[Congressional Record Volume 140, Number 21 (Wednesday, March 2, 1994)]
[Senate]
[Page S]
From the Congressional Record Online through the Government Printing Office [www.gpo.gov]


[Congressional Record: March 2, 1994]
From the Congressional Record Online via GPO Access [wais.access.gpo.gov]

 
                    GOALS 2000: EDUCATE AMERICA ACT

  Mr. LEVIN. Mr. President, I ask that the Chair lay before the Senate 
a message from the House of Representatives on a 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 of skill standards and certifications, and for other 
purposes.
  The PRESIDING OFFICER laid before the Senate the following message 
from the House of Representatives:

       Resolved, That the House agree to the amendment of the 
     Senate to the bill (H.R. 1804) entitled ``An Act to improve 
     learning and teaching by providing a national framework for 
     education reform; to promote the research, consensus 
     building, and systemic changes needed to ensure equitable 
     educational opportunities and high levels of educational 
     achievement for all American students; to provide a framework 
     for reauthorization of all Federal education programs; to 
     promote the development and adoption of a voluntary national 
     system of skill standards and certifications; and for other 
     purposes'', with the following amendment:
  In lieu of the matter inserted by said 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) developing 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 effectively 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. LEVIN. Mr. President, I ask unanimous consent that the Senate 
disagree to the House amendment to the Senate amendment and agree to 
the request for a conference with the House on the disagreeing votes of 
the two Houses, and the Chair be authorized to appoint conferees.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  The Presiding Officer (Mr. Conrad) appointed Mr. Kennedy, Mr. Pell, 
Mr. Metzenbaum, Mr. Simon, Mr. Dodd, Mr. Harkin, Ms. Mikulski, Mr. 
Bingaman, Mr. Wellstone, Mr. Wofford, Mrs. Kassebaum, Mr. Jeffords, Mr. 
Coats, Mr. Gregg, Mr. Thurmond, Mr. Hatch, and Mr. Durenberger 
conferees on the part of the Senate.

                          ____________________