broadly representative of all segments of 
     the community in which the activities will be carried out.
       ``(5) Comprehensive goals 2000 plan.--Each Goals 2000 
     Community Partnership shall develop a comprehensive plan for 
     assuring educational success and high achievement for all 
     students in the community. Each such plan shall--
       ``(A) adopt the 6 national educational goals;
       ``(B) identify additional needs and goals for educational 
     improvement within the community;
       ``(C) focus on helping all students reach challenging 
     content and student performance standards;
       ``(D) be consistent with the State and local plan for 
     system-wide education improvement developed pursuant to the 
     Goals 2000: Educate America Act;
       ``(E) establish a comprehensive community-wide plan for 
     achieving such goals; and
       ``(F) develop a means for measuring the progress of the 
     community in meeting such goals for improvement.
       ``(6) Implementation of community-wide plan.--Each Goals 
     2000 Community Partnership shall, utilizing the District 
     Education Agent, provide assistance in implementing the 
     community-wide plan for educational improvement by--
       ``(A) supporting innovation, restructuring, and continuous 
     improvement in educational practice by--
       ``(i) disseminating information throughout the community 
     about exemplary and promising educational programs, 
     practices, products, and policies;
       ``(ii) evaluating the effectiveness of federally funded 
     educational programs within the community and identifying 
     changes in such programs which are likely to improve student 
     achievement;
       ``(iii) identifying, selecting and replicating exemplary 
     and promising educational programs, practices, products, and 
     policies in both in and out-of-school settings;
       ``(iv) applying educational research to solve specific 
     problems in the classroom, home and community which impede 
     learning and student achievement; and
       ``(v) supporting research and development by teachers, 
     school administrators, and other practitioners which promise 
     to improve teaching and learning and the organization of 
     schools;
       ``(B) improving the capacity of educators, school 
     administrators, child care providers and other practitioners 
     to prepare all students to reach challenging standards and to 
     attain the goals set out in the comprehensive community-wide 
     plan through such means as--
       ``(i) the training of prospective and novice teachers 
     (including preschool and early childhood educators) in a 
     school setting under the guidance of master teachers and 
     teacher educators;
       ``(ii) training and other activities to promote the 
     continued learning and professional development of 
     experienced teachers, related services personnel, school 
     administrators to assure that they develop the subject matter 
     and pedagogical expertise needed to prepare all students to 
     reach challenging standards;
       ``(iii) training and other activities to increase the 
     ability of prospective, novice, and experienced teachers to 
     teach effectivenly at-risk students, students with 
     disabilities, students with limited English language 
     proficiency, and students from diverse cultural backgrounds; 
     and
       ``(iv) programs to enhance teaching and classroom 
     management skills, including school-based management skills, 
     of novice, prospective, and experienced teachers;
       ``(C) promoting the development of an integrated system of 
     service delivery to children from birth through age 18 and 
     their families by facilitating linkages and cooperation 
     among--
       ``(i) local education agencies;
       ``(ii) health and social services agencies and providers;
       ``(iii) juvenile justice and criminal justice agencies;
       ``(iv) providers of employment training; and
       ``(v) child care, Head Start, and other early childhood 
     agencies; and
       ``(D) mobilizing the resources of the community in support 
     of student learning and high achievement by facilitating 
     effective partnerships and collaboration among--
       ``(i) local education agencies;
       ``(ii) postsecondary educational institutions;
       ``(iii) public libraries;
       ``(iv) parents;
       ``(v) community-based organizations, neighborhood 
     associations, and other civic and community organizations;
       ``(vi) child care, Head Start, and other early childhood 
     agencies;
       ``(vii) churches, synagogues and other religious 
     institutions;
       ``(viii) labor organizations; and
       ``(ix) business and industry.
       ``(7) Additional requirements.--In carrying out its 
     responsibilities under this subsection, each partnership 
     receiving assistance under this subsection shall--
       ``(A) appoint a District Education Agent who shall be 
     responsible, on a full-time basis, for directing the 
     implementation of the community-wide plan. Such individual 
     shall have significant experience and expertise in the field 
     of education in--
       ``(i) addressing the needs of at-risk students; and
       ``(ii) conducting educational research and promoting the 
     application of the results of such research to educational 
     practice;
       ``(B) provide for such other professional and support 
     personnel as may be necessary to implement the community-wide 
     plan under the direction of the District Education Agent; and
       ``(C) coordinate its activities and work cooperatively with 
     the National Diffusion Network State facilitators, regional 
     laboratories, and other components of the Office to utilize 
     most effectively Federal research, development, and 
     dissemination resources in implementing the community-wide 
     plan.
       ``(8) Application for grants.--Any eligible entity desiring 
     a grant under this subsection shall submit an application to 
     the Assistant Secretary at such time, in such manner, and 
     accompanied by such information as the Assistant Secretary 
     may reasonably require. Each such application shall--
       ``(A) include a comprehensive plan for meeting the 
     objectives and requirements of this subsection; and
       ``(B) provide evidence of support for the application from 
     local elected officials, the State education agency, the 
     local education agency, parents, local community leaders, 
     businesses, and other appropriate organizations.
       ``(9) Priority in making grants; duration and amount of 
     grant.--Each grant made under this subsection shall be--
       ``(A) awarded on a competitive basis, with first priority 
     given to those applications from communities with the 
     greatest percentage of school-age children in families with 
     poverty-level incomes;
       ``(B) made for a 5-year period, with funding for the second 
     and each successive year in this period conditioned upon a 
     determination by the Assistant Secretary that the grant 
     recipient has complied with the conditions of the grants 
     during the previous year; and
       ``(C) an amount equal to not less than $1,000,000 per year.
       ``(10) Limitation of one grant per congressional 
     district.--Not more than one grant shall be awarded within a 
     single congressional district.
       ``(11) Technical assistance; evaluations.--In administering 
     the program authorized under this subsection, the Assistant 
     Secretary shall, either directly or through grant or contract 
     with an eligible nonprofit agency--
       ``(A) upon request, provide technical assistance to 
     eligible entities to assist in the development of a 
     comprehensive plan to meet the requirements of this 
     subsection and in the preparation of applications for 
     assistance;
       ``(B) regularly provide technical assistance to learning 
     grant institutions receiving assistance under this subsection 
     to assist with the development and implementation of the 
     community-wide plan for educational improvement;
       ``(C) provide for an independent evaluation of the 
     activities assisted under this subsection, including--
       ``(i) the impact of the Goals 2000 Community Partnerships 
     program on children and families within each community, 
     including (but not limited to) effects on the extent of 
     educational achievement, rates of school retention and 
     completion, and enrollment in program postsecondary 
     educational programs; and
       ``(ii) whether an intensified effort to apply and utilize 
     educational research within a limited geographic area 
     significantly improves student learning and achievement; and
       ``(D) plan for the expansion of the Goals 2000 Community 
     Partnerships program throughout the remainder of the Nation 
     beginning in fiscal year 1998.
       ``(j) Teacher Research Dissemination Network.--
       ``(1) Findings.--The Congress finds that--
       ``(A) education research, including research funded by the 
     Office, is not having the impact on the Nation's schools that 
     such research should;
       ``(B) relevant education research and resulting solutions 
     are not being adequately disseminated to the teachers that 
     need such research and solutions;
       ``(C) there are not enough linkages between the research 
     and development centers assisted under this section, the 
     regional educational laboratories described in subsection 
     (k), the National Diffusion Network State facilitators, the 
     Education Resources Information Clearinghouses, and the 
     public schools, to ensure that research on effective practice 
     is disseminated and technical assistance provided to all 
     teachers;
       ``(D) the average teacher has almost no time to plan or 
     engage in a professional dialogue with such teacher's peers 
     about strategies for improving learning;
       ``(E) teachers do not have direct access to information 
     systems or networks;
       ``(F) teachers have little control over what in-service 
     education teachers will be offered; and
       ``(G) individual teachers are not encouraged to move beyond 
     the walls of their classrooms to identify and use outside 
     resources.
       ``(2) Program authorized.--
       ``(A) The Assistant Secretary shall enter into contracts 
     with regional educational laboratories, in partnership with 1 
     or more institutions of higher education in each State of its 
     region, the National Diffusion Network, and other entities 
     with demonstrated experience, expertise, and commitment in 
     the areas of teacher research or teacher professional 
     development, such as the national research and development 
     centers, professional teacher organizations, and other 
     qualified organizations and associations, in the region to 
     carry out activities described in paragraph (3).
       ``(B) The Assistant Secretary shall enter into contracts 
     under this subsection in an equitable manner and shall 
     provide assistance on the basis of the number of schools, 
     teachers, and students in each regional educational 
     laboratory region with attention given to populations with 
     special needs and the increased cost burden of service 
     delivery in regions of sparse population.
       ``(C) Contracts under this subsection shall be awarded for 
     a period of not less than 3 years.
       ``(3) Program activities.--
       ``(A) Each regional partnership described in paragraph 
     (2)(A) entering into a contract under this subsection shall 
     carry out programs of providing training to teachers relevant 
     to the needs and problems of the schools and school districts 
     where teachers, who participate in the programs, serve. The 
     purpose of such programs shall be to--
       ``(i) educate teachers on how to acquire information about 
     education research findings and best practices;
       ``(ii) provide teachers with current education research and 
     development theory, skills, and practice as shall enable them 
     to modify, design, develop, and adapt such findings and 
     practices to effect local district and classroom outcomes 
     that improve education;
       ``(iii) enable teachers to become actively involved in the 
     applied research and development process;
       ``(iv) provide teachers the ability to become leaders in 
     the utilization of applied research and to become active 
     participants in the Federal research and development 
     partnership;
       ``(v) enhance the ability of teachers to evaluate and 
     choose effective education programs and curricula; and
       ``(vi) facilitate collaboration between the teacher change 
     agent and the National Diffusion Network State facilitator.
       ``(B) Teachers that participate in training assisted under 
     this subsection shall be known as `teacher change agents'.
       ``(C) The program described in subparagraph (A) shall 
     provide teacher change agents with training during the summer 
     and at such other times as agreed to by the district, which 
     shall--
       ``(i) give teacher change agents knowledge and guidance in 
     using the existing educational improvement services and 
     resources funded by the United States Department of Education 
     and other major research organizations, including the 
     products and work of the regional educational laboratories, 
     professional teacher organizations, the National Diffusion 
     Network, institutions of higher education, the Educational 
     Research Information Centers, National Research Centers, 
     National Research Institutes, State Departments of Education, 
     local education agencies, and other nonprofit organizations 
     participating in the improvement of education;
       ``(ii) provide teacher change agents with indepth knowledge 
     about a number of products, programs, and processes developed 
     by entities described in clause (i) that the teacher change 
     agents judge most relevant to the needs of the district or 
     districts they will serve;
       ``(iii) inform teacher change agents about government 
     programs, including, but not limited to, programs in 
     government agencies other than the Department of Education, 
     which offer research opportunities, fellowships, and funding; 
     and
       ``(iv) provide teacher change agents with instruction in 
     technical assistance skills in order to increase their 
     capacity to aid district and school site teacher teams 
     responsible for leading school improvement activities at the 
     district and school site level.
       ``(D) The school year activities described in subparagraph 
     (A) shall provide teacher change agents participating in such 
     program during the school year with--
       ``(i) opportunities to meet with other teacher change 
     agents to exchange experiences;
       ``(ii) additional training or assistance as needed or 
     requested;
       ``(iii) updates in education research, application, and 
     findings; and
       ``(iv) opportunities to provide feedback into the 
     educational research infrastructure regarding needed research 
     and ways to improve the development and dissemination of 
     information.
       ``(E) The regional partnership program may support 
     educational improvement and reform activities such as--
       ``(i) training in applied research methodologies;
       ``(ii) assistance in conducting applied research;
       ``(iii) teacher research sabbaticals;
       ``(iv) video conferencing for additional training in order 
     to reduce travel time and expenses;
       ``(v) training in developing and implementing effective 
     teacher in-service training;
       ``(vi) training in change management, including strategies 
     for restructuring schools, building local capacity, and 
     generally strengthening the culture of schools so that 
     schools are conducive and supportive of change, including 
     training in interpersonal and leadership skills; and
       ``(vii) training in the appropriate use of technology to 
     assist classroom teachers.
       ``(F) Teacher responsibilities.--Teacher change agents 
     shall, during the school year--
       ``(i) meet with other teachers and district or school site 
     teacher teams to provide other teachers with knowledge about 
     how to acquire information regarding education research 
     findings and best practices, including what resources are 
     available from the Department of Education and how to obtain 
     products and technical services from the Department;
       ``(ii) meet with the National Diffusion Network State 
     Facilitator to coordinate and not duplicate efforts in the 
     dissemination of exemplary educational programs;
       ``(iii) help interested schools identify resources needed 
     to address the school's needs and act as liaison between the 
     school and the appropriate resource entities, such as 
     regional educational laboratories, centers, national 
     institutes, institutions of higher education, professional 
     teacher organizations, scholars, consultants, and other 
     schools and school districts that may be of assistance;
       ``(iv) teach other teachers how to use the products, 
     programs, and processes in which the teacher was trained 
     pursuant to paragraph (2)(C)(II);
       ``(v) work with other teachers and teacher teams to adapt 
     identified exemplary practices, programs, and research 
     results to implement school site or classroom improvements as 
     desired, and provide follow-up activities throughout a 2-year 
     period to ensure the successful adaptation and implementation 
     of such programs in local schools; and
       ``(vi) inform teachers about how they can obtain Federal 
     research funding, fellowships, and sabbaticals.
       ``(G) Application.--
       ``(i) In general.--Each regional partnership desiring a 
     contract under this subsection shall submit to the Secretary 
     an application at such time, in such manner, and accompanied 
     by such information as the Assistant Secretary may reasonably 
     require.
       ``(ii) Contents.--Each application described in clause (i) 
     shall--

       ``(I) contain a plan acceptable to affected States and 
     local education agencies for conducting the program to be 
     assisted under this section;
       ``(II) contain assurances that the partnership requirements 
     are fulfilled;
       ``(III) contain assurances that both district and school 
     site teacher teams will be established to work in conjunction 
     with the teacher change agent;
       ``(IV) contain a plan for the selection of district and 
     school site teacher team participants and others as deemed 
     appropriate by the teacher change agent and the regional 
     partnership;
       ``(V) contain assurances that the regional partnership, in 
     conjunction with the participating school districts, shall 
     provide each teacher change agent with a stipend for the 
     entire calendar year commensurate with such teacher's salary 
     and travel expenses, to permit a teacher to participate in 
     such program without incurring loss of income;
       ``(VI) contain assurances that each teacher change agent 
     participating in the program shall receive an award of not 
     more than $10,000 to be used by such teacher during the 
     school year of such teacher's participation to purchase 
     materials, support, and coordinate with other teachers or 
     site teacher teams in the school district;
       ``(VII) contain assurances that such regional partnerships 
     shall provide not more than $5,000 to each school district or 
     group of school districts having an individual from such 
     district or districts participating in the program assisted 
     under this section for each of the 2 years following such 
     participation to enable such school district or districts to 
     continue efforts to improve dissemination of effective 
     practices and programs within the district or districts;

       ``(VIII) contain assurances that representatives of State 
     educational agencies, intermediate educational agencies, 
     teacher centers, teacher educators at institutions of higher 
     education, and school district in-service or curriculum 
     specialists will be eligible to participate in the program 
     assisted under this section if such individuals pay the cost 
     of their participation; and
       ``(IX) contain an assurance that such regional partnership 
     shall permit a teacher to participate in the program only 
     after such partnership determines that the teacher will be 
     afforded a full opportunity by the district to perform such 
     teacher's responsibilities described in paragraph (3)(F).

       ``(4) Teacher selection and eligibility.--
       ``(A) Nomination.--Teacher participants in the program 
     assisted under this subsection shall be nominated by their 
     peers at the school district level.
       ``(B) Eligibility.--Each school district or group of school 
     districts desiring to have teachers from such district or 
     districts participate in the program assisted under this 
     subsection shall provide the regional partnership with the 
     names of such teachers, and an indication of the type of 
     issues or problems on which each such teacher would like to 
     receive information and training.
       ``(C) Selection.--
       ``(i) Teacher participants shall be selected by the 
     regional partnerships in consultation with the State 
     educational agencies in the region. Teacher participants 
     shall be selected in such a manner so as to ensure an 
     equitable representation of such teachers by State and school 
     enrollment within the region.
       ``(ii) The number of teachers selected each year shall be 
     determined in accordance with the amount of funding received 
     by the regional partnership.
       ``(5) Independent evaluation.--
       ``(A) In general.--The Assistant Secretary shall provide 
     for an independent evaluation of the program assisted under 
     this subsection to determine the net impact and cost 
     effectiveness of the program and the reactions of teachers 
     and school districts participating in such program, including 
     any career plan changes of participating teachers.
       ``(B) Date.--The evaluation described in subparagraph (A) 
     shall be submitted to the Congress within 6 months after the 
     completion of the third year of the program.
       ``(C) Funding.--The Assistant Secretary may reserve not 
     more than $250,000 of the amount appropriated under section 
     405(i)(2)(E) to carry out the evaluation described in this 
     paragraph.''.

                 PART E--NATIONAL LIBRARY OF EDUCATION

     SEC. 251. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH 
                   AND IMPROVEMENT.

       Part A of the General Education Provisions Act, as amended 
     by section 241 of this Act, is amended by inserting after 
     section 405C the following new section:


                    ``national library of education

       ``Sec. 405D. (a) In General.--There is established within 
     the Office a National Library of Education (hereafter in this 
     section referred to as the `Library'), which shall be 
     maintained as a governmental activity.
       ``(b) Functions of Library.--The functions of the Library 
     are--
       ``(1) to provide a central location within the Federal 
     Government for information about education;
       ``(2) to provide comprehensive reference services on 
     matters related to education to employees of the Department 
     of Education and its contractors and grantees, other Federal 
     employees, and members of the public; and
       ``(3) to promote greater cooperation and resource sharing 
     among providers and repositories of education information in 
     the United States.
       ``(c) One-Stop Information and Referral Service.--The 
     Library shall establish and maintain a central information 
     and referral service to respond to telephonic, mail and 
     electronic and other inquiries from the public concerning--
       ``(1) programs and activities of the Department of 
     Education;
       ``(2) publications produced by the Department of Education 
     and, to the extent feasible, education related publications 
     produced by the Departments of Labor, Health and Human 
     Services, and other Federal agencies;
       ``(3) services and resources available to the public 
     through the Office, including the ERIC Clearinghouses, the 
     research institutes, and the national education dissemination 
     system;
       ``(4) statistics and other information produced by the 
     National Center for Education Statistics; and
       ``(5) referrals to additional sources of information and 
     expertise about educational issues which may be available 
     through educational associations and foundations, the private 
     sector, colleges and universities, libraries and 
     bibliographic databases.

     The Library shall maintain and actively publicize a toll-free 
     telephone number through which public inquiries to the 
     Library may be made.
       ``(d) Comprehensive Reference Services.--The Library shall, 
     to the extent feasible, provide for the delivery of a full 
     range of reference services on subjects related to education 
     to employees of the Department and its contractors and 
     grantees, other Federal employees, and members of the general 
     public. Such services may include--
       ``(1) specialized subject searches;
       ``(2) search and retrieval of electronic databases;
       ``(3) document delivery by mail and facsimile transmission;
       ``(4) research counseling, bibliographic instruction, and 
     other training services;
       ``(5) interlibrary loan services; and
       ``(6) selective dissemination of information services.

     The Library shall first give priority in the provision of 
     reference services to requests made by employees of the 
     Department.
       ``(e) Cooperation and Resource Sharing.--The Library shall 
     promote greater cooperation and resource sharing among 
     libraries and archives with significant collections in the 
     area of education through such means as--
       ``(1) the establishment of information and resource sharing 
     networks among such entities;
       ``(2) the development of a national union list of education 
     journals held by education libraries throughout the United 
     States;
       ``(3) the development of directories and indexes to 
     textbook and other specialized collections held by education 
     libraries throughout the United States; and
       ``(4) cooperative efforts to preserve, maintain and promote 
     access to items of special historical value or interest.
       ``(f) Administration.--The Library shall be administered by 
     an Executive Director who shall--
       ``(1) be appointed by the Assistant Secretary from among 
     persons with significant training or experience in library 
     and information science;
       ``(2) serve for a renewable term of 5 years; and
       ``(3) be paid at not less than the minimum rate of basic 
     pay payable for GS-15 of the General Schedule.
       ``(g) Task Force.--
       ``(1) In general.--The Assistant Secretary shall appoint a 
     task force of librarians, scholars, teachers, parents, and 
     school leaders (hereafter in this paragraph referred to as 
     the `Task Force') to provide advice on the establishment of 
     the Library.
       ``(2) Preparation of plan.--The Task Force shall prepare a 
     workable plan to establish the Library and to implement the 
     requirements of this section.
       ``(3) Certain authorities.--The Task Force may identify 
     other activities and functions for the Library to carry out, 
     except that such functions shall not be carried out until the 
     Library is established and has implemented the requirements 
     of this section.
       ``(4) Report.--The Task Force shall prepare and submit to 
     the Assistant Secretary not later than 6 months after the 
     first meeting of the Task Force a report on the activities of 
     the Library.
       ``(h) Transfer of Functions.--There are hereby transferred 
     to the Library all functions of--
       ``(1) the Department of Education Research Library;
       ``(2) the Department of Education Reference Section; and
       ``(3) the Department of Education Information Branch.
       ``(i) Collection Development Policy.--Not later than 180 
     days after the enactment of the Educational Research, 
     Development, and Dissemination Excellence Act, the Assistant 
     Secretary shall promulgate a comprehensive collection 
     development policy to govern the Library's operations, 
     acquisitions, and services to users. Such collection 
     development policy shall--
       ``(1) be consistent with the functions of the Library set 
     out in subsection (b);
       ``(2) emphasize the acquisition and maintenance of a 
     comprehensive collection of reference materials; and
       ``(3) avoid unnecessary duplication by putting a priority 
     on meeting the information needs of the Library's users 
     through cooperation and resource-sharing with other entities 
     with significant collections in the field of education.
       ``(j) Arrearage and Preservation.--On the basis of the 
     collection development policy promulgated under subsection 
     (h), the Executive Director shall develop a multiyear plan 
     which shall set forth goals and priorities for actions needed 
     to--
       ``(1) eliminate within 3 years the arrearage of uncataloged 
     books and other materials in the Library's collections; and
       ``(2) respond effectively and systematically to the 
     preservation needs of the Library's collections, relying, 
     whenever possible, upon cooperative efforts with other 
     institutions to preserve and maintain the usability of books 
     and materials in the Library's collections.''.
                  TITLE III--SAFE SCHOOLS ACT OF 1994

     SEC. 301. SAFE SCHOOLS PROGRAM AUTHORIZED.

       (a) In General.--With funds appropriated under subsection 
     (c)(1), the Secretary of Education shall make competitive 
     grants to eligible local educational agencies to carry out 
     projects designed to achieve Goal Six of the National 
     Education Goals, which provides that by the year 2000, every 
     school in America will be free of drugs and violence and will 
     offer a disciplined environment conducive to learning, by 
     helping to ensure that all schools are safe and free of 
     violence.
       (b) Model Project.--The Secretary of Education, shall 
     develop a written safe schools model so all schools can 
     develop models that enable all students to participate 
     regardless of any language barriers.
       (c) Authorization of Appropriations and Reservation.--
       (1) Authorization.--There are authorized to be appropriated 
     to carry out this Act $50,000,000 for fiscal year 1994.
       (2) Reservation.--From the sums appropriated to carry out 
     this Act for any fiscal year, the Secretary may reserve not 
     more than 5 percent to carry out national leadership 
     activities under section 305.

     SEC. 302. ELIGIBLE APPLICANTS.

       To be eligible to receive a grant under this Act, a local 
     educational agency shall demonstrate in its application under 
     section 303(a) that it--
       (1) serves an area in which there is a high rate of--
       (A) homicides committed by persons between the ages 5 to 
     18, inclusive;
       (B) referrals of youth to juvenile court;
       (C) youth under the supervision of the courts;
       (D) expulsions and suspensions of students from school;
       (E) referrals of youth, for disciplinary reasons, to 
     alternative schools; or
       (F) victimization of youth by violence, crime, or other 
     forms of abuse; and
       (2) has serious school crime, violence, and discipline 
     problems, as indicated by other appropriate data.

     SEC. 303. APPLICATIONS AND PLANS.

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

     SEC. 304. GRANTS AND USE OF FUNDS.

       (a) Duration and Amount of Grants.--Grants under this Act 
     may not exceed--
       (1) 1 year in duration; and
       (2) $3,000,000.
       (b) Use of Funds.--
       (1) Activities.--A local educational agency may use funds 
     awarded under section 301(a) for 1 or more of the following 
     activities:
       (A) Identifying and assessing school violence and 
     discipline problems, including coordinating needs assessment 
     activities with education, law-enforcement, judicial, health, 
     social service, juvenile justice programs, gang prevention 
     activities, and other appropriate agencies and organizations.
       (B) Conducting school safety reviews or violence prevention 
     reviews of programs, policies, practices, and facilities to 
     determine what changes are needed to reduce or prevent 
     violence and promote safety and discipline.
       (C) Planning for comprehensive, long-term strategies for 
     combating and preventing school violence and discipline 
     problems through the involvement and coordination of school 
     programs with other education, law-enforcement, judicial, 
     health, social service, and other appropriate agencies and 
     organizations.
       (D) Activities which involve parents in efforts to promote 
     school safety and prevent school violence;
       (E) Community education programs involving parents, 
     businesses, local government, the medical, and other 
     appropriate entities about the local educational agency's 
     plan to promote school safety and reduce and prevent school 
     violence and discipline problems and the need for community 
     support.
       (F) Coordination of school-based activities designed to 
     promote school safety and reduce or prevent school violence 
     and discipline problems with related efforts of education, 
     law-enforcement, judicial, health, social service, juvenile 
     justice programs, and other appropriate agencies and 
     organizations.
       (G) Developing and implementing violence prevention 
     activities and materials, including--
       (i) conflict resolution and social skills development for 
     students, teachers, aides, other school personnel, and 
     parents;
       (ii) disciplinary alternatives to expulsion and suspension 
     of students who exhibit violent or anti-social behavior;
       (iii) student-led activities such as peer mediation, peer 
     counseling, and student courts; or
       (iv) alternative after-school programs that provide safe 
     havens for students, which may include cultural, 
     recreational, educational and instructional activities, and 
     mentoring and community service programs.
       (H) Educating students and parents about the dangers of 
     guns and other weapons and the consequences of their use.
       (I) Developing and implementing innovative curricula to 
     prevent violence in schools and training staff how to stop 
     disruptive or violent behavior if it occurs.
       (J) Supporting ``safe zones of passage'' for students 
     between home and school through such measures as Drug- and 
     Weapon-Free School Zones, enhanced law enforcement, and 
     neighborhood patrols.
       (K) Counseling programs for victims and witnesses of school 
     violence and crime.
       (L) Evaluating its project under this Act.
       (M) The cost of administering the project of the local 
     educational agency under this Act.
       (N) Other activities that meet the purposes of this Act.
       (2) Other limitations.--A local educational agency may use 
     not more than 5 percent of its grant for activities described 
     in paragraph (1)(M).
       (3) Construction.--A local educational agency may not use 
     funds under this Act for construction.

     SEC. 305. NATIONAL LEADERSHIP.

       To carry out the purpose of this Act, the Secretary may use 
     funds reserved under section 301(c)(2) to conduct national 
     leadership activities such as research, program development 
     and evaluation, data collection, public awareness activities, 
     training and technical assistance, to provide grants to 
     noncommercial telecommunications entities for the production 
     and distribution of national video-based projects that 
     provide young people with models for conflict resolution and 
     responsible decisionmaking, and to conduct peer review of 
     applications under this Act. The Secretary may carry out such 
     activities directly, through interagency agreements, or 
     through grants, contracts, or cooperative agreements.

     SEC. 306. REPORTS.

       (a) Report to Secretary.--Local educational agencies that 
     receive funds under this part shall submit to the Secretary a 
     report not later than March 1, 1995, that describes progress 
     achieved in carrying out the plan required under section 303.
       (b) Report to Congress.--The Secretary shall submit to the 
     Committee on Education and Labor of the House of 
     Representatives a report not later than October 1, 1995, 
     which contains a detailed statement regarding grant awards, 
     activities of grant recipients, a compilation of statistical 
     information submitted by applicants under section 303, and an 
     evaluation of programs established under this part.

     SEC. 307. DEFINITIONS.

       For purposes of this Act:
       (1) Local educational agency.--The term ``local educational 
     agency'' has the meaning given such term in section 1471(12) 
     of the Elementary and Secondary Education Act of 1965 (20 
     U.S.C. 2891(12)).
       (2) Secretary.--The term ``Secretary'' means the Secretary 
     of Education.

  Mr. FORD of Michigan (during the reading). Mr. Speaker, I ask 
unanimous consent that the House amendment to the Senate amendment be 
considered as read and printed in the Record.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Michigan?
  There was no objection.
  The SPEAKER pro tempore. The question is on the motion offered by the 
gentleman from Michigan [Mr. Ford].
  The motion was agreed to.


                 appointment of conferees on h.r. 1804

  Mr. FORD of Michigan. Mr. Speaker, I offer a motion.
  The Clerk read as follows:

       Mr. Ford of Michigan moves that the House insist on its 
     amendment to the Senate amendment to the bill H.R. 1804, and 
     ask for a conference with the Senate thereon.

  The SPEAKER pro tempore. The question is on the motion offered by the 
gentleman from Michigan [Mr. Ford].
  The motion was agreed to.


                motion to instruct offered by mr. duncan

  Mr. DUNCAN. Mr. Speaker, I offer a motion.
  The Clerk read as follows:

       Mr. Duncan moves that the managers on the part of the House 
     at the conference on the disagreeing votes of the two houses 
     on the bill H.R. 1804 be instructed to agree with section 
     numbered 405, of the Senate amendment, concerning school 
     prayer.

  Mr. DUNCAN (during the reading). Mr. Speaker, I ask unanimous consent 
that the motion be considered as read and printed in the Record.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Tennessee?
  There was no objection.
  The SPEAKER pro tempore. The gentleman from Tennessee [Mr. Duncan] is 
recognized for 30 minutes.
  Mr. DUNCAN. Mr. Speaker, I yield myself such time as I may consume. 
Mr. Speaker, this is a very simple motion to instruct, offered by 
myself, the gentleman from Missouri [Mr. Emerson] and the ranking 
member of the Committee on Rules, the gentleman from New York [Mr. 
Solomon], both very hardworking and diligent Members of the House.
  Mr. FORD of Michigan. Mr. Speaker, if the gentleman will yield and if 
he would agree with me not to take up the time of the House over an 
argument that does not exist, I will be happy to accept the gentleman's 
instructions if we do not have to go through an hour of useless debate.
  Mr. DUNCAN. Mr. Speaker, the only problem I have is that several 
Members have asked for time to speak on this motion.
  Mr. FORD of Michigan. Mr. Speaker, in my State they call that 
``whipping a dead horse. If you do not want to take what I give you, I 
will fight you.''
  Mr. EMERSON. Mr. Speaker, will the gentleman yield?
  Mr. DUNCAN. I yield to the gentleman from Missouri.
  Mr. EMERSON. I thank the gentleman for yielding.
  Mr. Speaker, I do not disagree with what the gentleman from Michigan 
[Mr. Ford] is proposing but--
  Mr. FORD of Michigan. Mr. Speaker, I will ask unanimous consent that 
everybody have 5 days to put everything they want to in the Record 
about this.
  Mr. EMERSON. My point is going to be--and I think I have the floor--
that inasmuch as permission was granted for the motion to instruct to 
not be read, and the gentleman from Tennessee had commenced his remarks 
and then entered into a colloquy with the gentleman from Michigan, I 
have no objection to what the gentleman from Michigan is proposing, but 
I think we should perhaps backtrack and have the motion to instruct 
read so that indeed the House knows what it is acting upon.
  Mr. Speaker, I therefore ask unanimous consent that the motion to 
instruct be read.
  The SPEAKER. The Clerk will read the motion offered by the gentleman 
from Tennessee [Mr. Duncan].
  The Clerk read as follows:

       Mr. Duncan moves that the managers on the part of the House 
     at the conference on the disagreeing votes of the two Houses 
     on the bill H.R. 1804 be instructed to agree with section 
     numbered 405, of the Senate amendment, concerning school 
     prayer.

                              {time}  1620

  Mr. DUNCAN. Mr. Speaker, I will simply say this:
  I appreciate the very kind offer by the gentleman from Michigan [Mr. 
Ford], certainly one of the kindest men in this Chamber, and I 
appreciate his offer. I will just simply say this:
  I also appreciate the very strong support I have had from the 
gentleman from Missouri [Mr. Emerson], the gentleman from New York [Mr. 
Solomon], the gentleman from Oklahoma [Mr. Inhofe], and the gentleman 
from Florida [Mr. Stearns].
  With that, Mr. Speaker, I yield such time as he may consume to the 
gentleman from Missouri [Mr. Emerson].
  (Mr. EMERSON asked and was given permission to revise and extend his 
remarks.)
  Mr. EMERSON. Mr. Speaker, I rise today along with my colleague from 
Tennessee to offer a motion to instruct conferees on Goals 2000 
legislation. This motion instructs conferees to recede and concur to 
language recently passed by the Senate concerning school prayer. The 
amendment offered by Senator Helms overwhelmingly passed the Senate by 
a vote of 75 to 22. I think it is important to note that an almost 
identical amendment to this one was passed by the House of 
Representatives in 1989 by a vote of 269 to 135--almost a 2-to-1 
margin.
  First, let me spell out what this language does do and then make it 
clear what it doesn't do. This language will prevent any school 
district which has a policy of prohibiting voluntary student-initiated 
prayer in the schools from receiving any Federal funds authorized by 
this act or any other act. In other words, it simply forbids school 
districts from setting up official policies or procedures with the 
intent and purpose of prohibiting individuals from voluntarily saying 
prayers at school.
  This language does not mandate school prayer or require schools to 
write any particular prayer. Under this language, a school is not 
required to do anything in favor of voluntary prayer. It simply must 
refrain from instituting policies prohibiting voluntary student prayer.
  The Founding Fathers intended religion to provide a moral anchor for 
our democracy. Wouldn't they be puzzled to return to modern-day America 
and find, among elite circles in academia and the media, a scorn for 
the public expression of religious values. I find it ironic that while 
taxpayers' dollars are being used by bureaucrats to distribute condoms 
in our public schools across America, our children are prohibited from 
reading the Bible. This sends a powerful message to our children--and 
it is the wrong message.
  One of the many liberties our forefathers founded this great Nation 
upon was freedom of religion; a freedom to pray to the God we want, 
when we want, and where we want. Unfortunately, this freedom has been 
eroded by the Supreme Court over the last few decades. I firmly believe 
that no one should be forced to pray, especially if a certain prayer is 
contrary to an individual's beliefs. But, there can be no question that 
every American citizen has the right to pray voluntarily whenever and 
wherever he or she chooses, and that includes children in public 
schools. This is protected under the first amendment; ``Congress shall 
make no law respecting an establishment of religion, or prohibiting the 
free exercise thereof.'' It is that second part that I ask you to pay 
special attention to today.
  As President Reagan so eloquently stated in 1982, ``the first 
amendment of the Constitution was not written to protect the people of 
this country from religious values; it was written to protect religious 
values from government tyranny.'' I urge you to vote for the motion to 
instruct conferees.
  Mr. DUNCAN. Mr. Speaker, I yield such time as he may consume to the 
gentleman from Oklahoma [Mr. Inhofe].
  (Mr. INHOFE asked and was given permission to revise and extend his 
remarks.)
  [Mr. INHOFE addressed the House. His remarks will appear hereafter in 
the Extensions of Remarks.]
  Mr. DUNCAN. Mr. Speaker, I yield such time as he may consume to the 
gentleman from Florida [Mr. Stearns].
  (Mr. STEARNS asked and was given permission to revise and extend his 
remarks.)
  Mr. STEARNS. Mr. Speaker, I rise today in support of the motion to 
instruct conferees to accept the Senate provisions to H.R. 6 supporting 
constitutionally protected school prayer.
  This language passed the Senate by a margin of 77-25 and is similar 
to language that passed the House by a vote of 269-135 in 1989. It 
would apply only to voluntary prayer and would expressly prohibit any 
State or local education agency from requiring any person to 
participate in or influence the form or content of these prayers.
  Every day, both Houses of this Congress open with a prayer. No Member 
is compelled to participate against his or her will, but the 
opportunity to take a moment for spiritual reflection is valued by many 
of us. However, for those students in our public schools who seek to 
pray voluntarily at landmark events such as high school graduation or 
who want the opportunity to take a moment for silent reflection at the 
beginning of their school day, this right is under constant attack.
  For too long, our constitutionally protected right of freedom of 
religion has been misinterpreted and distorted into a Government-
mandated denial of the right to exercise religion.
  Even as a wide variety of interest groups seek to require positive 
portrayals of their lifestyles as part of our public school curriculum, 
the right to acknowledge the common values that have shaped this 
Nation's spiritual character is denied.
  Many Americans cannot understand how we have become a Nation where 
condoms are distributed at the school, but the Golden Rule cannot be 
posted on a classroom wall.
  Mr. Speaker, I believe this Nation headed down the wrong path when we 
began to deny the right of voluntary religious expression as part of 
our civic life, especially in the classroom. It is very fashionable 
these days to speak about the crisis of values in America, especially 
among our young people.
  I personally believe that the key moment in the beginning of this 
crisis of values occurred when open acknowledgment of religion was 
removed from our schools.
  We simply cannot, on one hand, deny our children the right to 
acknowledge their spirituality at the civic institution where they have 
the greatest daily contact--the schools--and expect them to absorb 
lessons on the virtuous way to live.
  We should never fool ourselves into thinking that we can provide our 
children with a ``value neutural'' education. There simply is no such 
thing. Rather, what we have seen over the last 30 years is an 
interpretation of the law that is fundamentally hostile to any 
religious expression.
  The Duncan-Emerson-Solomon-Stearns amendment would restore some 
balance to this greatly unbalanced situation.
  It is very limited in scope and only affects those types of religious 
speech that the Supreme Court has ruled are not coercive or represent 
any form of establishment of religion.
  This is the view of religion that our Founding Fathers had in mind. I 
would like to close today by quoting two of the greatest heroes of this 
Nation on the subject--Benjamin Franklin and Thomas Jefferson.
  With regard to the beginning of a session of Congress with a prayer, 
Franklin stated,

       I have lived, Sir, a long time, and the longer I live, the 
     more convincing proofs I see of this truth--that God governs 
     in the affairs of men. And if a sparrow cannot fall to the 
     ground without his notice, is it probable that an empire can 
     rise without his aid?

  And on the Jefferson Memorial, we can read the role of religion as 
Thomas Jefferson saw it,

       All men shall be free to profess and by argument maintain, 
     their opinions on matters of religion. I know of but one code 
     of morality for men whether acting singly or collectively.

  The Duncan-Emerson-Solomon-Stearns motion returns the proper balance 
between our civic lives and our spiritual lives. It returns freedom to 
the children of America that they can acknowledge, in their own way and 
without coercion, the God in which they believe. I ask your support for 
this motion, and I yield back the balance of my time.
  (Mr. DUNCAN asked and was given permission to revise and extend his 
remarks.)
  Mr. DUNCAN. Mr. Speaker, this is a very simple motion to instruct 
offered by myself, Mr. Emerson from Missouri and the ranking member of 
the Rules Committee, Mr. Solomon, both very hardworking and diligent 
Members of the House.
  Mr. Speaker, this motion simply instructs the conferees on the Goals 
2000 bill, H.R. 1804, to agree to the Senate language concerning prayer 
in school, which, just a few weeks ago, the other body overwhelmingly 
passed by a vote of 75-22, including a substantial majority of both 
parties. In addition, the House passed very similar language in 1989 by 
a huge margin, 269-135, almost 2 to 1.
  Mr. Speaker, every day when both bodies of this Congress begin a 
session, we have a prayer. Although our students cannot pray, we do in 
the Congress. And these prayers are led by priests, rabbis, and 
ministers from many different religions. But our students cannot pray 
in schools or at graduation ceremonies.
  We tell our children that it is OK to pass out condoms at school, but 
we tell them that they cannot pray. And we wonder what is happening to 
our children and why our Nation's moral values have declined.
  Mr. Speaker, let me read exactly the language this motion to instruct 
would have us agree to.

       No funds made available through the Department of Education 
     under this act, or any other act, shall be available to any 
     State or local educational agency which has a policy of 
     denying, or which effectively prevents participation in 
     constitutionally protected prayer in public schools by 
     individuals on a voluntary basis.
       Neither the United States nor any State nor any local 
     educational agency shall require any person to participate in 
     prayer or influence the form or content of any 
     constitutionally protected prayer in such public schools.

  This language is intended to deny Federal funds to school districts 
which have an active prohibition--written, verbal, or simply an 
``understanding''--or which ``effectively prevent'' constitutional 
student-initiated prayer in public schools.
  Our Founding Fathers came to this country to get freedom of religion, 
not freedom from religion.
  This language simply codifies language which would prohibit schools 
from receiving Federal funds if they prevent students from engaging in 
student-led, student-initiated prayer.
  This is a well-meaning and innocuous amendment.
  Mr. Speaker, I yield back the balance of my time.
  Mr. FORD of Michigan. Mr. Speaker, I move the previous question on 
the motion to instruct.
  The previous question was ordered.
  The SPEAKER pro tempore (Mr. Lewis of Georgia). The question is on 
the motion to instruct offered by the gentleman from Tennessee [Mr. 
Duncan].
  The question was taken; and the Speaker pro tempore announced that 
the ayes appeared to have it.
  Mr. DUNCAN. Mr. Speaker, I object to the vote on the ground that a 
quorum is not present and make the point of order that a quorum is not 
present.
  The SPEAKER pro tempore. Evidently a quorum is not present.
  The Sergeant at Arms will notify absent Members.
  The vote was taken by electronic device, and there were--yeas 367, 
nays 55, not voting 11, as follows:

                             [Roll No. 30]

                               YEAS--367

     Allard
     Andrews (NJ)
     Applegate
     Archer
     Armey
     Bacchus (FL)
     Bachus (AL)
     Baesler
     Baker (CA)
     Baker (LA)
     Ballenger
     Barca
     Barcia
     Barlow
     Barrett (NE)
     Barrett (WI)
     Bartlett
     Barton
     Bateman
     Bentley
     Bereuter
     Bevill
     Bilbray
     Bilirakis
     Bishop
     Blackwell
     Bliley
     Blute
     Boehlert
     Boehner
     Bonilla
     Bonior
     Borski
     Boucher
     Brooks
     Browder
     Brown (CA)
     Brown (FL)
     Brown (OH)
     Bryant
     Bunning
     Burton
     Buyer
     Byrne
     Callahan
     Calvert
     Camp
     Canady
     Cantwell
     Carr
     Castle
     Chapman
     Clayton
     Clement
     Clinger
     Clyburn
     Coble
     Coleman
     Collins (GA)
     Combest
     Condit
     Cooper
     Costello
     Cox
     Cramer
     Crane
     Crapo
     Cunningham
     Danner
     Darden
     Deal
     DeFazio
     DeLauro
     DeLay
     Derrick
     Deutsch
     Diaz-Balart
     Dickey
     Dicks
     Dixon
     Dooley
     Doolittle
     Dornan
     Dreier
     Duncan
     Dunn
     Edwards (TX)
     Ehlers
     Emerson
     Engel
     English
     Evans
     Everett
     Ewing
     Farr
     Fawell
     Fazio
     Fields (LA)
     Fields (TX)
     Fingerhut
     Fish
     Foglietta
     Ford (TN)
     Fowler
     Franks (CT)
     Franks (NJ)
     Frost
     Furse
     Gallegly
     Gallo
     Gekas
     Gephardt
     Geren
     Gibbons
     Gilchrest
     Gillmor
     Gilman
     Gingrich
     Glickman
     Goodlatte
     Gordon
     Goss
     Grams
     Grandy
     Green
     Greenwood
     Gunderson
     Gutierrez
     Hall (OH)
     Hall (TX)
     Hamilton
     Hancock
     Hansen
     Harman
     Hastert
     Hayes
     Hefley
     Hefner
     Herger
     Hinchey
     Hoagland
     Hobson
     Hochbrueckner
     Hoekstra
     Hoke
     Holden
     Horn
     Houghton
     Hoyer
     Huffington
     Hughes
     Hunter
     Hutchinson
     Hutto
     Hyde
     Inglis
     Inhofe
     Inslee
     Istook
     Jacobs
     Jefferson
     Johnson (CT)
     Johnson (GA)
     Johnson (SD)
     Johnson, E. B.
     Johnson, Sam
     Kanjorski
     Kaptur
     Kasich
     Kennelly
     Kildee
     Kim
     King
     Kingston
     Klein
     Klink
     Klug
     Knollenberg
     Kolbe
     Kreidler
     Kyl
     LaFalce
     Lambert
     Lancaster
     LaRocco
     Laughlin
     Lazio
     Leach
     Lehman
     Levin
     Levy
     Lewis (CA)
     Lewis (FL)
     Lewis (GA)
     Lightfoot
     Linder
     Lipinski
     Livingston
     Lloyd
     Long
     Lowey
     Machtley
     Maloney
     Mann
     Manton
     Manzullo
     Margolies-Mezvinsky
     Markey
     Martinez
     Matsui
     Mazzoli
     McCandless
     McCloskey
     McCollum
     McCrery
     McCurdy
     McDade
     McHale
     McHugh
     McInnis
     McKeon
     McKinney
     McMillan
     McNulty
     Meehan
     Meek
     Menendez
     Meyers
     Mica
     Michel
     Miller (FL)
     Minge
     Moakley
     Molinari
     Mollohan
     Montgomery
     Moorhead
     Moran
     Morella
     Murphy
     Murtha
     Myers
     Natcher
     Neal (MA)
     Neal (NC)
     Nussle
     Oberstar
     Obey
     Ortiz
     Orton
     Oxley
     Packard
     Pallone
     Parker
     Pastor
     Paxon
     Payne (VA)
     Penny
     Peterson (FL)
     Peterson (MN)
     Petri
     Pickett
     Pickle
     Pombo
     Pomeroy
     Porter
     Portman
     Poshard
     Price (NC)
     Pryce (OH)
     Quillen
     Quinn
     Rahall
     Ramstad
     Ravenel
     Reed
     Regula
     Reynolds
     Richardson
     Ridge
     Roberts
     Roemer
     Rogers
     Rohrabacher
     Ros-Lehtinen
     Rose
     Roth
     Roukema
     Rowland
     Royce
     Rush
     Sanders
     Sangmeister
     Santorum
     Sarpalius
     Sawyer
     Saxton
     Schaefer
     Schenk
     Schiff
     Schroeder
     Schumer
     Sensenbrenner
     Sharp
     Shaw
     Shays
     Shepherd
     Shuster
     Sisisky
     Skaggs
     Skeen
     Skelton
     Slattery
     Slaughter
     Smith (IA)
     Smith (MI)
     Smith (NJ)
     Smith (TX)
     Snowe
     Solomon
     Spence
     Spratt
     Stark
     Stearns
     Stenholm
     Strickland
     Studds
     Stump
     Stupak
     Sundquist
     Swett
     Talent
     Tanner
     Tauzin
     Taylor (MS)
     Taylor (NC)
     Tejeda
     Thomas (CA)
     Thomas (WY)
     Thompson
     Thornton
     Thurman
     Torkildsen
     Torres
     Torricelli
     Traficant
     Tucker
     Upton
     Valentine
     Visclosky
     Volkmer
     Vucanovich
     Walker
     Walsh
     Weldon
     Wheat
     Whitten
     Williams
     Wise
     Wolf
     Woolsey
     Wyden
     Wynn
     Young (AK)
     Young (FL)
     Zeliff
     Zimmer

                                NAYS--55

     Abercrombie
     Ackerman
     Andrews (ME)
     Becerra
     Beilenson
     Berman
     Cardin
     Clay
     Collins (IL)
     Collins (MI)
     Conyers
     Coppersmith
     Coyne
     Dellums
     Dingell
     Durbin
     Edwards (CA)
     Eshoo
     Filner
     Ford (MI)
     Frank (MA)
     Gejdenson
     Gonzalez
     Hamburg
     Johnston
     Kleczka
     Kopetski
     Lantos
     McDermott
     Mfume
     Miller (CA)
     Mineta
     Mink
     Nadler
     Olver
     Owens
     Payne (NJ)
     Pelosi
     Rostenkowski
     Roybal-Allard
     Sabo
     Scott
     Serrano
     Stokes
     Swift
     Synar
     Towns
     Unsoeld
     Velazquez
     Vento
     Washington
     Waters
     Watt
     Waxman
     Yates

                             NOT VOTING--11

     Andrews (TX)
     Brewster
     de la Garza
     Flake
     Goodling
     Hastings
     Hilliard
     Kennedy
     Rangel
     Smith (OR)
     Wilson

                              {time}  1642

  Mr. ABERCROMBIE, Mr. ANDREWS of Maine, Ms. VELAZQUEZ, and Mr. SERRANO 
changed their vote from ``yea'' to ``nay.''
  Ms. EDDIE BERNICE JOHNSON of Texas and Mrs. MALONEY changed their 
vote from ``nay'' to ``yea.''
  So the motion to instruct was agreed to.
  The result of the vote was announced as above recorded.
  The SPEAKER pro tempore (Mrs. Clayton). Without objection, the Chair 
appoints the following conferees for consideration of all provisions of 
H.R. 1804 and the Senate amendment thereto, except for title II of H.R. 
1804 and sections 901-14 of the Senate amendment: Messrs. Ford of 
Michigan, Kildee, Miller of California, Sawyer, and Owens, Mrs. 
Unsoeld, Mr. Reed, Mr. Roemer, Mrs. Mink of Hawaii, Messrs. Engel, 
Becerra, and Gene Green of Texas, Ms. Woolsey, Ms. English of Arizona, 
Messrs. Strickland, Payne of New Jersey, Romero-Barcelo, Goodling, 
Gunderson, McKeon, and Petri, Ms. Molinari, Mr. Cunningham, Mr. Miller 
of Florida, Mrs. Roukema, and Mr. Boehner.
  For consideration of title II of H.R. 1804 and sections 901-14 of the 
Senate amendment, the Chair appoints the following conferees: Messrs. 
Ford of Michigan, Owens, Payne of New Jersey, Scott, Sawyer, Goodling, 
Ballenger, Barrett of Nebraska, and Fawell.
  There was no objection.

                          ____________________