[Congressional Record Volume 140, Number 32 (Monday, March 21, 1994)]
[House]
[Page H]
From the Congressional Record Online through the Government Printing Office [www.gpo.gov]


[Congressional Record: March 21, 1994]
From the Congressional Record Online via GPO Access [wais.access.gpo.gov]

 
    CONFERENCE REPORT ON H.R. 1804, GOALS 2000: EDUCATE AMERICA ACT

  Mr. KILDEE submitted the following conference report and statement on 
the bill (H.R. 1804) to improve learning and teaching by providing a 
national framework for education reform; to promote the research, 
consensus building, and systemic changes needed to ensure equitable 
educational opportunities and high levels of educational achievement 
for all 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:

                  Conference Report (H. Rept. 103-446)

       The committee of conference on the disagreeing votes of the 
     two Houses on the amendment of the House to the amendment of 
     the Senate to the bill (H.R. 1804), to improve learning and 
     teaching by providing a national framework for education 
     reform; to promote the research, consensus building, and 
     systemic changes needed to ensure equitable educational 
     opportunities and high levels of educational achievement for 
     all 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, having 
     met, after full and free conference, have agreed to recommend 
     and do recommend to their respective Houses as follows:
       That the Senate recede from its disagreement to the 
     amendment of the House to the amendment of the Senate and 
     agree to the same with an amendment as follows:
       In lieu of the matter proposed to be inserted by the House 
     amendment, insert the following:

     SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

       (a) Short Title.--This Act (other than titles V and IX) may 
     be cited as the ``Goals 2000: Educate America Act''.
       (b) Table of Contents.--The table of contents is as 
     follows:

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

                   TITLE I--NATIONAL EDUCATION GOALS

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

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

                 Part A--National Education Goals Panel

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

      Part B--National Education Standards and Improvement Council

Sec. 211. Purpose.
Sec. 212. National Education Standards and Improvement Council.
Sec. 213. Duties.
Sec. 214. Annual reports.
Sec. 215. Powers of the Council.
Sec. 216. Publication for public comment.
Sec. 217. Administrative provisions.
Sec. 218. Director and staff; experts and consultants.
Sec. 219. Opportunity-to-Learn Development Grant.
Sec. 220. Assessment development and evaluation grants.
Sec. 221. Evaluation.

              Part C--Leadership in Educational Technology

Sec. 231. Purposes.
Sec. 232. Federal leadership.
Sec. 233. Office of educational technology.
Sec. 234. Uses of funds.
Sec. 235. Non-Federal share.
Sec. 236. Office of training technology transfer.

                Part D--Authorization of Appropriations

Sec. 241. Authorization of appropriations.

       TITLE III--STATE AND LOCAL EDUCATION SYSTEMIC IMPROVEMENT

Sec. 301. Findings.
Sec. 302. Purpose.
Sec. 303. Authorization of appropriations.
Sec. 304. Allotment of funds.
Sec. 305. State applications.
Sec. 306. State improvement plans.
Sec. 307. Secretary's review of applications; payments.
Sec. 308. State use of funds.
Sec. 309. Subgrants for local reform and professional development.
Sec. 310. Availability of information and training.
Sec. 311. Waivers of statutory and regulatory requirements.
Sec. 312. Progress reports.
Sec. 313. Technical and other assistance regarding school finance 
              equity.
Sec. 314. National leadership.
Sec. 315. Assistance to the outlying areas and to the Secretary of the 
              Interior.
Sec. 316. Clarification regarding State standards and assessments.
Sec. 317. State planning for improving student achievement through 
              integration of technology into the curriculum.
Sec. 318. Prohibition on Federal mandates, direction, and control.
Sec. 319. State and local government control of education.

                     TITLE IV--PARENTAL ASSISTANCE

Sec. 401. Parental information and resource centers.
Sec. 402. Applications.
Sec. 403. Uses of funds.
Sec. 404. Technical assistance.
Sec. 405. Definitions.
Sec. 406. Reports.
Sec. 407. General provision.
Sec. 408. Authorization of appropriations.

                TITLE V--NATIONAL SKILL STANDARDS BOARD

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

               TITLE VI--INTERNATIONAL EDUCATION PROGRAM

Sec. 601. International Education Program.

                        TITLE VII--SAFE SCHOOLS.

Sec. 701. Short title; statement of purpose.
Sec. 702. Safe schools program authorized.
Sec. 703. Eligible applicants.
Sec. 704. Applications and plans.
Sec. 705. Use of funds.
Sec. 706. National activities.
Sec. 707. National cooperative education statistics system.
Sec. 708. Reports.
Sec. 709. Coordination of Federal assistance.

             TITLE VIII--MINORITY-FOCUSED CIVICS EDUCATION

Sec. 801. Short title.
Sec. 802. Purposes.
Sec. 803. Grants authorized; authorization of appropriations.
Sec. 804. Definitions.
Sec. 805. Applications.

             TITLE IX--EDUCATIONAL RESEARCH AND IMPROVEMENT

Sec. 901. Short title.
Sec. 902. Findings.

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

Sec. 911. Repeal.
Sec. 912. Office of Educational Research and Improvement.
Sec. 913. Assistant Secretary for Educational Research and Improvement.
Sec. 914. Savings provision.
Sec. 915. Existing grants and contracts.

   Part B--National Educational Research Policy and Priorities Board

Sec. 921. Establishment within Office of Educational Research and 
              Improvement.

                  Part C--National Research Institutes

Sec. 931. Establishment within the Office of Educational Research and 
              Improvement.

            Part D--National Education Dissemination System

Sec. 941. Establishment within Office of Educational Research and 
              Improvement.

                 Part E--National Library of Education

Sec. 951. Establishment within Office of Educational Research and 
              Improvement.

                          Part F--Star Schools

Sec. 961. Star schools.

        Part G--Office of Comprehensive School Health Education

Sec. 971. Office of Comprehensive School Health Education.

                         Part H--Field Readers

Sec. 981. Field readers.

   Part I--Amendments to the Carl D. Perkins Vocational and Applied 
                        Technology Education Act

Sec. 991. National Occupational Information Coordinating Committee.

                         TITLE X--MISCELLANEOUS

                    Part A--Miscellaneous Provisions

Sec. 1011. School prayer.
Sec. 1012. Funding for the Individuals with Disabilities Education Act.
Sec. 1013. National Board for professional teaching standards.
Sec. 1014. Forgiveness of certain overpayments.
Sec. 1015. Study of goals 2000 and students with disabilities.
Sec. 1016. Amendments to summer youth employment and training program.
Sec. 1017. Protection of pupils.
Sec. 1018. Contraceptive devices.
Sec. 1019. Assessments.
Sec. 1020. Public schools.
Sec. 1021. Assessment of educational progress activities.
Sec. 1022. Sense of the Congress.

                        Part B--Gun-free Schools

Sec. 1031. Short title.
Sec. 1032. Gun-free requirements in elementary and secondary schools.

                  Part C--Environmental Tobacco Smoke

Sec. 1041. Short title.
Sec. 1042. Definitions.
Sec. 1043. Nonsmoking policy for children's services.
Sec. 1044. Preemption.

      Part D--Midnight Basketball League Training and Partnership

Sec. 1051. Short title.
Sec. 1052. Grants for midnight basketball league training and 
              partnership programs.
Sec. 1053. Public housing midnight basketball league programs.

     SEC. 2. PURPOSE.

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

     SEC. 3. DEFINITIONS.

       (a) Titles I, II, III, and X.--As used in titles I, II, 
     III, and X of this Act--
       (1) the terms ``all students'' and ``all children'' mean 
     students or children from a broad range of backgrounds and 
     circumstances, including disadvantaged students and children, 
     students or children with diverse racial, ethnic, and 
     cultural backgrounds, American Indians, Alaska Natives, 
     Native Hawaiians, students or children with disabilities, 
     students or children with limited-English proficiency, 
     school-aged students or children who have dropped out of 
     school, migratory students or children, and academically 
     talented students and children;
       (2) the term ``Bureau'', unless otherwise provided, means 
     the Bureau of Indian Affairs;
       (3) the terms ``community'', ``public'', and ``advocacy 
     group'' include representatives of organizations advocating 
     for the education of American Indian, Alaska Native, and 
     Native Hawaiian children and Indian tribes;
       (4) the term ``content standards'' means broad descriptions 
     of the knowledge and skills students should acquire in a 
     particular subject area;
       (5) the term ``Governor'' means the chief executive of the 
     State;
       (6) the terms ``local educational agency'' and ``State 
     educational agency'' have the meaning given such terms in 
     section 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 voluntary 
     national content standards or State content standards;
       (8) the term ``outlying areas'' means Guam, American Samoa, 
     the Virgin Islands, the Commonwealth of the Northern Mariana 
     Islands, Palau (until the effective date of the Compact of 
     Free Association with the Government of Palau), the Republic 
     of the Marshall Islands, and the Federated States of 
     Micronesia;
       (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 such students 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 of the Individuals with 
     Disabilities Education Act;
       (11) the term ``State assessment'' means measures of 
     student performance which include at least 1 instrument of 
     evaluation, and may include other measures of student 
     performance, for a specific purpose and use which are 
     intended to evaluate the progress of all students in the 
     State toward learning the material in State content standards 
     in 1 or more subject areas;
       (12) the term ``school'' means a public school that is 
     under the authority of the State educational agency or a 
     local educational agency or, for the purpose of carrying out 
     section 315(b), a school that is operated or funded by the 
     Bureau;
       (13) the term ``Secretary'', unless otherwise provided, 
     means the Secretary of Education; and
       (14) the term ``State'', unless otherwise provided, means 
     each of the 50 States, the District of Columbia, the 
     Commonwealth of Puerto Rico, and each of the outlying areas.
       (b) Titles IV, V, VI, VII, VIII, and IX.--For the purpose 
     of titles IV, V, VI, VII, VIII, and IX--
       (1) except as provided in paragraph (3) and unless 
     otherwise provided, the terms used in such titles have the 
     same meanings given such terms in section 1471 of the 
     Elementary and Secondary Education Act of 1965;
       (2) the term ``Bureau'', unless otherwise provided, means 
     the Bureau of Indian Affairs; and
       (3) the term ``Secretary'', unless otherwise provided, 
     means the Secretary of Education
                   TITLE I--NATIONAL EDUCATION GOALS

     SEC. 101. PURPOSE.

       The purpose of this title is to establish National 
     Education Goals.

     SEC. 102. NATIONAL EDUCATION GOALS.

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

                 PART A--NATIONAL EDUCATION GOALS PANEL

     SEC. 201. PURPOSE.

       It is the purpose of this part to establish a bipartisan 
     mechanism for--
       (1) building a national consensus for education 
     improvement;
       (2) reporting on progress toward achieving the National 
     Education Goals; and
       (3) reviewing the voluntary national content standards, 
     voluntary national student performance standards and 
     voluntary national opportunity-to-learn standards certified 
     by the National Education Standards and Improvement Council, 
     as well as the criteria for the certification of such 
     standards, and the criteria for the certification of State 
     assessments certified by the National Education Standards and 
     Improvement Council, with the option of disapproving such 
     standards and criteria not later than 90 days after receipt 
     from such Council.

     SEC. 202. NATIONAL EDUCATION GOALS PANEL.

       (a) Establishment.--There is established in the executive 
     branch a National Education Goals Panel (hereafter in this 
     title referred to as the ``Goals Panel'') to advise the 
     President, the Secretary, and the Congress.
       (b) Composition.--The Goals Panel shall be composed of 18 
     members (hereafter in this part referred to as ``members''), 
     including--
       (1) 2 members appointed by the President;
       (2) 8 members who are Governors, 3 of whom shall be from 
     the same political party as the President and 5 of whom shall 
     be from the opposite political party of the President, 
     appointed by the Chairperson and Vice Chairperson of the 
     National Governors' Association, with the Chairperson and 
     Vice Chairperson each appointing representatives of such 
     Chairperson's or Vice Chairperson's respective political 
     party, in consultation with each other;
       (3) 4 Members of the Congress, of whom--
       (A) 1 member shall be appointed by the Majority Leader of 
     the Senate from among the Members of the Senate;
       (B) 1 member shall be appointed by the Minority Leader of 
     the Senate from among the Members of the Senate;
       (C) 1 member shall be appointed by the Majority Leader of 
     the House of Representatives from among the Members of the 
     House of Representatives; and
       (D) 1 member shall be appointed by the Minority Leader of 
     the House of Representatives from among the Members of the 
     House of Representatives; and
       (4) 4 members of State legislatures appointed by the 
     President of the National Conference of State Legislatures, 
     of whom 2 shall be of the same political party as the 
     President of the United States.
       (c) Special Appointment Rules.--
       (1) In general.--The members appointed pursuant to 
     subsection (b)(2) shall be appointed as follows:
       (A) If the Chairperson of the National Governors' 
     Association is from the same political party as the 
     President, the Chairperson shall appoint 3 individuals and 
     the Vice Chairperson of such association shall appoint 5 
     individuals.
       (B) If the Chairperson of the National Governors' 
     Association is from the opposite political party as the 
     President, the Chairperson shall appoint 5 individuals and 
     the Vice Chairperson of such association shall appoint 3 
     individuals.
       (2) Special rule.--If the National Governors' Association 
     has appointed a panel that meets the requirements of 
     subsections (b) and (c), except for the requirements of 
     paragraph (4) of subsection (b), prior to the date of 
     enactment of this Act, then the members serving on such panel 
     shall be deemed to be in compliance with the provisions of 
     such subsections and shall not be required to be reappointed 
     pursuant to such subsections.
       (3) Representation.--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) Presidential appointees.--Members appointed under 
     subsection (b)(1) shall serve at the pleasure of the 
     President.
       (2) Governors.--Members appointed under paragraph (2) of 
     subsection (b) shall serve for 2-year terms, except that the 
     initial appointments under such paragraph shall be made to 
     ensure staggered terms with one-half of such members' terms 
     concluding every 2 years.
       (3) Congressional appointees and state legislators.--
     Members appointed under paragraphs (3) and (4) of subsection 
     (b) shall serve for 2-year terms.
       (e) Date of Appointment.--The initial members shall be 
     appointed not later than 60 days after the date of enactment 
     of this Act.
       (f) Initiation.--The Goals Panel may begin to carry out its 
     duties under this part when 10 members of the Goals Panel 
     have been appointed.
       (g) Vacancies.--A vacancy on the Goals Panel shall not 
     affect the powers of the Goals Panel, but shall be filled in 
     the same manner as the original appointment.
       (h) Travel.--Each member may be allowed travel expenses, 
     including per diem in lieu of subsistence, as authorized by 
     section 5703 of title 5, United States Code, for each day the 
     member is engaged in the performance of duties for the Goals 
     Panel away from the home or regular place of business of the 
     member.
       (i) Chairperson.--
       (1) In general.--The members shall select a Chairperson 
     from among the members.
       (2) Term and political affiliation.--The Chairperson of the 
     Goals Panel shall serve a 1-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 as 1 of the 2 members the President appoints 
     pursuant to subsection (b)(1), then the Secretary shall serve 
     as a nonvoting ex officio member of the Goals Panel.

     SEC. 203. DUTIES.

       (a) In General.--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 
     strategies and the progress of States that are implementing 
     such standards and strategies to help all students meet State 
     content standards and State student performance standards;
       (3) submit to the President nominations for appointment to 
     the National Education Standards and Improvement Council in 
     accordance with subsections (b) and (c) of section 212;
       (4) after taking into consideration the public comments 
     received pursuant to section 216 and not later than 90 days 
     after receipt, review the--
       (A) criteria developed by the National Education Standards 
     and Improvement Council for the certification of State 
     content standards, State student performance standards, State 
     assessments, and State opportunity-to-learn standards; and
       (B) voluntary national content standards, voluntary 
     national student performance standards and voluntary national 
     opportunity-to-learn standards certified by the National 
     Education Standards and Improvement Council,
     except that the Goals Panel shall have the option of 
     disapproving such criteria and standards by a two-thirds 
     majority vote of the membership of the Goals Panel not later 
     than 90 days after receipt of such criteria and standards;
       (5) report on promising or effective actions being taken at 
     the national, State, and local levels, and in the public and 
     private sectors, to achieve the National Education Goals; and
       (6) help build a nationwide, bipartisan consensus for the 
     reforms necessary to achieve the National Education Goals.
       (b) Report.--
       (1) In general.--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 to provide all 
     students with a fair opportunity-to-learn; and
       (C) report on State opportunity-to-learn standards and 
     strategies and the progress of States that are implementing 
     such standards and strategies to help all students meet State 
     content standards and State student performance standards.
       (2) Form; data.--Reports shall be presented in a form, and 
     include data, that is understandable to parents and the 
     general public.

     SEC. 204. POWERS OF THE GOALS PANEL.

       (a) Hearings.--
       (1) In general.--The Goals Panel shall, for the purpose of 
     carrying out this part, conduct such hearings, sit and act at 
     such times and places, take such testimony, and receive such 
     evidence, as the Goals Panel considers appropriate.
       (2) Representation.--In carrying out this part, the Goals 
     Panel shall conduct hearings to receive reports, views, and 
     analyses of a broad spectrum of experts and the public on the 
     establishment of voluntary national content standards, 
     voluntary national student performance standards, voluntary 
     national opportunity-to-learn standards, and State 
     assessments described in section 213(f).
       (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 
     of any agency or instrumentality of the United States, or of 
     any State or political subdivision thereof, use the research, 
     equipment, services, and facilities of such agency, 
     instrumentality, State, or subdivision, respectively.
       (e) Administrative Arrangements and Support.--
       (1) In general.--The Secretary shall provide to the Goals 
     Panel, on a reimbursable basis, such administrative support 
     services as the Goals Panel may request.
       (2) Contracts and other arrangements.--The Secretary, to 
     the extent appropriate, and on a reimbursable basis, shall 
     make contracts and other arrangements that are requested by 
     the Goals Panel to help the Goals Panel compile and analyze 
     data or carry out other functions necessary to the 
     performance of such responsibilities.

     SEC. 205. ADMINISTRATIVE PROVISIONS.

       (a) Meetings.--The Goals Panel shall meet on a regular 
     basis, as necessary, at the call of the Chairperson of the 
     Goals Panel or a majority of its members.
       (b) Quorum.--A majority of the members shall constitute a 
     quorum for the transaction of business.
       (c) Voting and Final Decision.--
       (1) Voting.--No individual may vote, or exercise any of the 
     powers of a member, by proxy.
       (2) Final decisions.--
       (A) In making final decisions of the Goals Panel with 
     respect to the exercise of its duties and powers the Goals 
     Panel shall operate on the principle of consensus among the 
     members of the Goals Panel.
       (B) Except as otherwise provided in this part, if a vote of 
     the membership of the Goals Panel is required to reach a 
     final decision with respect to the exercise of its duties and 
     powers, then such final decision shall be made by a three-
     fourths vote of the members of the Goals Panel who are 
     present and voting.
       (d) Public Access.--The Goals Panel shall ensure public 
     access to 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. 206. DIRECTOR AND STAFF; EXPERTS AND CONSULTANTS.

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

     SEC. 207. EARLY CHILDHOOD ASSESSMENT.

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

      PART B--NATIONAL EDUCATION STANDARDS AND IMPROVEMENT COUNCIL

     SEC. 211. PURPOSE.

       It is the purpose of this part to establish a mechanism 
     to--
       (1) certify and periodically review voluntary national 
     content standards and voluntary national student performance 
     standards that define what all students should know and be 
     able to do;
       (2) certify State content standards and State student 
     performance standards submitted by States on a voluntary 
     basis, if such standards are comparable or higher in rigor 
     and quality to the voluntary national content standards and 
     voluntary national student performance standards certified by 
     the National Education Standards and Improvement Council;
       (3) certify and periodically 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 standards and the 
     voluntary national 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 comparable 
     or higher in rigor and quality to the voluntary national 
     opportunity-to-learn standards certified by the National 
     Education Standards and Improvement Council; and
       (5) certify State assessments submitted by States or groups 
     of States on a voluntary basis, if such assessments--
       (A) are aligned with and support State content standards 
     certified by such Council; and
       (B) are valid, reliable, and consistent with relevant, 
     nationally recognized, professional and technical standards 
     for assessment when used for their intended purposes.

     SEC. 212. NATIONAL EDUCATION STANDARDS AND IMPROVEMENT 
                   COUNCIL.

       (a) Establishment.--There is established in the executive 
     branch a National Education Standards and Improvement Council 
     (hereafter in this part referred to as the ``Council'').
       (b) Composition.--
       (1) In general.--The Council shall be composed of 19 
     members (hereafter in this part referred to as ``members'') 
     who shall be appointed as follows:
       (A) The President shall appoint 7 individuals to the 
     Council from among nominations received from the Secretary 
     under subsection (c)(1)(B)(i), of whom--
       (i) 2 shall be from each of the categories described in 
     clause (i), (iii), or (iv) of subsection (c)(1)(A); and
       (ii) 1 shall be from the category described in clause (ii) 
     of subsection (c)(1)(A).
       (B) The President shall appoint 12 individuals to the 
     Council, of whom--
       (i) 4 individuals shall be from nominations received from 
     the Speaker of the House of Representatives, of whom 1 
     individual shall be from each of the categories described in 
     clauses (i) through (iv) of subsection (c)(1)(A);
       (ii) 4 individuals shall be from nominations received from 
     the Majority Leader of the Senate, of whom 1 individual shall 
     be from each of the categories described in clauses (i) 
     through (iv) of subsection (c)(1)(A); and
       (iii) 4 individuals shall be from nominations received from 
     the Goals Panel, of whom 1 individual shall be from each of 
     the categories described in clauses (i) through (iv) of 
     subsection (c)(1)(A).
       (2) Special rules.--From among nominations received 
     pursuant to subparagraphs (A) and (B) of paragraph (1) the 
     President shall appoint to the Council--
       (A) 1 individual representative of post-secondary 
     educational institutions;
       (B) 1 individual representative of organized labor; and
       (C) 1 individual who is representative of business and is a 
     member of the National Skill Standards Board established 
     under title V.
       (c) Appointment Rules and Qualifications.--
       (1) Appointment categories.--(A) The members of the Council 
     shall be appointed from among the following categories of 
     individuals:
       (i) Professional educators, including elementary and 
     secondary classroom teachers, preschool educators, related 
     services personnel, and other school-based professionals, 
     State or local educational agency administrators, and other 
     educators.
       (ii) Representatives of business and industry, organized 
     labor, and postsecondary educational institutions.
       (iii) Representatives of the public, including 
     representatives of advocacy, civil rights and disability 
     groups, parents, civic leaders, State or local education 
     policymakers (including members of State, local, or tribal 
     school boards).
       (iv) Education experts, including experts in measurement 
     and assessment, curriculum, school finance and equity, and 
     school reform.
       (B)(i) The Secretary shall nominate 21 individuals for 
     membership on the Council, of whom--
       (I) 3 individuals shall be nominated from the category 
     described in subparagraph (A)(i); and
       (II) 6 individuals shall be nominated from each of the 
     categories described in clauses (ii) through (iv) of 
     subparagraph (A).
       (ii) The Speaker of the House of Representatives, in 
     consultation with the Majority Leader and Minority Leader of 
     the House of Representatives, shall nominate 12 individuals 
     for membership on the Council, of whom 3 individuals shall be 
     nominated from each of the categories described in clauses 
     (i) through (iv) of subparagraph (A).
       (iii) The Majority Leader of the Senate, in consultation 
     with the Minority Leader of the Senate, shall nominate 12 
     individuals for membership on the Council, of whom 3 
     individuals shall be nominated from each of the categories 
     described in clauses (i) and (iv) of subparagraph (A).
       (iv) The Goals Panel shall nominate 12 individuals for 
     membership on the Council, of whom 3 individuals shall be 
     nominated from each of the categories described in clauses 
     (i) and (iv) of subparagraph (A).
       (2) Representation.--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) Expertise or background.--Not less than one-third of 
     the individuals nominated and appointed under subsection (b) 
     shall have expertise or background in the educational needs 
     of children who are from low-income families, from minority 
     backgrounds, have limited-English proficiency, or have 
     disabilities.
       (4) Division between political parties.--To the extent 
     feasible, the individuals nominated and the individuals 
     appointed to the Council shall be equally divided between the 
     2 major political parties.
       (d) Terms.--
       (1) In general.--Members shall be appointed for 3-year 
     terms, with no member serving more than 2 consecutive terms.
       (2) Staggering.--(A) The Council shall establish initial 
     terms for members of 1, 2, or 3 years in order to establish a 
     rotation in which one-third of the members are selected each 
     year.
       (B) The Secretary shall determine, pursuant to a lottery, 
     which members serve terms of 1, 2, or 3 years under 
     subparagraph (A).
       (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 shall 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) In general.--A member of the Council may not 
     concurrently serve as a member of the Goals Panel.
       (2) Prohibition.--A member of the Council who resides in a 
     State which has developed State content standards, State 
     student performance standards, State opportunity-to-learn 
     standards or State assessments that are submitted to the 
     Council for certification may not participate in Council 
     consideration of such standards and assessments.
       (3) Special rules.--(A) Notwithstanding any other provision 
     of law, before an individual is appointed to the Council, the 
     official responsible for issuing waivers under section 
     208(b)(3) of title 18, United States Code, shall submit to 
     the Committee on Education and Labor of the House of 
     Representatives and the Committee on Labor and Human 
     Resources of the Senate a copy of the waiver required by that 
     section. Information contained in the waiver that would not 
     otherwise be publicly available under section 208(d)(1) of 
     title 18, United States Code, shall be provided to such 
     committees, but shall be noted as nonpublic information.
       (B) The Council shall develop, consistent with the 
     provisions of and regulations promulgated pursuant to section 
     208(b)(3) of title 18, United States Code, and submit to the 
     Committee on Education and Labor of the House of 
     Representatives and the Committee on Labor and Human 
     Resources of the Senate procedures governing the 
     participation of members in any matter that affects the 
     financial interests of the members or of a person or entity 
     whose interests are imputed to the member.
       (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. 213. DUTIES.

       (a) Voluntary National Content Standards; Voluntary 
     National Student Performance Standards.--
       (1) In general.--The Council, which may consult with 
     outside experts, shall--
       (A) identify areas in which voluntary national content 
     standards need to be developed;
       (B) certify voluntary national content standards and 
     voluntary national student performance standards 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 standards and 
     voluntary national 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 of the Goals Panel not 
     later than 90 days after receipt of such standards; and
       (D) develop a process for periodically reviewing any 
     voluntary national content standards, voluntary national 
     student performance standards, and voluntary national 
     opportunity-to-learn standards that have been certified.
       (2) Criteria.--(A) The Council, which may consult with 
     outside experts, shall--
       (i) identify and develop criteria to be used for certifying 
     the voluntary national content standards and voluntary 
     national student performance standards; and
       (ii) before applying such criteria, forward such criteria 
     to the Goals Panel for review, except that the Goals Panel 
     shall have the option of disapproving such criteria by a two-
     thirds majority vote of the full membership of the Goals 
     Panel not later than 90 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 voluntary national 
     content standards and voluntary national 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 voluntary national 
     content standards and voluntary national student performance 
     standards have been developed through an open and public 
     process that provides for input and involvement of all 
     relevant parties, including teachers, related services 
     personnel, and other professional educators, employers and 
     postsecondary education institutions, curriculum and subject 
     matter specialists, parents, advocacy groups, secondary 
     school students, and the public; and
       (iv) other factors that the Council deems appropriate.
       (C) In developing the criteria, the Council shall work with 
     entities that are developing, or have already developed, 
     content and student performance standards, and any other 
     entities that the Council deems appropriate, to identify 
     appropriate certification criteria.
       (b) State Content Standards; State Student Performance 
     Standards.--The Council may certify State content standards 
     and State student performance standards presented on a 
     voluntary basis by a State or group of States, using the 
     criteria developed under subsection (a)(2)(A)(i), if such 
     standards are comparable or higher in rigor and quality to 
     the voluntary national content standards and voluntary 
     national student performance standards certified by the 
     Council.
       (c) Voluntary National Opportunity-To-Learn Standards.--
       (1) In general.--The Council, which may consult with 
     outside experts, 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. In carrying out 
     the preceding sentence the Council is authorized to consider 
     proposals for voluntary national opportunity-to-learn 
     standards from groups other than groups that receive grants 
     under section 219.
       (2) Elements addressed.--The voluntary national 
     opportunity-to-learn standards certified by the Council shall 
     address--
       (A) the quality and availability to all students of 
     curricula, instructional materials, and technologies, 
     including distance learning;
       (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 voluntary national 
     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 that all students receive a fair opportunity to 
     achieve the knowledge and skills described in the voluntary 
     national content standards and the voluntary national student 
     performance standards certified by the Council.
       (3) Additional duties.--In carrying out this subsection, 
     the Council shall--
       (A) identify what other countries with rigorous content 
     standards do to--
       (i) provide their children with opportunities to learn;
       (ii) prepare their teachers; and
       (iii) provide continuing professional development 
     opportunities for their teachers; and
       (B) develop criteria to be used for certifying the 
     voluntary national opportunity-to-learn standards and State 
     opportunity-to-learn standards and, before applying such 
     criteria, forward such 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 of the Goals Panel not later than 90 days 
     after receipt of such criteria.
       (4) Recommendations and coordination.--The Council shall 
     assist in the development of the voluntary national 
     opportunity-to-learn standards developed by each consortium 
     under section 219 by--
       (A) making recommendations to the Secretary regarding 
     priorities and selection criteria for each grant awarded 
     under section 219; and
       (B) coordinating with each consortium receiving awards 
     under section 219 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) Approval.--The Council shall forward the voluntary 
     national opportunity-to-learn standards the Council 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 of the Goals 
     Panel not later than 90 days after receipt of such standards.
       (d) State Opportunity-to-Learn Standards.--The Council may 
     certify State opportunity-to-learn standards submitted 
     voluntarily by a State, using the criteria developed under 
     subsection (c)(3)(B), if such standards are comparable or 
     higher in rigor and quality to the voluntary national 
     opportunity-to-learn standards.
       (e) General Provision Regarding Voluntary National 
     Standards.--The Council may certify voluntary national 
     content standards, voluntary national student performance 
     standards, and voluntary national 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) State Assessments.--
       (1) In general.--(A) The Council may certify for a period 
     not to exceed 5 years, State assessments that are submitted 
     voluntarily by a State, using the criteria developed under 
     paragraph (2)(A), if such assessments are aligned with the 
     State's content standards certified by the Council.
       (B) State assessments 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 State 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 State assessments only if--
       (i) a State can demonstrate to the Council that all 
     students have been prepared in the content for which such 
     students are being assessed;
       (ii) such assessments will not be used to make decisions 
     regarding graduation, grade promotion, or retention of 
     students for a period of 5 years from the date of enactment 
     of this Act; and
       (iii) the State has submitted to the Council--
       (I) a description of the purposes for which the State 
     assessments have been designed;
       (II) the methodologies and process used to develop, select, 
     validate, and use such State assessments;
       (III) a copy of the test instrument, as appropriate;
       (IV) a description of the other measures the State will use 
     to evaluate student performance; and
       (V) evidence that the test or tests which are part of the 
     State assessments 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, at the request of a State prior to the 
     State's submission to the Council of a State assessment for a 
     proposed use, shall review and provide guidance to such State 
     on a proposed package of measures, including tests that will 
     be included in such a system.
       (2) Criteria.--(A) The Council shall develop and, not 
     sooner than three years nor later than four years after the 
     date of enactment of this Act, begin utilizing criteria for 
     the certification of State assessments for the purposes 
     described in paragraph (1)(B).
       (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 
     of the Goals Panel not later than 90 days after receipt of 
     such criteria.
       (C) The certification criteria developed by the Council 
     shall address the extent to which the State assessments--
       (i) are aligned with a State's or a group of States' State 
     content standards certified by the Council; and
       (ii) are to be used for a purpose for which they are valid, 
     reliable, and free of discrimination, and are consistent with 
     relevant, nationally recognized professional and technical 
     standards for assessment.
       (D) In determining appropriate certification criteria for 
     State assessments, 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 State 
     assessments; and
       (iv) provide a public forum for discussing, debating, and 
     building consensus for the criteria to be used for the 
     certification of State assessments.
       (E) Prior to determining the certification criteria, the 
     Council shall seek public comment regarding the proposed 
     criteria.
       (F) The Council shall certify State assessments only if 
     such assessments include all students and provide for the 
     adaptations and accommodations necessary to permit the 
     participation of all students with diverse learning needs.
       (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 departments, 
     agencies, or 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 the 
     Council on particular content, student performance, and 
     opportunity-to-learn standards and on State 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 V 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 State assessments;
       (6) on a regular basis, review and update criteria for 
     certifying content, student performance, and opportunity-to-
     learn standards, and State assessments; and
       (7) periodically recertify, as appropriate, the voluntary 
     national content standards, the voluntary national student 
     performance standards, and the voluntary national 
     opportunity-to-learn standards and the State assessments that 
     the Council certifies under this section.
       (h) Special Rules.--
       (1) 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.
       (2) Construction.--Nothing in this Act shall be construed 
     to create a legally enforceable right for any person against 
     a State, local educational agency, or school based on a 
     standard or assessment certified by the Council or the 
     criteria developed by the Council for such certification.

     SEC. 214. ANNUAL REPORTS.

       Not later than 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. 215. POWERS OF THE COUNCIL.

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

     SEC. 216. 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 voluntary national 
     content standards, voluntary national student performance 
     standards, and State content standards and State performance 
     standards;
       (2) proposed criteria for certifying voluntary national 
     opportunity-to-learn standards and State opportunity-to-learn 
     standards;
       (3) proposed criteria for certifying State assessments; and
       (4) proposed voluntary national content standards, 
     voluntary national student performance standards, and 
     voluntary national opportunity-to-learn standards.
       (b) Publication.--The Secretary shall publish such proposed 
     procedures, standards, and criteria in the Federal Register.

     SEC. 217. 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. 218. 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) In general.--(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) Additional employees.--The Director may appoint 
     additional employees to serve as staff of the Council 
     consistent with title 5, United States Code.
       (c) Experts and Consultants.--The Council may procure 
     temporary and intermittent services under section 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. 219. OPPORTUNITY-TO-LEARN DEVELOPMENT GRANT.

       (a) Opportunity-to-Learn Development Grant.--
       (1) In general.--The Secretary is authorized to award more 
     than one grant, on a competitive basis, to consortia of 
     individuals and organizations to develop voluntary national 
     opportunity-to-learn standards consistent with the provisions 
     of section 213(c), and to develop a listing of model programs 
     for use, on a voluntary basis, by States, which standards and 
     listing may be used to--
       (A) provide all students with an opportunity to learn;
       (B) assess the capacity and performance of individual 
     schools; and
       (C) develop appropriate actions to be taken in the event 
     that the schools fail to achieve such standards.
       (2) Composition of consortia.--To the extent possible, each 
     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) and related services 
     personnel;
       (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) representatives of advocacy groups, including student 
     and civil rights advocacy groups;
       (K) representatives of higher education; and
       (L) secondary school students.
       (3) Duties of consortia.--In developing voluntary national 
     opportunity-to-learn standards, each 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 more than one draft of 
     standards which incorporate the comments and recommendations 
     of educators and other knowledgeable individuals across the 
     Nation.
       (4) Expertise or background.--One-third of the members of 
     each consortium shall consist of individuals with expertise 
     or background in the educational needs and assessment of 
     children who are from low-income families, are from minority 
     backgrounds, have limited-English proficiency, or have 
     disabilities.
       (5) Geographic representation.--The membership of each 
     consortium shall be geographically representative and reflect 
     the racial, ethnic, and gender diversity of the United 
     States.
       (b) Applications.--
       (1) Grants for consortium.--Each consortium that desires to 
     receive a grant under this subsection shall submit an 
     application to the Secretary at such time, in such manner, 
     and containing such information and assurances as the 
     Secretary may require.
       (2) Award consideration.--In establishing additional 
     priorities and selection criteria for awarding more than one 
     grant, the Secretary shall give serious consideration to the 
     recommendations made by the Council pursuant to section 
     213(c)(4)(A).
       (c) Report.--After the development of the voluntary 
     national opportunity-to-learn standards, each consortium 
     receiving assistance under this section shall submit a report 
     to the Secretary which discusses the background, important 
     issues, and rationale regarding such standards.

     SEC. 220. ASSESSMENT DEVELOPMENT AND EVALUATION GRANTS.

       (a) Grants Authorized.--
       (1) In general.--The Secretary is authorized to make grants 
     to State and local educational agencies or consortia of such 
     agencies to help defray the cost of developing, field 
     testing, and evaluating State assessments to be used for some 
     or all of the purposes indicated in section 213(f)(1)(B), 
     that are aligned to State content standards certified by the 
     Council.
       (2) Reservation.--The Secretary shall reserve a portion of 
     the funds authorized under section 241(d) for grants to State 
     educational agencies and local educational agencies for 
     purposes of developing such assessments in languages other 
     than English and for students with disabilities.
       (b) Applications.--Each State or local educational agency, 
     or consortium, 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) In general.--A recipient of a grant under this section 
     shall--
       (A) examine the validity and reliability of the State 
     assessment for the particular purposes for which such 
     assessment was developed;
       (B) ensure that the State assessment is consistent with 
     relevant, nationally recognized professional and technical 
     standards for assessments; and
       (C) devote special attention to how a State assessment 
     treats all students, especially with regard to the race, 
     gender, ethnicity, disability, and language proficiency of 
     such students.
       (2) Use.--A State assessment 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 5 
     years from the date of enactment of this Act.

     SEC. 221. EVALUATION.

       (a) Grant.--From funds reserved under section 304(a)(2)(C), 
     the Secretary shall make a grant, in an amount not to exceed 
     $500,000, to the National Academy of Sciences or 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 219 
     and 220.
       (b) Report.--The recipient of a grant under this section 
     shall submit a final report to the Congress, the Secretary, 
     and the public regarding the activities assisted under this 
     section not later than January 1, 1998.

              PART C--LEADERSHIP IN EDUCATIONAL TECHNOLOGY

     SEC. 231. PURPOSES.

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

     SEC. 232. FEDERAL LEADERSHIP.

       (a) Activities Authorized.--
       (1) In general.--In order to provide Federal leadership 
     that promotes higher student achievement through the use of 
     technology in education and to achieve the purposes of this 
     part, the Secretary, in consultation with the Office of 
     Science and Technology Policy, the National Science 
     Foundation, the Department of Commerce, the Department of 
     Energy, the National Aeronautics and Space Administration, 
     and other appropriate Federal departments or agencies, may 
     carry out activities designed to achieve the purposes of this 
     part.
       (2) Transfer of funds.--For the purpose of carrying out 
     coordinated or joint activities to achieve the purposes of 
     this part, the Secretary may accept funds from other Federal 
     departments or agencies.
       (b) National Long-Range Technology Plan.--
       (1) In general.--The Secretary shall develop and publish 
     within 12 months of the date of enactment of this Act, and 
     update when the Secretary determines appropriate, a national 
     long-range plan that supports the overall national technology 
     policy and carries out the purposes of this part.
       (2) Plan requirements.--The Secretary shall--
       (A) develop the national long-range plan in consultation 
     with other Federal departments or agencies, State and local 
     education practitioners and policymakers, experts in 
     technology and the educational applications of technology, 
     representatives of distance learning consortia, 
     representatives of telecommunications partnerships receiving 
     assistance under the Star Schools Program Assistance Act, and 
     providers of technology services and products;
       (B) transmit such plan to the President and to the 
     appropriate committees of the Congress; and
       (C) publish such plan in a form that is readily accessible 
     to the public.
       (3) Contents of the plan.--The national long-range plan 
     shall describe the Secretary's activities to promote the 
     purposes of this part, including--
       (A) how the Secretary will encourage the effective use of 
     technology to provide all students the opportunity to achieve 
     State content standards and State student performance 
     standards, especially through programs administered by the 
     Department of Education;
       (B) joint activities in support of the overall national 
     technology policy with other Federal departments or agencies, 
     such as the Office of Science and Technology Policy, the 
     National Endowment for the Humanities, the National Endowment 
     for the Arts, the National Aeronautics and Space 
     Administration, the National Science Foundation, and the 
     Departments of Commerce, Energy, Health and Human Services, 
     and Labor--
       (i) to promote the use of technology in education, and 
     training and lifelong learning, including plans for the 
     educational uses of a national information infrastructure; 
     and
       (ii) to ensure that the policies and programs of such 
     departments or agencies facilitate the use of technology for 
     educational purposes, to the extent feasible;
       (C) how the Secretary will work with educators, State and 
     local educational agencies, and appropriate representatives 
     of the private sector to facilitate the effective use of 
     technology in education;
       (D) how the Secretary will promote--
       (i) higher achievement of all students through the 
     integration of technology into the curriculum;
       (ii) increased access to the benefits of technology for 
     teaching and learning for schools with a high concentration 
     of children from low-income families;
       (iii) the use of technology to assist in the implementation 
     of State systemic reform strategies;
       (iv) the application of technological advances to use in 
     education; and
       (v) increased opportunities for the professional 
     development of teachers in the use of new technologies;
       (E) how the Secretary will determine, in consultation with 
     appropriate individuals, organizations, industries, and 
     agencies, the feasibility and desirability of establishing 
     guidelines to facilitate an easy exchange of data and 
     effective use of technology in education;
       (F) how the Secretary will utilize the outcome of the 
     evaluation undertaken pursuant to section 908 of the Star 
     Schools Program Assistance Act to promote the purposes of 
     this part; and
       (G) the Secretary's long-range measurable goals and 
     objectives relating to the purposes of this part.
       (c) Assistance.--The Secretary shall provide assistance to 
     the States to enable such States to plan effectively for the 
     use of technology in all schools throughout the State in 
     accordance with the purpose and requirements of section 317.

     SEC. 233. OFFICE OF EDUCATIONAL TECHNOLOGY.

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


                   ``office of educational technology

       ``Sec. 216. (a) There shall be in the Department of 
     Education an Office of Educational Technology (hereafter in 
     this section referred to as the `Office'), to be administered 
     by the Director of Educational Technology. The Director of 
     Educational Technology shall report directly to the Secretary 
     and shall perform such additional functions as the Secretary 
     may prescribe.
       ``(b) The Director of the Office of Educational Technology 
     (hereafter in this section referred to as the `Director'), 
     through the Office, shall--
       ``(1) in support of the overall national technology policy 
     and in consultation with other Federal departments or 
     agencies which the Director determines appropriate, provide 
     leadership to the Nation in the use of technology to promote 
     achievement of the National Education Goals and to increase 
     opportunities for all students to achieve State content and 
     challenging State student performance standards;
       ``(2) review all programs and training functions 
     administered by the Department and recommend policies in 
     order to promote increased use of technology and technology 
     planning throughout all such programs and functions;
       ``(3) review all relevant programs supported by the 
     Department to ensure that such programs are coordinated with 
     and support the national long-range technology plan developed 
     pursuant to section 232(b) of the Goals 2000: Educate America 
     Act; and
       ``(4) perform such additional functions as the Secretary 
     may require.
       ``(c) The Director is authorized to select, appoint, and 
     employ such officers and employees as may be necessary to 
     carry out the functions of the Office, subject to the 
     provisions of title 5, United States Code (governing 
     appointments in the competitive service), and the provisions 
     of chapter 51 and subchapter III of chapter 53 of such title 
     (relating to classification and General Schedule pay rates).
       ``(d) The Secretary may obtain the services of experts and 
     consultants in accordance with section 3109 of title 5, 
     United States Code.''.
       (b) Compensation of the director.--Section 5315 of title 5, 
     United States Code, is amended by adding at the end the 
     following:
       ``Director of the Office of Educational Technology.''.

     SEC. 234. USES OF FUNDS.

       (a) In General.--The Secretary shall use funds appropriated 
     pursuant to the authority of section 241(d) for activities 
     designed to carry out the purpose of this part, including--
       (1) providing assistance to technical assistance providers 
     to enable such providers to improve substantially the 
     services such providers offer to educators regarding the 
     educational uses of technology, including professional 
     development;
       (2) consulting with representatives of industry, elementary 
     and secondary education, higher education, and appropriate 
     experts in technology and the educational applications of 
     technology, in carrying out the activities assisted under 
     this part;
       (3) research on, and the development of, guidelines to 
     facilitate maximum interoperability, efficiency and easy 
     exchange of data for effective use of technology in 
     education;
       (4) research on, and the development of, educational 
     applications of the most advanced and newly emerging 
     technologies;
       (5) the development, demonstration, and evaluation of 
     applications of existing technology in preschool education, 
     elementary and secondary education, training and lifelong 
     learning, and professional development of educational 
     personnel;
       (6) the development and evaluation of software and other 
     products, including multimedia television programming, that 
     incorporate advances in technology and help achieve the 
     National Education Goals and State content standards and 
     State student performance standards;
       (7) the development, demonstration, and evaluation of model 
     strategies for preparing teachers and other personnel to use 
     technology effectively to improve teaching and learning;
       (8) the development of model programs that demonstrate the 
     educational effectiveness of technology in urban and rural 
     areas and economically distressed communities;
       (9) research on, and the evaluation of, the effectiveness 
     and benefits of technology in education, giving priority to 
     research on, and evaluation of, such effectiveness and 
     benefits in elementary and secondary schools;
       (10) a biennial assessment of, and report to the public 
     regarding, the uses of technology in elementary and secondary 
     education throughout the United States upon which private 
     businesses and Federal, State, and local governments may rely 
     for decisionmaking about the need for, and provision of, 
     appropriate technologies in schools, by using, to the extent 
     possible, existing information and resources;
       (11) conferences on, and dissemination of information 
     regarding, the uses of technology in education;
       (12) the development of model strategies to promote gender 
     equity in the use of technology;
       (13) encouraging collaboration between the Department of 
     Education and other Federal departments and agencies in the 
     development, implementation, evaluation and funding of 
     applications of technology for education, as appropriate; and
       (14) such other activities as the Secretary determines meet 
     the purposes of this part.
       (b) Special Rules.--
       (1) In general.--The Secretary shall carry out the 
     activities described in subsection (a) directly or by grant 
     or contract.
       (2) Grants and contracts.--Each grant or contract under 
     this part shall be awarded--
       (A) on a competitive basis; and
       (B) pursuant to a peer review process.

     SEC. 235. NON-FEDERAL SHARE.

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

     SEC. 236. OFFICE OF TRAINING TECHNOLOGY TRANSFER.

       (a) Transfer.--
       (1) In general.--The Office of Training Technology Transfer 
     as established under section 6103 of the Training Technology 
     Transfer Act of 1988 (20 U.S.C. 5093) is transferred to and 
     established in the Office of Educational Technology.
       (2) Technical amendment.--The first sentence of section 
     6103(a) of the Training Technology Transfer Act of 1988 (20 
     U.S.C. 5093(a)) is amended by striking ``Office of 
     Educational Research and Improvement'' and inserting ``Office 
     of Educational Technology''.

                PART D--AUTHORIZATION OF APPROPRIATIONS

     SEC. 241. 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 Grants.--There are 
     authorized to be appropriated $2,000,000 for fiscal year 
     1994, and such sums as may be necessary for fiscal year 1995, 
     to carry out section 219.
       (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 4 
     succeeding fiscal years, to carry out section 220.
       TITLE III--STATE AND LOCAL EDUCATION SYSTEMIC IMPROVEMENT

     SEC. 301. FINDINGS.

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

     SEC. 302. PURPOSE.

       (a) Purpose.--It is the purpose of this title 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 State and local 
     levels.
       (b) Congressional Intent.--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. 303. AUTHORIZATION OF APPROPRIATIONS.

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

     SEC. 304. ALLOTMENT OF FUNDS.

       (a) Reservations of Funds.--From funds appropriated under 
     section 303, the Secretary--
       (1) shall reserve a total of one percent to provide 
     assistance, in amounts determined by the Secretary--
       (A) to the outlying areas;
       (B) to the Secretary of the Interior to benefit Indian 
     students in schools operated or funded by the Bureau; and
       (C) to the Alaska Federation of Natives in cooperation with 
     the Alaska Native Education Council to benefit Alaska Native 
     students; and
       (2) may reserve a total of not more than 5 percent for--
       (A) national leadership activities under sections 313 and 
     314;
       (B) the costs of peer review of State improvement plans and 
     applications under this title; and
       (C) evaluation activities under section 221.
       (b) State Allotments.--From the amount appropriated under 
     section 303 and not reserved under subsection (a) in each 
     fiscal year the Secretary shall make allotments to State 
     educational agencies as follows:
       (1) 50 percent of such amount shall be allocated in 
     accordance with the relative amounts each State would have 
     received under chapter 1 of title I of the Elementary and 
     Secondary Education Act of 1965 for the preceding fiscal year 
     if funds under such chapter in such preceding fiscal year 
     were not reserved for the outlying areas.
       (2) 50 percent of such amount shall be allocated in 
     accordance with the relative amounts each State would have 
     received under part A of chapter 2 of title I of the 
     Elementary and Secondary Education Act of 1965 for the 
     preceding fiscal year if funds under such chapter in such 
     preceding fiscal year were not reserved for the outlying 
     areas.
       (c) Reallotments.--If the Secretary determines that any 
     amount of a State educational agency's allotment for any 
     fiscal year under subsection (b) will not be needed for such 
     fiscal year by the State, the Secretary shall reallot such 
     amount to other State educational agencies that need 
     additional funds, in such manner as the Secretary determines 
     is appropriate.
       (d) Maintenance of Effort.--Each recipient of funds under 
     this title, in utilizing the proceeds of an allotment 
     received under this title, shall maintain the expenditures of 
     such recipient for the activities assisted under this title 
     at a level equal to not less than the level of such 
     expenditures maintained by such recipient for the fiscal year 
     preceding the fiscal year for which such allotment is 
     received, except that the Secretary may reduce, temporarily 
     or permanently, the level of expenditures required by this 
     subsection if the Secretary determines that such recipient 
     has justifiable reasons for a reduction in the level of 
     expenditures required by this subsection.

     SEC. 305. STATE APPLICATIONS.

       (a) Application.--
       (1) In general.--Each State educational agency that desires 
     to receive an allotment under this title shall submit an 
     application to the Secretary at such time and in such manner 
     as the Secretary may determine.
       (2) Additional information.--In addition to the information 
     described in subsections (b) and (c), each such application 
     shall include--
       (A) an assurance that the State educational agency will 
     cooperate with the Secretary in carrying out the Secretary's 
     responsibilities under section 312, 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 section 306;
       (B) an assurance that State law provides adequate authority 
     to carry out each component of the State's improvement plan 
     developed, or to be developed under section 306, or that such 
     authority will be sought;
       (C) an assurance that the State content standards and State 
     student performance standards developed for student 
     achievement are not less rigorous than such 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 educational agency's application 
     for the first year of assistance under this title shall--
       (1) describe the process by which the State educational 
     agency will develop a State improvement plan that meets the 
     requirements of section 306; and
       (2) describe how the State educational agency will use 
     funds received under this title for such year, including how 
     such agency will make subgrants to local educational agencies 
     in accordance with section 309(a), and how such agency will 
     use funds received under this title for education preservice 
     programs and professional development activities in 
     accordance with section 309(b).
       (c) Subsequent Years.--A State educational agency's 
     application for the second year of assistance under this 
     title shall--
       (1) cover the second through fifth years of the State's 
     participation;
       (2) include a copy of the State's improvement plan that 
     meets the requirements of section 306, or if the State 
     improvement plan is not complete, a statement of the steps 
     the State will take to complete the plan and a schedule for 
     doing so; and
       (3) include an explanation of how the State educational 
     agency will use funds received under this title, including 
     how such agency will make subgrants to local educational 
     agencies in accordance with section 309(a), and how such 
     agency will use such funds received under this title for 
     education preservice programs and professional development 
     activities in accordance with section 309(b).

     SEC. 306. STATE IMPROVEMENT PLANS.

       (a) Basic Scope of Plan.--Except as provided in section 
     305(c)(2) and consistent with the requirements of this 
     section, any State educational agency that wishes to receive 
     an allotment under this title after its first year of 
     participation shall develop and implement a State improvement 
     plan for the improvement of elementary and secondary 
     education in the State.
       (b) Plan Development.--
       (1) In general.--A State improvement plan under this title 
     shall be developed by a broad-based State panel in 
     cooperation with the State educational agency and the 
     Governor. The panel shall include--
       (A) the Governor and the chief State school officer, or 
     their designees;
       (B) the chairperson of the State board of education and the 
     chairpersons of the appropriate authorizing committees of the 
     State legislature, or their designees;
       (C) teachers, principals, and administrators who have 
     successfully improved student performance, and deans or 
     senior administrators of a college, school, or department of 
     education; and
       (D) representatives of teacher's organizations, parents, 
     secondary school students, institutions of higher education, 
     business and labor leaders, community-based organizations of 
     demonstrated effectiveness, organizations serving young 
     children, local boards of education, State and local 
     officials responsible for health, social, and other related 
     services, private schools in which students or teachers 
     participate in Federal education programs, and, as 
     appropriate, Indian tribes and others;
       (E) representatives from rural and urban local educational 
     agencies in the State, as appropriate; and
       (F) experts in educational measurement and assessment.
       (2) Appointment.--The Governor and the chief State school 
     officer shall each appoint half the members of the panel and 
     shall jointly select the Chairperson of the panel and the 
     representative of private schools described in paragraph 
     (1)(D).
       (3) Representation.--(A) 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.
       (B) The membership of the panel shall be composed so that 
     the minimum total number of members of the panel with 
     expertise or background in the educational needs or 
     assessments of children from low-income families, children 
     with minority backgrounds, children with limited-English 
     proficiency, or children with disabilities, serving on the 
     panel--
       (i) bears the same relation to the total number of members 
     serving on the panel as the total number of all such children 
     in the State bears to the total number of all children in the 
     State; or
       (ii) is at least one-third of the number of members of the 
     panel,
     whichever is less.
       (4) Consultation.--The panel shall consult the Governor, 
     the chief State school officer, the State board of education, 
     and relevant committees of the State legislature in 
     developing the State improvement plan.
       (5) Outreach.--The panel shall be responsible for 
     conducting a statewide, grassroots outreach process, 
     including conducting public hearings, to involve educators, 
     related services personnel, parents, local officials, tribal 
     government officials as appropriate, individuals representing 
     private nonprofit elementary and secondary schools, community 
     and business leaders, citizens, children's advocates, 
     secondary school students, and others with a stake in the 
     success of students and their education system, and who are 
     representative of the diversity of the State and the State's 
     student population, including, students of limited-English 
     proficiency, students with disabilities, and, as appropriate, 
     American Indian, Alaska Native, and Native Hawaiian students, 
     in the development of the State improvement plan and in a 
     continuing dialogue regarding the need for and nature of 
     standards for students and local and State responsibilities 
     for helping all students achieve such standards in order to 
     assure that the development and implementation of the State 
     improvement plan reflects local needs and experiences and 
     does not result in a significant increase in paperwork for 
     teachers.
       (6) Procedure and approval.--The panel shall develop a 
     State improvement plan, provide opportunity for public 
     comment, and submit such plan to the State educational agency 
     for approval.
       (7) Submission.--The State educational agency shall submit 
     the original State improvement plan developed by the panel 
     and the State improvement plan 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.
       (8) Matters not under the jurisdiction of the state 
     educational agency.--If any portion of a State improvement 
     plan addresses matters that, under State or other applicable 
     law, are not under the authority of the State educational 
     agency, the State educational agency shall obtain the 
     approval of, or changes to, such portion, with an explanation 
     thereof, from the Governor or other official responsible for 
     that portion before submitting such plan to the Secretary.
       (9) Monitoring; revisions; reporting.--After approval of 
     the State improvement plan by the Secretary, the panel shall 
     be informed of progress on such plan by the State educational 
     agency, and such agency, in close consultation with teachers, 
     principals, administrators, advocates and parents in local 
     educational agencies and schools receiving funds under this 
     title, shall monitor the implementation and operation of such 
     plan. The panel shall review such plan, and based on the 
     progress described in the preceding sentence, determine if 
     revisions to such plan are appropriate and necessary. The 
     panel shall periodically report such determination to the 
     public.
       (c) Teaching, Learning, Standards, and Assessments.--Each 
     State educational agency, with broad-based classroom teacher 
     input, shall establish and include in its State improvement 
     plan strategies for meeting the National Education Goals by 
     improving teaching and learning and students' mastery of 
     basic and advanced skills in core content areas, such as 
     English, mathematics, science (including physics), history, 
     geography, foreign languages, the arts, civics and 
     government, and economics. Such strategies--
       (1) shall include--
       (A) a process for developing or adopting State content 
     standards and State student performance standards for all 
     students, which process shall include coordinating the 
     standards developed pursuant to section 115 of the Carl D. 
     Perkins Vocational and Applied Technology Education Act;
       (B) a process for developing and implementing valid, 
     nondiscriminatory, and reliable State assessments--
       (i) which assessments shall--

       (I) be aligned with such State's content standards;
       (II) involve multiple measures of student performance;
       (III) provide for--

       (aa) the participation in such assessments of all students 
     with diverse learning needs; and
       (bb) the adaptations and accommodations necessary to permit 
     such participation;

       (IV) be consistent with relevant, nationally recognized 
     professional and technical standards for such assessments;
       (V) be capable of providing coherent information about 
     student attainments relative to the State content standards; 
     and
       (VI) support effective curriculum and instruction; and

       (ii) which process shall provide for monitoring the 
     implementation of such assessments and the impact of such 
     assessments on improved instruction for all students;
       (C) a process for aligning State or local curricula, 
     instructional materials, and State assessments with the State 
     content standards and State student performance standards; 
     and
       (D) a process for familiarizing teachers with the State 
     content standards and State student performance standards and 
     developing the capability of teachers to provide high quality 
     instruction within the content areas described in the matter 
     preceding paragraph (1) of this subsection;
       (2) may include strategies such as--
       (A) a process for providing assistance and support to local 
     educational agencies and schools to strengthen the capacity 
     of such agencies and schools to provide all students the 
     opportunity to increase educational achievement and meet 
     State content standards and State student performance 
     standards;
       (B) 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;
       (C) a process for developing, selecting, 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 State content standards and 
     State student performance standards;
       (D) 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 State content standards and State student 
     performance standards; and
       (E) a process for improving the State's system of teacher 
     and school administrator preparation and licensure, and of 
     continuing professional development programs, including the 
     use of technology at both the State and local levels, so that 
     all teachers, related services personnel, and administrators 
     develop the subject matter and pedagogical expertise needed 
     to prepare all students to meet State content standards and 
     State student performance standards.
       (d) Opportunity-to-Learn Standards and Strategies.--
       (1) In general.--Each State improvement plan shall 
     establish standards or strategies for providing all students 
     with an opportunity to learn. Such standards or strategies 
     shall include such factors as the State deems appropriate to 
     ensure that all students receive a fair opportunity to 
     achieve the knowledge and skills as described in State 
     content standards and State student performance standards 
     adopted by the State.
       (2) Implementation.--Notwithstanding any other provision of 
     this Act, the implementation of opportunity-to-learn 
     standards or strategies shall be voluntary on the part of the 
     States, local educational agencies, and schools.
       (3) Construction.--Nothing in this section shall be 
     construed to--
       (A) mandate equalized spending per pupil for a State, local 
     educational agency, or school; or
       (B) mandate national school building standards for a State, 
     local educational agency, or school.
       (e) Governance, Accountability and Management.--Each State 
     improvement plan shall establish strategies for improved 
     governance, accountability and management of the State's 
     education system, such as--
       (1) aligning responsibility, authority, and accountability 
     throughout the education system, so that decisions regarding 
     the means for achieving State content standards and State 
     student performance standards are made closest to the 
     learners; and
       (2) creating an integrated and coherent approach to 
     recruiting, retaining and supporting the continued 
     professional development of teachers (including vocational 
     teachers), and other educators, giving special attention to 
     the recruitment into and retention of qualified minorities in 
     the education profession;
       (f) Parental and Community Support and Involvement.--Each 
     State improvement plan shall describe strategies for how the 
     State educational agency will involve parents and other 
     community representatives in planning, designing, and 
     implementing the State improvement plan, including strategies 
     such as--
       (1) focusing public and private community resources and 
     public school resources on prevention and early intervention 
     to address the needs of all students by identifying and 
     removing unnecessary regulations and obstacles to 
     coordination; and
       (2) 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 
     State standards, each State improvement plan shall describe 
     strategies, such as strategies that--
       (1) provide for the availability of curricular materials, 
     learning technologies, including distance learning, and 
     professional development in a manner that ensures equal 
     access by all local educational agencies in the State; and
       (2) develop partnerships with Indian tribes and schools 
     funded by the Bureau, where appropriate, to improve 
     consistency and compatibility in curriculum among public 
     elementary and secondary schools, and such schools funded by 
     the Bureau at all grade levels.
       (h) Promoting Bottom-Up Reform.--Each State improvement 
     plan shall include strategies for ensuring that 
     comprehensive, systemic reform is promoted from the bottom up 
     in communities, local educational agencies, and schools, as 
     well as guided by coordination and facilitation from State 
     leaders, including strategies such as--
       (1) providing flexibility to individual schools and local 
     educational agencies to enable such schools and agencies to 
     adapt and integrate State content standards into courses of 
     study appropriate for individual schools and communities; and
       (2) facilitating the provision of waivers from State rules 
     and regulations that impede the ability of local educational 
     agencies or schools to carry out local improvement plans.
       (i) Dropout Strategies.--Each State improvement plan shall 
     include strategies for assisting local educational agencies 
     and schools to enable such agencies and schools--
       (1) to meet the needs of school-aged children who have 
     dropped out of school;
       (2) to bring such children into the education system; and
       (3) to help such students meet State content standards and 
     State student performance standards.
       (j) Coordination with School-to-Work Programs.--If a State 
     has received Federal assistance for the purpose of planning 
     for, expanding, or establishing a school-to-work program, 
     then a State shall include in the State improvement 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 improvement 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.
       (k) Benchmarks and Timelines.--Each State improvement plan 
     shall include specific benchmarks of improved student 
     performance and of progress in implementing such plan, and 
     timelines against which the progress of the State in carrying 
     out such plan, including the elements described in 
     subsections (c) through (j), can be measured.
       (l) 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.
       (m) Program Improvement and Accountability.--Each State 
     improvement plan shall describe--
       (1) how the State will monitor progress toward implementing 
     the State and local improvement plans; and
       (2) procedures the State plans to use, consistent with 
     State law, to improve schools that are not meeting the State 
     content standards voluntarily adopted by the State within the 
     established timelines.
       (n) Peer Review and Secretarial Approval.--
       (1) In general.--(A) The Secretary shall review, within a 
     reasonable period of time, each State improvement plan 
     prepared under this section, and each application submitted 
     under section 305, through a peer review process involving 
     the assistance and advice of State and local education 
     policymakers, educators, classroom teachers, related services 
     personnel, experts on educational innovation and improvement, 
     parents, advocates, and other appropriate individuals. Such 
     peer review process shall be representative of the diversity 
     of the United States with regard to geography, race, 
     ethnicity, gender and disability characteristics. Such peer 
     review process shall include at least 1 site visit to each 
     State, except during the period when a State improvement plan 
     is being developed.
       (B) Notwithstanding the provisions of subparagraph (A), in 
     the first year that a State educational agency submits an 
     application for development of a State improvement plan under 
     this title the Secretary shall not be required to--
       (i) review such application through a peer review process; 
     and
       (ii) conduct a site visit.
       (2) Approval.--The Secretary shall approve a State 
     improvement plan if such plan is submitted to the Secretary 
     not later than 2 years after the date the State educational 
     agency receives its first allotment under section 304(b), and 
     when the Secretary determines, after considering the peer 
     reviewers' comment, that such plan--
       (A) reflects a widespread commitment within the State;
       (B) holds reasonable promise of helping 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) Disapproval.--The Secretary shall not disapprove a 
     State improvement plan, or any State application submitted 
     under section 305, before offering the State--
       (A) an opportunity to revise such plan or application; and
       (B) a hearing.
       (o) Regular Review.--Each State improvement plan shall 
     include a process for periodically reviewing and updating any 
     State content standards, State student performance standards, 
     State opportunity-to-learn standards or strategies, and State 
     assessments.
       (p) Amendments to Plan.--
       (1) In general.--Each State educational agency shall 
     periodically review its State improvement plan and revise 
     such plan, as appropriate, in accordance with the process 
     described in subsection (b).
       (2) Review.--The Secretary shall review any major amendment 
     to a State improvement plan and shall not disapprove any such 
     amendment before offering a State educational agency--
       (A) an opportunity to revise such amendment; and
       (B) a hearing.
       (q) Preexisting State Plans and Panels.--
       (1) In general.--If a State has developed a comprehensive 
     and systemic State improvement plan to help all students meet 
     State standards or any component of such plan, that meets the 
     intent and purposes of this section, then the Secretary may 
     approve such plan or component notwithstanding that such plan 
     was not developed in accordance with subsection (b) if the 
     Secretary determines that such approval would further the 
     purposes of State systemic education improvement; and
       (2) Special rule.--(A) If, before the date of enactment of 
     this Act, a State has made substantial progress in developing 
     a plan that meets the intent and purposes of this section, 
     but was developed by a panel that does not meet the 
     requirements of paragraphs (1) through (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, and other interested members of 
     the public in the development of the plan.

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

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

     SEC. 308. STATE USE OF FUNDS.

       (a) First Year.--In the first year for which a State 
     educational agency receives an allotment under this title, 
     such agency--
       (1) if the amount made available under section 303 for such 
     year is equal to or greater than $50,000,000, shall use at 
     least 60 percent of such allotted funds to award subgrants--
       (A) in accordance with section 309(a), to local educational 
     agencies for the development or implementation of local 
     improvement plans; and
       (B) in accordance with section 309(b), to improve educator 
     preservice programs and for professional development 
     activities consistent with the State improvement plan;
       (2) if the amount made available under section 303 for such 
     year is less than $50,000,000, may use such funds for the 
     subgrants described in paragraph (1); and
       (3) shall use any such allotted funds not used in 
     accordance with paragraphs (1) and (2) to develop, revise, 
     expand, or implement a State improvement plan described in 
     section 306.
       (b) Succeeding Years.--Each State educational agency that 
     receives an allotment under this title for any year after the 
     first year of such agency receives assistance under this 
     title shall--
       (1) use at least 90 percent of such allotment to make 
     subgrants--
       (A) in accordance with section 309(a), to local educational 
     agencies for the implementation of the State improvement plan 
     and of local improvement plans; and
       (B) in accordance with section 309(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 State improvement plan, 
     such as--
       (A) supporting the development or adoption of State content 
     standards and State student performance standards, State 
     opportunity-to-learn standards, and State assessments linked 
     to such standards, including--
       (i) through consortia of States; or
       (ii) with the assistance of the National Education 
     Standards and Improvement Council established under part B of 
     title II;
       (B) supporting the implementation of high-performance 
     management and organizational strategies, such as site-based 
     management, shared decisionmaking, or quality management 
     principles, to promote effective implementation of such plan;
       (C) supporting the development and implementation, at the 
     local educational agency and school building level, of 
     improved human resource development systems for recruiting, 
     selecting, mentoring, supporting, evaluating and rewarding 
     educators;
       (D) providing special attention to the needs of minority, 
     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 and complete post-secondary education or 
     training;
       (E) supporting innovative and proven methods of enhancing a 
     teacher's ability to identify student learning needs, and 
     motivating students to develop higher order thinking skills, 
     discipline, and creative resolution methods;
       (F) supporting the development, at the State or local 
     level, of performance-based accountability and incentive 
     systems for schools;
       (G) outreach to and training for parents, tribal officials, 
     organizations serving young children, classroom teachers, 
     related services personnel, and other educators, and the 
     public, related to education improvement;
       (H) providing technical assistance and other services to 
     increase the capacity of local educational agencies and 
     schools to develop and implement systemic local improvement 
     plans, implement new State assessments, and develop curricula 
     consistent with the State content standards and State student 
     performance standards;
       (I) promoting public magnet schools, public ``charter 
     schools'', and other mechanisms for increasing choice among 
     public schools, including information and referral programs 
     which provide parents with information on available choices;
       (J) supporting activities relating to the planning of, and 
     evaluation of, projects under which local educational 
     agencies or schools contract with private management 
     organizations to reform a school;
       (K) supporting intergenerational mentoring programs;
       (L) supporting the development, at the State or local 
     level, of school-based programs that restore discipline and 
     reduce violence in schools and communities, such as community 
     mobilization programs; and
       (M) collecting and analyzing data.
       (c) Limit on Administrative Costs.--A State educational 
     agency that receives an allotment under this title in any 
     fiscal year shall use not more than 4 percent of such 
     allotment in such year, or $100,000, whichever is greater, 
     for administrative expenses, which administrative expenses 
     shall not include the expenses related to the activities of 
     the panel established under section 306(b)(1).
       (d) Special Rule.--Any new public school established under 
     this title--
       (1) shall be nonsectarian;
       (2) shall not be affiliated with a nonpublic sectarian 
     school or religious institution; and
       (3) shall operate under the authority of a State 
     educational agency or local educational agency.

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

       (a) Subgrants to Local Educational Agencies.--
       (1) In general.--(A) Each State educational agency shall 
     make subgrants, through a competitive process to carry out 
     the authorized activities described in paragraph (4), to 
     local educational agencies (or consortia of such agencies) in 
     accordance with section 308.
       (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, where appropriate, except that this provision shall 
     not apply to the District of Columbia. An education service 
     agency may serve as a fiscal agent for a rural local 
     educational agency.
       (C) Each such 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) Application required.--(A) A local educational agency 
     desiring to receive a subgrant under this subsection for the 
     development of a local improvement plan shall submit an 
     application to the State educational agency. Such application 
     shall contain assurances that the local educational agency 
     intends to develop a local improvement plan that meets the 
     requirements of this section.
       (B) A local educational agency only shall be eligible to 
     receive a subgrant under this subsection to develop a local 
     improvement plan for one fiscal year.
       (3) Plan required.--Each local educational agency desiring 
     to receive a subgrant under this subsection to implement a 
     local improvement plan shall submit a local improvement plan 
     to the State educational agency. Each such plan shall--
       (A) be 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) address districtwide education improvement, directed at 
     enabling all students to meet the State content standards and 
     State student performance standards, including specific goals 
     and benchmarks, reflect the priorities of the State 
     improvement plan (either approved or under development) and 
     include a strategy for--
       (i) ensuring that all students have a fair opportunity to 
     learn;
       (ii) improving teaching and learning;
       (iii) improving governance and management;
       (iv) generating, maintaining, and strengthening parental 
     and community involvement; and
       (v) expanding improvements throughout the local educational 
     agency;
       (C) promote the flexibility of local schools in developing 
     plans which address the particular needs of their school and 
     community and are consistent with the local improvement plan;
       (D) describe a process of broad-based community 
     participation in the development, implementation, and 
     evaluation of the local improvement plan;
       (E) describe how the local educational agency will 
     encourage and assist schools to develop and implement 
     comprehensive school improvement plans that--
       (i) focus on helping all students reach State content 
     standards and State student performance standards; and
       (ii) address relevant elements of the local improvement 
     plan of the local educational agency identified in 
     subparagraph (B);
       (F) describe how the local educational agency will 
     implement specific programs aimed at ensuring improvements in 
     school readiness and the ability of students to learn 
     effectively at all grade levels by identifying the most 
     pressing needs facing students and their families with regard 
     to social services, health care, nutrition, and child care, 
     and entering into partnerships with public and private 
     nonprofit agencies to increase the access of students and 
     families to coordinated nonsectarian services in a school 
     setting or at a nearby site;
       (G) describe how the subgrant funds will be used by the 
     local educational agency, and the procedures to be used to 
     make funds available to schools in accordance with paragraph 
     (6)(A);
       (H) identify, with an explanation, any State or Federal 
     requirements that the local educational agency believes 
     impede educational improvement and that such agency requests 
     be waived in accordance with section 311, which requests 
     shall promptly be transmitted to the Secretary by the State 
     educational agency; and
       (I) contain such other information as the State educational 
     agency may reasonably require.
       (4) Submission.--A local educational agency which has 
     approved a local improvement plan shall submit such plan to 
     the State educational agency for approval together with a 
     description of modifications to such plan and any comments 
     from the local panel regarding such plan.
       (5) Monitoring.--The panel described in paragraph (3)(A), 
     after approval of the local educational agency's application 
     by the State educational agency, shall be informed of 
     progress on such plan by the local educational agency, and 
     the local educational agency shall monitor the implementation 
     and effectiveness of the local improvement plan in close 
     consultation with teachers, related services personnel, 
     principals, administrators, community members, and parents 
     from schools receiving funds under this title, as well as 
     assure that implementation of the local improvement plan does 
     not result in a significant increase in paperwork for 
     teachers. The panel shall review such plan and based on the 
     progress described in the preceding sentence, determine if 
     revisions to the local improvement plan should be recommended 
     to the local educational agency. The panel shall periodically 
     report such determination to the public.
       (6) Authorized activities.--(A) A local educational agency 
     that receives a subgrant under this subsection--
       (i) in the first year such agency receives the subgrant 
     shall use--
       (I) not more than 25 percent of the subgrant funds to 
     develop a local improvement plan or for any local educational 
     agency activities approved by the State educational agency 
     that are reasonably related to carrying out the State or 
     local improvement plans, which may include the establishment 
     of innovative new public schools; and
       (II) not less than 75 percent of the subgrant funds to 
     support individual school improvement initiatives related to 
     providing all students in the school the opportunity to meet 
     State content standards and State student performance 
     standards; and
       (ii) in subsequent years, shall 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 which may include the establishment of 
     innovative new public schools, except that at least 85 
     percent of such funds shall be made available to individual 
     schools to develop and implement comprehensive school 
     improvement plans which are designed to help all students 
     meet State content standards and State student performance 
     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 the subgrant funds such agency receives in each 
     fiscal year under this title for administrative expenses.
       (7) Special consideration.--The State educational agency 
     shall give special consideration in awarding a subgrant to--
       (A) a consortium of local educational agencies; or
       (B) a local educational agency that provides in the 
     application or local improvement plan described in paragraph 
     (2) or (3), respectively, that such subgrant 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) In general.--(A) Each State educational agency shall 
     make subgrants, through a competitive, peer-reviewed process 
     to a local educational agency, or a consortium of local 
     educational agencies, in cooperation with institutions of 
     higher education, nonprofit organizations, or any combination 
     thereof, in accordance with section 308 to--
       (i) improve preservice teacher education programs 
     consistent with the State improvement plan, including how to 
     work effectively with parents and the community; and
       (ii) support continuing, sustained professional development 
     activities for educators and school administrators or related 
     services personnel working with educators which will increase 
     student learning in accordance with the State improvement 
     plan.
       (B) Each State educational agency awarding subgrants under 
     subparagraph (A) shall give priority to awarding such 
     subgrants to--
       (i) a local educational agency or consortium serving a 
     greater number or percentage of disadvantaged students than 
     the statewide average of such number or percentage;
       (ii) a local educational agency or consortium that forms 
     partnerships with collegiate educators to establish 
     professional development sites; and
       (iii) a local educational agency or consortium that--
       (I) focuses on upgrading teachers' knowledge of content 
     areas; or
       (II) targets preparation and continued professional 
     development of teachers of students with limited-English 
     proficiency and students with disabilities.
       (2) Application.--Each local educational agency or 
     consortium that desires 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 improvement 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 
     improvement plan; and
       (C) contains any other information that the State 
     educational agency determines is appropriate.
       (3) Required activities.--A recipient of a subgrant under 
     this subsection shall use the subgrant funds for activities 
     supporting--
       (A) the improvement of preservice teacher education and 
     school administrator programs so that such programs equip 
     educators with the subject matter and pedagogical expertise 
     necessary for preparing all students to meet 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) Permissive activities.--A recipient of a subgrant under 
     this subsection may use the subgrant funds for costs related 
     to release time for teachers to participate in professional 
     development activities, which professional development shall 
     include related services personnel as appropriate.
       (c) Special Award Rule.--
       (1) In general.--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 such percentage or number for all local 
     educational agencies in the State.
       (2) Waiver.--The State educational agency may waive the 
     requirement of paragraph (1) if such agency does not receive 
     a sufficient number of applications to comply with such 
     requirement.

     SEC. 310. 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, State 
     content standards or State student performance standards, 
     curricular materials, and State 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 the State improvement 
     plan described in section 306 for the training of teachers 
     and administrators in private schools located in the 
     geographical area served by such agency.
       (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 State 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. 311. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS.

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

     SEC. 312. 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 2 years thereafter, the Secretary shall submit a 
     report to the Committee on Education and Labor of the House 
     of Representatives and the Committee on Labor and Human 
     Resources of the Senate describing--
       (1) the activities assisted under, and outcomes of, grants 
     or contracts under section 220, including--
       (A) a description of the purpose, uses, and technical merit 
     of assessments evaluated with funds awarded under such 
     paragraph; and
       (B) an analysis of the impact of such assessments on the 
     performance of students, particularly students of different 
     racial, gender, ethnic, or language groups and individuals 
     with disabilities;
       (2) the activities assisted under, and outcomes of, 
     allotments under this title; and
       (3) the effect of waivers granted under section 311, 
     including--
       (A) a listing of all State educational agencies, local 
     educational agencies and schools seeking and receiving 
     waivers;
       (B) a summary of the State and Federal statutory or 
     regulatory requirements that have been waived, including the 
     number of waivers sought and granted under each such 
     statutory or regulatory requirement;
       (C) a summary of waivers that have been terminated, 
     including a rationale for the terminations; and
       (D) recommendations to the Congress regarding changes in 
     statutory or regulatory requirements, particularly those 
     actions that should be taken to overcome Federal statutory or 
     regulatory impediments to education reform.

     SEC. 313. TECHNICAL AND OTHER ASSISTANCE REGARDING SCHOOL 
                   FINANCE EQUITY.

       (a) Technical Assistance.--
       (1) In general.--From funds reserved in each fiscal year 
     under section 304(a)(2)(A), the Secretary is authorized to 
     make grants to, and enter into contracts and cooperative 
     agreements with, State educational agencies and other public 
     and private agencies, institutions, and organizations to 
     provide technical assistance to State and local educational 
     agencies to assist such agencies in achieving a greater 
     degree of equity in the distribution of financial resources 
     for education among local educational agencies in the State.
       (2) Activities.--A grant, contract or cooperative agreement 
     under this section may support technical assistance 
     activities, such as--
       (A) the establishment and operation of a center or centers 
     for the provision of technical assistance to State and local 
     educational agencies;
       (B) the convening of conferences on equalization of 
     resources within local educational agencies, within States, 
     and among States; and
       (C) obtaining advice from experts in the field of school 
     finance equalization.
       (b) Data.--Each State educational agency or local 
     educational agency receiving assistance under the Elementary 
     and Secondary Education Act of 1965 shall provide such data 
     and information on school finance as the Secretary may 
     require to carry out this section.
       (c) Models.--The Secretary is authorized, directly or 
     through grants, contracts, or cooperative agreements, to 
     develop and disseminate models and materials useful to States 
     in planning and implementing revisions of the school finance 
     systems of such States.

     SEC. 314. NATIONAL LEADERSHIP.

       (a) Technical Assistance and Integration of Standards.--
     From funds reserved in each fiscal year under section 
     304(a)(2)(A), the Secretary may, directly or through grants 
     or contracts--
       (1) provide technical assistance to States, local 
     educational agencies, and tribal agencies developing or 
     implementing school improvement plans, in a manner that 
     ensures that such assistance is broadly available;
       (2) gather data on, conduct research on, and evaluate 
     systemic education improvement and how such improvement 
     affects student learning, including the programs assisted 
     under this title;
       (3) disseminate research findings and other information on 
     outstanding examples of systemic education improvement in 
     States and local communities through existing dissemination 
     systems within the Department of Education, including through 
     publications, electronic and telecommunications mediums, 
     conferences, and other means;
       (4) provide grants to tribal divisions of education for 
     coordination efforts between school reform plans developed 
     for schools funded by the Bureau and public schools described 
     in section 306(g)(2), including tribal activities in support 
     of such plans;
       (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; and
       (6) support model projects to integrate multiple content 
     standards, if--
       (A) such standards are certified by the National Education 
     Standards and Improvement Council and approved by the 
     National Goals Panel for different subject areas, in order to 
     provide balanced and coherent instructional programs for all 
     students; and
       (B) such projects are appropriate for a wide range of 
     diverse circumstances, localities (including both urban and 
     rural communities), and populations.
       (b) Reservation of Funds.--
       (1) In general.--The Secretary shall use at least 50 
     percent of the funds reserved each year under section 
     304(a)(2)(A) to make grants, in accordance with the 
     provisions of section 309(a) that the Secretary determines 
     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, except that any school that 
     received funds under section 309(a) shall not receive 
     assistance pursuant to this paragraph other than technical 
     assistance.
       (2) Survey.--The Secretary shall use not less than 
     $1,000,000 of the funds reserved for fiscal year 1994 under 
     section 304(a)(2)(A) to replicate 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.
       (c) Administration.--Any activities assisted under this 
     section that involve research shall be administered through 
     the Office of Educational Research and Improvement.

     SEC. 315. ASSISTANCE TO THE OUTLYING AREAS AND TO THE 
                   SECRETARY OF THE INTERIOR.

       (a) Outlying Areas.--
       (1) In general.--Funds reserved for outlying areas under 
     section 304(a)(1)(A) shall be distributed among such areas by 
     the Secretary according to relative need of such areas.
       (2) Inapplicability of public law 95-134.--The provisions 
     of Public Law 95-134, permitting the consolidation of grants 
     to the insular areas, shall not apply to funds received by 
     such areas under this title.
       (b) Secretary of the Interior.--
       (1) In general.--The funds reserved for the Secretary of 
     the Interior under section 304(a)(1)(B) 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 306 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 such 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 305 and 306, 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 213 of this Act shall apply to the Bureau 
     plan with regard to voluntary submission of standards and 
     assessments 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 described 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 standards, voluntary 
     natural student performance standards, and voluntary natural 
     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, including the development of the 
     partnerships outlined in section 306(g)(2) of the Act.
       (4) Panel.--(A) 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--
       (i) the Director of the Office of Indian Education Programs 
     of the Bureau and two heads of other divisions of such Bureau 
     as the Assistant Secretary shall designate;
       (ii) a designee of the Secretary of Education; and
       (iii) 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 subclause (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.
       (B) Including the additional members required by paragraph 
     (5), a majority of the members of such panel shall be from 
     the entities designated under subparagraph (A)(iii).
       (5) Additional members.--In addition, the members of the 
     panel described in paragraph (4) shall designate for full 
     membership on the panel 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 funds received pursuant to section 
     304(a)(1)(B) in the first fiscal year that the Secretary of 
     the Interior receives such funds an amount not to exceed 
     $500,000 to provide, through the National Academy of Sciences 
     or the National Academy of Education, for an analysis of the 
     costs associated with meeting the academic and home-living/
     residential standards of the Bureau for each school funded by 
     the Bureau. The purpose of such analysis shall be to provide 
     the Bureau and the panel described in paragraph (4) 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 appropriate 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 operated or supported by 
     the Bureau 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 National Academy of Sciences or the National 
     Academy of Education; and
       (C) the pay and benefit schedules and other personnel 
     requirements for each school operated by the Bureau, as such 
     pay and benefit schedules and requirements existed on the 
     date of enactment of this Act.
       (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.

     SEC. 316. CLARIFICATION REGARDING STATE STANDARDS AND 
                   ASSESSMENTS.

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

     SEC. 317. STATE PLANNING FOR IMPROVING STUDENT ACHIEVEMENT 
                   THROUGH INTEGRATION OF TECHNOLOGY INTO THE 
                   CURRICULUM.

       (a) Purpose.--It is the purpose of this section to assist 
     each State to plan effectively for improved student learning 
     in all schools through the use of technology as an integral 
     part of the State improvement plan described in section 306.
       (b) Program Authorized.--
       (1) Authority.--The Secretary shall award grants in 
     accordance with allocations under paragraph (2) to each State 
     educational agency that, as part of its application under 
     section 305, requests a grant to develop (or continue the 
     development of), and submits as part of the State improvement 
     plan described in section 306, a systemic statewide plan to 
     increase the use of state-of-the-art technologies that 
     enhance elementary and secondary student learning and staff 
     development in support of the National Education Goals and 
     State content standards and State student performance 
     standards.
       (2) Formula.--From the amount appropriated pursuant to the 
     authority of subsection (f) in each fiscal year, each State 
     educational agency with an application approved under section 
     305 shall receive a grant under paragraph (1) in such year in 
     an amount determined on the same basis as allotments are made 
     to State educational agencies under subsections (b) and (c) 
     of section 304 for such year, except that each such State 
     shall receive at least $75,000.
       (c) Plan Objectives.--Each State educational agency shall 
     use funds received under this section to develop and, if the 
     Secretary has approved the systemic statewide plan, to 
     implement such plan. Such plan shall have as its objectives--
       (1) the promotion of higher student achievement through the 
     use of technology in education;
       (2) the participation of all schools and school districts 
     in the State, especially those schools and districts with a 
     high percentage or number of disadvantaged students;
       (3) the development and implementation of a cost-effective, 
     high-speed, statewide, interoperable, wide-area-communication 
     educational technology support system for elementary and 
     secondary schools within the State, particularly for such 
     schools in rural areas; and
       (4) the promotion of shared usage of equipment, facilities, 
     and other technology resources by adult learners during 
     after-school hours.
       (d) Plan Requirements.--At a minimum, each systemic 
     statewide plan shall--
       (1) be developed by a task force that--
       (A) includes among its members experts in the educational 
     use of technology and representatives of the State panel 
     described in section 306(b); and
       (B) ensures that such plan is integrated into the State 
     improvement plan described in section 306;
       (2) be developed in collaboration with the Governor, 
     representatives of the State legislature, the State board of 
     education, institutions of higher education, appropriate 
     State agencies, local educational agencies, public and 
     private telecommunication entities, parents, public and 
     school libraries, students, adult literacy providers, and 
     leaders in the field of technology, through a process of 
     statewide grassroots outreach to local educational agencies 
     and schools in the State;
       (3) identify and describe the requirements for introducing 
     state-of-the-art technologies into the classroom and school 
     library in order to enhance educational curricula, including 
     the installation and ongoing maintenance of basic 
     connections, hardware and the necessary support materials;
       (4) describe how the application of advanced technologies 
     in the schools will enhance student learning, provide greater 
     access to individualized instruction, promote the standards 
     and strategies described in section 306(d), and help make 
     progress toward the achievement of the National Education 
     Goals;
       (5) describe how the ongoing training of educational 
     personnel will be provided;
       (6) describe the resources necessary, and procedures, for 
     providing ongoing technical assistance to carry out such 
     plan;
       (7) provide for the dissemination on a statewide basis of 
     exemplary programs and practices relating to the use of 
     technology in education;
       (8) establish a funding estimate (including a statement of 
     likely funding sources) and a schedule for the development 
     and implementation of such plan;
       (9) describe how the State educational agency will assess 
     the impact of implementing such plan on student achievement 
     and aggregate achievement for schools;
       (10) describe how the State educational agency and local 
     educational agencies in the State will coordinate and 
     cooperate with business and industry, and with public and 
     private telecommunications entities;
       (11) describe how the State educational agency will promote 
     the purchase of equipment by local educational agencies that, 
     when placed in schools, will meet the highest possible level 
     of interoperability and open system design;
       (12) describe how the State educational agency will 
     consider using existing telecommunications infrastructure and 
     technology resources;
       (13) describe how the State educational agency will apply 
     the uses of technology to meet the needs of children from 
     low-income families;
       (14) describe the process through which such plan will be 
     reviewed and updated periodically; and
       (15) describe how the State educational agency will 
     facilitate collaboration between State literacy resource 
     centers, local educational agencies, and adult and family 
     literacy providers, to ensure that technology can be used by 
     adult and family literacy providers during after school 
     hours.
       (e) Reports.--Each State educational agency receiving a 
     grant under this section shall submit a report to the 
     Secretary within 1 year of the date such agency submits to 
     the Secretary its systemic statewide plan under this section. 
     Such report shall--
       (1) describe the State's progress toward implementation of 
     the provisions of such plan;
       (2) describe any revisions to the State's long-range plans 
     for technology;
       (3) describe the extent to which resources provided 
     pursuant to such plan are distributed among schools to 
     promote the standards and strategies described in section 
     306(d); and
       (4) include any other information the Secretary deems 
     appropriate.
       (f) Authorization of Appropriations.--There are authorized 
     to be appropriated $5,000,000 for fiscal year 1994 to carry 
     out this section.

     SEC. 318. PROHIBITION ON FEDERAL MANDATES, DIRECTION, AND 
                   CONTROL.

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

     SEC. 319. STATE AND LOCAL GOVERNMENT CONTROL OF EDUCATION.

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

     SEC. 401. PARENTAL INFORMATION AND RESOURCE CENTERS.

       (a) Purpose.--The purpose of this title is--
       (1) to increase parents' knowledge of and confidence in 
     child-rearing activities, such as teaching and nurturing 
     their young children;
       (2) to strengthen partnerships between parents and 
     professionals in meeting the educational needs of children 
     aged birth through 5 and the working relationship between 
     home and school;
       (3) to enhance the developmental progress of children 
     assisted under this title; and
       (4) to fund at least 1 parental information and resource 
     center in each State before September 30, 1998.
       (b) Grants Authorized.--
       (1) In general.--The Secretary is authorized to award 
     grants in each fiscal year to nonprofit organizations, and 
     nonprofit organizations in consortia with local educational 
     agencies, to establish parental information and resource 
     centers that provide training, information, and support to--
       (A) parents of children aged birth through 5 years;
       (B) parents of children enrolled in elementary and 
     secondary schools; and
       (C) individuals who work with the parents described in 
     subparagraphs (A) and (B).
       (2) Award rule.--In awarding grants under this title, the 
     Secretary shall ensure that such grants are distributed, to 
     the greatest extent possible, to all geographic regions of 
     the United States.

     SEC. 402. APPLICATIONS.

       (a) Grants Applications.--
       (1) In general.--Each nonprofit organization and nonprofit 
     organization in consortium with a local educational agency 
     which desires a grant under this title shall submit an 
     application to the Secretary at such time and in such manner 
     as the Secretary shall determine.
       (2) Contents.--Each application submitted under paragraph 
     (1) shall, at a minimum, include assurances that a grantee 
     will--
       (A)(i) be governed by a board of directors the membership 
     of which includes parents; or
       (ii) be an organization that represents the interests of 
     parents;
       (B) establish a special advisory committee the membership 
     of which--
       (i) includes--

       (I) parents described in subparagraphs (A) and (B) of 
     section 401(b)(1); and
       (II) representatives of education professionals with 
     expertise in improving services for disadvantaged children; 
     and

       (ii) is broadly representative of minority, low-income, and 
     other individuals and groups that have an interest in 
     compensatory education and family literacy;
       (C) use at least one-half of the funds provided under this 
     Act in each fiscal year to serve areas with high 
     concentrations of low-income families in order to serve 
     parents who are severely educationally or economically 
     disadvantaged;
       (D) operate a center of sufficient size, scope, and quality 
     to ensure that the center is adequate to serve the parents in 
     the area;
       (E) serve both urban and rural areas;
       (F) design a center that meets the unique training, 
     information, and support needs of parents described in 
     subparagraphs (A) and (B) of section 401(b)(1), particularly 
     parents who are educationally or economically disadvantaged;
       (G) demonstrate the capacity and expertise to conduct the 
     effective training information and support activities for 
     which assistance is sought;
       (H) network with--
       (i) clearinghouses;
       (ii) parent centers for the parents of infants, toddlers, 
     children, and youth with disabilities served under section 
     631(e) of the Individuals with Disabilities Education Act;
       (iii) other organizations and agencies;
       (iv) established national, State, and local parent groups 
     representing the full range of parents of children, aged 
     birth through 5 years; and
       (v) parents of children enrolled in elementary and 
     secondary schools;
       (I) focus on serving parents described in subparagraphs (A) 
     and (B) of section 401(b) who are parents of low-income, 
     minority, and limited-English proficient, children; and
       (J) use part of the funds received under this title to 
     establish, expand, or operate Parents as Teachers programs or 
     Home Instruction for Preschool Youngsters programs.
       (b) Grant Renewal.--In each fiscal year after the first 
     fiscal year a grantee receives assistance under this title, 
     the grantee shall demonstrate in the application submitted 
     for each fiscal year after such first year that a portion of 
     the services provided by such grantee is supported through 
     non-Federal contributions, which contributions may be in cash 
     or in kind.

     SEC. 403. USES OF FUNDS.

       Grant funds received under this title may be used--
       (1) for parent training, information, and support programs 
     that assist parents to--
       (A) better understand their children's educational needs;
       (B) provide followup 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 educational progress;
       (E) obtain information about the range of options, 
     programs, services, and resources available at the national, 
     State, and local levels to assist parents described in 
     subparagraphs (A) and (B) of section 401(b);
       (F) seek technical assistance regarding compliance with the 
     requirements of this title and of other Federal programs 
     relevant to achieving the National Education Goals;
       (G) participate in State and local decisionmaking;
       (H) train other parents; and
       (I) plan, implement, and fund activities that coordinate 
     the education of their children with other Federal programs 
     that serve their children or their families; and
       (2) to include State or local educational personnel where 
     such participation will further the activities assisted under 
     the grant.

     SEC. 404. TECHNICAL ASSISTANCE.

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

     SEC. 405. DEFINITIONS.

       For purposes of this title--
       (1) the term ``parent education'' includes parent support 
     activities, the provision of resource materials on child 
     development, parent-child learning activities and child 
     rearing issues, private and group educational guidance, 
     individual and group learning experiences for the parent and 
     child, and other activities that enable the parent to improve 
     learning in the home;
       (2) the term ``Parents as Teachers program'' means a 
     voluntary early childhood parent education program that--
       (A) is designed to provide all parents of children from 
     birth through age 5 with the information and support such 
     parents need to give their child a solid foundation for 
     school success;
       (B) is based on the Missouri Parents as Teachers model with 
     the philosophy that parents are their child's first and most 
     influential teachers;
       (C) provides--
       (i) regularly scheduled personal visits with families by 
     certified parent educators;
       (ii) regularly scheduled developmental screenings; and
       (iii) linkage with other resources within the community in 
     order to provide services that parents may want and need, 
     except that such services are beyond the scope of the Parents 
     as Teachers program;
       (3) the term ``Home Instruction for Preschool Youngsters 
     program'' means a voluntary early-learning program for 
     parents with one or more children between the ages of 3 
     through 5, that--
       (A) provides support, training, and appropriate educational 
     materials necessary for parents to implement a school-
     readiness, home instruction program for their child; and
       (B) includes--
       (i) group meetings with other parents participating in the 
     program;
       (ii) individual and group learning experiences with the 
     parent and child;
       (iii) provision of resource materials on child development 
     and parent-child learning activities; and
       (iv) other activities that enable the parent to improve 
     learning in the home.

     SEC. 406. REPORTS.

       Each organization receiving a grant under this title shall 
     submit to the Secretary, on an annual basis, information 
     concerning the parental information and resource 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 training, information, and 
     support provided under this title;
       (3) the number of Parents as Teachers programs and Home 
     Instruction for Preschool Youngsters programs which have been 
     assisted under this title; and
       (4) the strategies used to reach and serve parents of 
     minority and limited-English-proficient children, parents 
     with limited literacy skills, and other parents in need of 
     the services provided under this title.

     SEC. 407. GENERAL PROVISION.

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

     SEC. 408. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated such sums as may be 
     necessary for each of the fiscal years 1995 through 1998 to 
     carry out this title.
                TITLE V--NATIONAL SKILL STANDARDS BOARD

     SEC. 501. SHORT TITLE.

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

     SEC. 502. PURPOSE.

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

     SEC. 503. ESTABLISHMENT OF NATIONAL BOARD.

       (a) In General.--There is established a National Skill 
     Standards Board (hereafter 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 212(a);
       (E) eight members shall be representatives of business 
     (including representatives of small employers and 
     representatives of large employers) selected from among 
     individuals recommended by recognized national business 
     organizations or trade associations;
       (F) eight members shall be representatives of organized 
     labor selected from among individuals recommended by 
     recognized national labor federations; and
       (G)(i) 2 members shall be neutral, qualified human resource 
     professionals; and
       (ii) 6 members shall be representatives from the following 
     groups, with at least 1 member from each group:
       (I) Educational institutions (including vocational-
     technical 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, or religious minorities, women, individuals 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) Ex officio nonvoting members.--The members of the 
     National Board specified in subparagraphs (A), (B), (C), and 
     (D) of paragraph (1) shall be ex officio, nonvoting members 
     of the National Board.
       (5) Term.--Each member of the National Board appointed 
     under subparagraph (E), (F), or (G) of paragraph (1) shall be 
     appointed for a term of 4 years, except that of the initial 
     members of the Board appointed under such subparagraphs--
       (A) twelve members shall be appointed for a term of 3 years 
     (four from each class of members described in subparagraphs 
     (E), (F), and (G) of paragraph (1)), of whom--
       (i) two from each such class shall be appointed in 
     accordance with paragraph (3)(A);
       (ii) one from each such class shall be appointed in 
     accordance with paragraph (3)(B); and
       (iii) one from each such class shall be appointed in 
     accordance with paragraph (3)(C); and
       (B) twelve members shall be appointed for a term of 4 years 
     (four from each class of members described in subparagraphs 
     (E), (F), and (G) of paragraph (1)), of whom--
       (i) two from each such class shall be appointed in 
     accordance with paragraph (3)(A);
       (ii) one from each such class shall be appointed in 
     accordance with paragraph (3)(B); and
       (iii) one from each such class shall be appointed in 
     accordance with paragraph (3)(C).
       (6) Vacancies.--Any vacancy in the National Board shall not 
     affect its powers, but shall be filled in the same manner as 
     the original appointment.
       (c) Chairperson and Vice Chairpersons.--
       (1) Chairperson.--
       (A) In general.--Except as provided in subparagraph (B), 
     the National Board, by majority vote, shall elect a 
     Chairperson once every 2 years from among the members of the 
     National Board.
       (B) Initial chairperson.--The first Chairperson of the 
     National Board shall be elected, by a majority vote of the 
     National Board, from among the members who are 
     representatives of business (as described in subparagraph (E) 
     of subsection (b)(1)) and shall serve for a term of 2 years.
       (2) Vice chairpersons.--The National Board, by majority 
     vote, shall annually elect 3 Vice Chairpersons (each 
     representing a different class of the classes of members 
     described in subparagraphs (E), (F), and (G) of subsection 
     (b)(1) and each of whom shall serve for a term of 1 year) 
     from among its members appointed under subsection (b)(3).
       (d) Compensation and Expenses.--
       (1) Compensation.--All Members of the National Board who 
     are not full-time employees or officers of the Federal 
     Government shall serve without compensation. All members of 
     the National Board who are officers or employees of the 
     United States shall serve without compensation in addition to 
     that received for their services as officers or employees of 
     the United States.
       (2) Expenses.--The members of the National Board shall be 
     allowed travel expenses, including per diem in lieu of 
     subsistence, at rates authorized for employees of agencies 
     under subchapter I of chapter 57, title 5, United States 
     Code, while away from their homes or regular places of 
     business in the performance of services for the National 
     Board.
       (e) Executive Director and Staff.--
       (1) Executive director.--The Chairperson of the National 
     Board shall appoint an Executive Director who shall be 
     compensated at a rate determined by the National Board, not 
     to exceed the rate payable for level V of the Executive 
     Schedule under section 5316 of title 5, United States Code.
       (2) Staff.--
       (A) In general.--The Executive Director may appoint and 
     compensate such additional staff as may be necessary to 
     enable the Board to perform its duties. Such staff shall 
     include at least one individual with expertise in measurement 
     and assessment.
       (B) Compensation.--The Executive Director may fix the 
     compensation of the staff without regard to the provisions of 
     chapter 51 and subchapter III of chapter 53 of title 5, 
     United States Code, relating to classification of positions 
     and General Schedule pay rates, except that the rate of pay 
     for the staff may not exceed the rate payable for level V of 
     the Executive Schedule under section 5316 of such title.
       (f) Voluntary and Uncompensated Services.--Notwithstanding 
     section 1342 of title 31, United States Code, the National 
     Board is authorized, in carrying out this title, to accept 
     voluntary and uncompensated services.
       (g) Agency Support.--
       (1) Use of facilities.--The National Board may use the 
     research, equipment, services, and facilities of any agency 
     or instrumentality of the United States with the consent of 
     such agency or instrumentality.
       (2) Staff of federal agencies.--Upon the request of the 
     National Board, the head of any Federal agency of the United 
     States may detail to the National Board, on a reimbursable 
     basis, any of the personnel of such Federal agency to assist 
     the National Board in carrying out this title. Such detail 
     shall be without interruption or loss of civil service status 
     or privilege.
       (h) 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 3 years after 
     the termination of service of such individual from the 
     National Board.
       (i) Procurement of Temporary and Intermittent Services.--
     The Chairperson of the National Board may procure temporary 
     and intermittent services of experts and consultants under 
     section 3109(b) of title 5, United States Code.
       (j) Termination.--The National Board shall terminate on 
     September 30, 1999.

     SEC. 504. FUNCTIONS OF THE NATIONAL BOARD.

       (a) Identification of Occupational Clusters.--
       (1) In general.--Subject to paragraph (2), the National 
     Board shall identify broad clusters of major occupations that 
     involve 1 or more than 1 industry in the United States and 
     that share characteristics that are appropriate for the 
     development of common skill standards.
       (2) Procedures for identification.--Prior to identifying 
     broad clusters of major occupations under paragraph (1), the 
     National Board shall engage in extensive public consultation, 
     including solicitation of public comment on proposed clusters 
     through publication in the Federal Register.
       (b) Establishment of Voluntary Partnerships To Develop 
     Standards.--
       (1) In general.--For each of the occupational clusters 
     identified pursuant to subsection (a), the National Board 
     shall encourage and facilitate the establishment of voluntary 
     partnerships to develop a skill standards system in 
     accordance with subsection (d).
       (2) Representatives.--Such voluntary partnerships shall 
     include the full and balanced participation of--
       (A)(i) representatives of business (including 
     representatives of large employers and representatives of 
     small employers) who have expertise in the area of workforce 
     skill requirements, and who are recommended by national 
     business organizations or trade associations representing 
     employers in the occupation or industry for which a standard 
     is being developed; and
       (ii) representatives of trade associations that have 
     received grants from the Department of Labor or the 
     Department of Education to establish skill standards prior to 
     the date of enactment of this title;
       (B) employee representatives who 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, or religious minorities, women, individuals with 
     disabilities, or 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 activities described in subsections (b) and (d), 
     the National Board shall--
       (1) conduct workforce research relating to skill standards 
     (including research relating to use of skill standards in 
     compliance with civil rights laws) and make such research 
     available to the public, including the voluntary partnerships 
     described in subsection (b);
       (2) identify and maintain a catalog of skill standards used 
     by other countries and by States and leading firms and 
     industries in the United States;
       (3) serve as a clearinghouse to facilitate the sharing of 
     information on the development of skill standards and other 
     relevant information among representatives of occupations and 
     industries identified pursuant to subsection (a), the 
     voluntary partnerships described in 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 (29 U.S.C. 1733(b)) and the Educational 
     Resources Information Center Clearinghouses;
       (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 provide for 
     structured work experiences and related study programs 
     leading to progressive levels of professional and technical 
     certification and postsecondary education;
       (6) provide appropriate technical assistance to voluntary 
     partnerships involved in the development of standards and 
     systems described in subsection (b); and
       (7) facilitate coordination among voluntary partnerships 
     that meet the requirements of subsection (b) 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) The National 
     Board, after extensive public consultation, shall develop 
     objective criteria for endorsing skill 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) The skill standards systems endorsed pursuant to 
     paragraph (1) shall have one or more of the following 
     components:
       (i) Voluntary skill standards, which at a minimum--

       (I) take into account relevant standards used in other 
     countries and relevant international standards;
       (II) meet or exceed the highest applicable standards used 
     in the United States, including apprenticeship standards 
     registered under the Act of August 16, 1937 (commonly known 
     as the ``National Apprenticeship Act'', 50 Stat. 664, chapter 
     663, 29 U.S.C. 50 et seq.);
       (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 system of assessment and certification of 
     the attainment of skill standards developed pursuant to 
     subparagraph (A), which at a minimum--

       (I) has been developed after taking into account relevant 
     methods of such 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 higher education 
     offering professional and technical education, labor 
     organizations, trade associations, employers providing 
     formalized training, and other organizations likely to 
     benefit from such standards and 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 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 voluntary partnerships that meet the 
     requirements of subsection (b).
       (e) Relationship With Civil Rights Laws.--
       (1) In general.--Nothing in this title shall be construed 
     to modify or affect any Federal or State law prohibiting 
     discrimination on the basis of race, color, gender, age, 
     religion, ethnicity, disability, or national origin.
       (2) Evidence.--The endorsement or absence of an endorsement 
     by the National 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 use of a 
     skill standard or assessment and certification system 
     conforms or does not conform to the requirements of civil 
     rights laws.
       (f) Coordination.--The National Board shall establish 
     cooperative arrangements with the National Education 
     Standards and Improvement Council to promote the coordination 
     of the development of skill standards under this section with 
     the development of voluntary national content standards and 
     voluntary national student performance standards in 
     accordance with section 213.
       (g) Financial Assistance.--
       (1) In general.--From funds appropriated pursuant to 
     section 507--
       (A) the National Board may enter into contracts and 
     cooperative agreements to carry out the purposes of this 
     title; and
       (B) the Secretary of Labor may, in accordance with 
     paragraph (2), award grants to voluntary partnerships for the 
     development of skill standards systems meeting the 
     requirements of subsection (d).
       (2) Grants to 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 
     nonbinding 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 use of funds.--
       (A) In general.--Not more than 20 percent of the funds 
     appropriated pursuant to the authority of section 507(a) for 
     each fiscal year shall be used by the National Board for the 
     costs of administration.
       (B) Costs of administration defined.--For purposes of this 
     paragraph, the term ``costs of administration'' means costs 
     relating to staff, supplies, equipment, space, and travel and 
     per diem, costs of conducting meetings and conferences, and 
     other related costs.

     SEC. 505. DEADLINES.

       Not later than December 31, 1995, the National Board shall, 
     at a minimum--
       (1) identify occupational clusters pursuant to section 
     504(a) representing a substantial portion of the workforce; 
     and
       (2) promote the development of an initial set of skill 
     standards in accordance with section 504(d) for such 
     clusters.

     SEC. 506. REPORTS.

       The National Board shall prepare and submit to the 
     President and the Congress in each of the fiscal years 1994 
     through 1999, a report on the activities conducted under this 
     title. Such report shall include information on the extent to 
     which skill standards have been adopted by employers, 
     training providers, and other entities, and on the 
     effectiveness of such standards in accomplishing the purposes 
     described in section 502.

     SEC. 507. AUTHORIZATION OF APPROPRIATIONS.

       (a) In General.--There are authorized to be appropriated to 
     carry out this title $15,000,000 for fiscal year 1994 and 
     such sums as may be necessary for each of fiscal years 1995 
     through 1999.
       (b) Availability.--Amounts appropriated pursuant to 
     subsection (a) shall remain available until expended.

     SEC. 508. DEFINITIONS.

       For purposes of this title, the following definitions 
     apply:
       (1) Community-based organizations.--The term ``community-
     based organizations'' has the meaning given the term in 
     section 4(5) of the Job Training Partnership Act (29 U.S.C. 
     1503(5)).
       (2) Educational institution.--The term ``educational 
     institution'' means a high school, a vocational school, and 
     an institution of higher education.
       (3) Institution of higher education.--The term 
     ``institution of higher education'' means an institution of 
     higher education (as such term is defined in section 481 of 
     the Higher Education Act of 1965 (20 U.S.C. 1088)) which 
     continues to meet the eligibility and certification 
     requirements under section 498 of such Act.
       (4) Skill standard.--The term ``skill standard'' means a 
     standard that specifies the level of knowledge and competence 
     required to successfully perform work-related functions 
     within an occupational cluster.

     SEC. 509. SUNSET PROVISION.

       (a) Repeal.--This title is repealed on September 30, 1999.
       (b) Review of Repeal.--It is the sense of the Congress that 
     the appropriate committees of the Congress should review the 
     accomplishments of the National Board prior to the date of 
     repeal described in subsection (a) in order to determine 
     whether it is appropriate to extend the authorities provided 
     under this title for a period beyond such date.
               TITLE VI--INTERNATIONAL EDUCATION PROGRAM

     SEC. 601. INTERNATIONAL EDUCATION PROGRAM.

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

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

       (B) Program administration.--The Secretary and the Director 
     of the United States Information Agency, or their designees, 
     shall be jointly responsible for the design of the program 
     described in subparagraph (A). The Secretary and the Director 
     of the United States Information Agency shall name to an 
     oversight committee an equal number of representatives. Such 
     committee shall determine the specifications for requests for 
     proposals, the eligibility and review criteria for proposals, 
     and the review process for proposals, for grants or contracts 
     under this section. The Director of the United States 
     Information Agency shall have particular responsibility for 
     ensuring that programs assisted under this section are not 
     duplicative of other efforts in the target countries and that 
     foreign partner institutions are creditable.
       (C) Reservations.--In carrying out the program described in 
     subparagraph (A), there shall be reserved in each fiscal 
     year--
       (i) 50 percent of the amount available to carry out this 
     subsection for civics and government education activities; 
     and
       (ii) 50 percent of such amount available to carry out this 
     subsection for economic education activities.
       (2) Contract authorized.--
       (A) In general.--The Secretary, in consultation with the 
     Director of the United States Information Agency, is 
     authorized to contract with independent nonprofit educational 
     organizations to carry out the provisions of this subsection.
       (B) Number.--The Secretary, in consultation with the 
     Director of the United States Information Agency, shall award 
     at least 1 but not more than 3 contracts described in 
     subparagraph (A) in each of the areas described in clauses 
     (i) and (ii) of paragraph (1)(B).
       (C) Avoidance of duplication.--The Secretary, in 
     consultation with the Director of the United States 
     Information Agency, shall award contracts described in 
     subparagraph (A) so as to avoid duplication of activities in 
     such contracts.
       (D) Requirements.--Each organization with which the 
     Secretary enters into a contract pursuant to subparagraph (A) 
     shall--
       (i) be experienced in--

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

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

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

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

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

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

     SEC. 701. SHORT TITLE; STATEMENT OF PURPOSE.

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

     SEC. 702. SAFE SCHOOLS PROGRAM AUTHORIZED.

       (a) Authority.--
       (1) In general.--From funds appropriated pursuant to the 
     authority of subsection (b)(1), the Secretary shall make 
     competitive grants to eligible local educational agencies to 
     enable such agencies to carry out projects and activities 
     designed to achieve Goal Six of the National Education Goals 
     by helping to ensure that all schools are safe and free of 
     violence.
       (2) Grant duration and amount.--Grants under this title may 
     not exceed--
       (A) two fiscal years in duration; and
       (B) $3,000,000.
       (3) Geographic distribution.--To the extent practicable, 
     grants under this title shall be awarded to eligible local 
     educational agencies serving rural, as well as urban, areas.
       (b) Authorization of Appropriations and Reservation.--
       (1) Authorization.--There are authorized to be appropriated 
     $50,000,000 for fiscal year 1994 to carry out this title.
       (2) Reservation.--The Secretary is authorized in each 
     fiscal year to reserve not more than 10 percent of the amount 
     appropriated pursuant to the authority of paragraph (1) to 
     carry out national activities described in section 706, of 
     which 50 percent of such amount shall be available in such 
     fiscal year to carry out the program described in section 
     706(b).

     SEC. 703. ELIGIBLE APPLICANTS.

       (a) In General.--To be eligible to receive a grant under 
     this title, a local educational agency shall demonstrate in 
     the application submitted pursuant to section 704(a) that 
     such agency--
       (1) serves an area in which there is a high rate of--
       (A) homicides committed by persons between the ages 5 to 
     18, inclusive;
       (B) referrals of youth to juvenile court;
       (C) youth under the supervision of the courts;
       (D) expulsions and suspensions of students from school;
       (E) referrals of youth, for disciplinary reasons, to 
     alternative schools; or
       (F) victimization of youth by violence, crime, or other 
     forms of abuse; and
       (2) has serious school crime, violence, and discipline 
     problems, as indicated by other appropriate data.
       (b) Priority.--In awarding grants under this title, the 
     Secretary shall give priority to a local educational agency 
     that submits an application that assures a strong local 
     commitment to the projects or activities assisted under this 
     title, such as--
       (1) the formation of partnerships among the local 
     educational agency, a community-based organization, a 
     nonprofit organization with a demonstrated commitment to or 
     expertise in developing education programs or providing 
     educational services to students or the public, a local law 
     enforcement agency, or any combination thereof; and
       (2) a high level of youth participation in such projects or 
     activities.

     SEC. 704. APPLICATIONS AND PLANS.

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

     SEC. 705. USE OF FUNDS.

       (a) In General.--A local educational agency shall use grant 
     funds received under this title for one or more of the 
     following activities:
       (1) Identifying and assessing school violence and 
     discipline problems, including coordinating needs assessment 
     activities with education, law enforcement, judicial, health, 
     social service, and other appropriate agencies and 
     organizations, juvenile justice programs, and gang prevention 
     activities.
       (2) Conducting school safety reviews or violence prevention 
     reviews of programs, policies, practices, and facilities to 
     determine what changes are needed to reduce or prevent 
     violence and promote safety and discipline.
       (3) Planning for comprehensive, long-term strategies for 
     addressing and preventing school violence and discipline 
     problems through the involvement and coordination of school 
     programs with other education, law enforcement, judicial, 
     health, social service, and other appropriate agencies and 
     organizations.
       (4) Training school personnel in programs of demonstrated 
     effectiveness in addressing violence, including violence 
     prevention, conflict resolution, anger management, peer 
     mediation, and identification of high-risk youth.
       (5) Activities which involve parents in efforts to promote 
     school safety and prevent school violence.
       (6) Community education programs, including video- and 
     technology-based projects, informing parents, businesses, 
     local government, the media and other appropriate entities 
     about--
       (A) the local educational agency's plan to promote school 
     safety and reduce and prevent school violence and discipline 
     problems; and
       (B) the need for community support.
       (7) Coordination of school-based activities designed to 
     promote school safety and reduce or prevent school violence 
     and discipline problems with related efforts of education, 
     law enforcement, judicial, health, social service, and other 
     appropriate agencies and organizations and juvenile justice 
     programs.
       (8) Developing and implementing violence prevention 
     activities and materials, including--
       (A) conflict resolution and social skills development for 
     students, teachers, aides, other school personnel, and 
     parents;
       (B) disciplinary alternatives to expulsion and suspension 
     of students who exhibit violent or antisocial behavior;
       (C) student-led activities such as peer mediation, peer 
     counseling, and student courts; or
       (D) alternative after-school programs that provide safe 
     havens for students, which may include cultural, 
     recreational, educational and instructional activities, and 
     mentoring and community service programs.
       (9) Educating students and parents regarding the dangers of 
     guns and other weapons and the consequences of their use.
       (10) Developing and implementing innovative curricula to 
     prevent violence in schools and training staff how to stop 
     disruptive or violent behavior if such behavior occurs.
       (11) Supporting ``safe zones of passage'' for students 
     between home and school through such measures as Drug- and 
     Weapon-Free School Zones, enhanced law enforcement, and 
     neighborhood patrols.
       (12) Counseling programs for victims and witnesses of 
     school violence and crime.
       (13) Acquiring and installing metal detectors and hiring 
     security personnel.
       (14) Reimbursing law enforcement authorities for their 
     personnel who participate in school violence prevention 
     activities.
       (15) Evaluating projects and activities assisted under this 
     title.
       (16) The cost of administering projects or activities 
     assisted under this title.
       (17) Other projects or activities that meet the purpose of 
     this title.
       (b) Limitations.--
       (1) In general.--A local educational agency may use not 
     more than--
       (A) a total of 5 percent of grant funds received under this 
     title in each fiscal year for activities described in 
     paragraphs (11), (13), and (14) of subsection (a); and
       (B) 5 percent of grant funds received under this title in 
     each fiscal year for activities described in paragraph (16) 
     of subsection (a).
       (2) Special rule.--A local educational agency shall only be 
     able to use grant funds received under this title for 
     activities described in paragraphs (11), (13), and (14) of 
     subsection (a) if funding for such activities is not 
     available from other Federal sources.
       (3) Prohibition.--A local educational agency may not use 
     grant funds received under this title for construction.

     SEC. 706. NATIONAL ACTIVITIES.

       (a) National Activities.--
       (1) In general.--To carry out the purpose of this title, 
     the Secretary--
       (A) is authorized to use funds reserved under section 
     702(b)(2) to--
       (i) conduct national leadership activities such as 
     research, program development and evaluation, data 
     collection, public awareness activities, training and 
     technical assistance, dissemination (through appropriate 
     research entities assisted by the Department of Education) of 
     information on successful projects, activities, and 
     strategies developed pursuant to this title;
       (ii) provide grants to noncommercial telecommunications 
     entities for the production and distribution of national 
     video-based projects that provide young people with models 
     for conflict resolution and responsible decisionmaking; and
       (iii) conduct peer review of applications under this title; 
     and
       (B) shall develop a written safe schools model so that all 
     schools can develop models that enable all students to 
     participate regardless of any language barrier.
       (2) Special rule.--The Secretary may carry out the 
     activities described in paragraph (1) directly, through 
     interagency agreements, or through grants, contracts or 
     cooperative agreements.
       (b) National Model City.--The Secretary shall designate the 
     District of Columbia as a national model city and shall 
     provide funds made available pursuant to section 702(b)(2) in 
     each fiscal year to a local educational agency serving the 
     District of Columbia in an amount sufficient to enable such 
     agency to carry out a comprehensive program to address school 
     and youth violence.

     SEC. 707. NATIONAL COOPERATIVE EDUCATION STATISTICS SYSTEM.

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

     SEC. 708. REPORTS.

       (a) Report to Secretary.--Each local educational agency 
     that receives funds under this title shall submit to the 
     Secretary a report not later than March 1, 1995, that 
     describes progress achieved in carrying out the plan 
     described in section 704(b).
       (b) Report to Congress.--The Secretary shall submit to the 
     Committee on Education and Labor of the House of 
     Representatives and the Committee on Labor and Human 
     Resources of the Senate a report not later than October 1, 
     1995, which shall contain a detailed statement regarding 
     grant awards, activities of grant recipients, a compilation 
     of statistical information submitted by applicants under 
     section 704(a), and an evaluation of programs assisted under 
     this title.

     SEC. 709. COORDINATION OF FEDERAL ASSISTANCE.

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

     SEC. 801. SHORT TITLE.

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

     SEC. 802. PURPOSES.

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

     SEC. 803. GRANTS AUTHORIZED; AUTHORIZATION OF APPROPRIATIONS.

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

     SEC. 804. DEFINITIONS.

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

     SEC. 805. APPLICATIONS.

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

     SEC. 901. SHORT TITLE.

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

     SEC. 902. FINDINGS.

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

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

     SEC. 911. REPEAL.

       (a) Repeal.--Section 405 of the General Education 
     Provisions Act (20 U.S.C. 1221e) is repealed.
       (b) Conforming Amendment.--The second sentence of section 
     209 of the Department of Education Organization Act (20 
     U.S.C. 3419) is amended by inserting ``and such functions as 
     set forth in the Educational Research, Development, 
     Dissemination, and Improvement Act of 1994'' after 
     ``delegate''.

     SEC. 912. OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT.

       (a) Declaration of Policy Regarding Educational 
     Opportunity.--
       (1) In general.--The Congress declares it to be the policy 
     of the United States to provide to every individual an equal 
     opportunity to receive an education of high quality 
     regardless of race, color, religion, sex, age, disability, 
     national origin, or social class. Although the American 
     educational system has pursued this objective, it has not 
     been attained. Inequalities of opportunity to receive high 
     quality education remain pronounced. To achieve the goal of 
     quality education requires the continued pursuit of knowledge 
     about education through research, development, improvement 
     activities, data collection, synthesis, technical assistance, 
     and information dissemination. While the direction of 
     American education remains primarily the responsibility of 
     State and local governments, the Federal Government has a 
     clear responsibility to provide leadership in the conduct and 
     support of scientific inquiry into the educational process.
       (2) Mission of office.--
       (A) The mission of the Office shall be to provide national 
     leadership in--
       (i) expanding fundamental knowledge and understanding of 
     education;
       (ii) promoting excellence and equity in education; and the 
     achievement of the National Educational Goals by spurring 
     reform in the school systems of the United States;
       (iii) promoting the use and application of research and 
     development to improve practice in the classroom; and
       (iv) monitoring the state of education.
       (B) The mission of the Office shall be accomplished in 
     collaboration with researchers, teachers, school 
     administrators, parents, students, employers, and 
     policymakers.
       (b) Purpose and Structure of Office.--
       (1) In general.--The Secretary, acting through the Office, 
     shall carry out the policies set forth in subsection (a). In 
     carrying out such policies, the Office shall be guided by the 
     Research Priorities Plan developed by the Assistant Secretary 
     working collaboratively with the Board and which has been 
     approved by the Board.
       (2) Administrative structure.--The Office shall be 
     administered by the Assistant Secretary and shall include--
       (A) the National Educational Research Policy and Priorities 
     Board established by section 921;
       (B) the national research institutes established by section 
     931;
       (C) the national education dissemination system established 
     by section 941;
       (D) the National Center for Education Statistics; and
       (E) such other units as the Secretary deems appropriate to 
     carry out the purposes of the Office.
       (3) Authorized activities.--
       (A) Office.--In fulfilling its purposes under this section, 
     the Office is authorized to--
       (i) conduct and support education-related research 
     activities, including basic and applied research, 
     development, planning, surveys, assessments, evaluations, 
     investigations, experiments, and demonstrations of national 
     significance;
       (ii) disseminate the findings of education research, and 
     provide technical assistance to apply such information to 
     specific problems at school sites;
       (iii) collect, analyze, and disseminate data related to 
     education, and to library and information services;
       (iv) promote the use of knowledge gained from research and 
     statistical findings in schools, other educational 
     institutions, and communities;
       (v) provide training in education research; and
       (vi) promote the coordination of education research and 
     research support within the Federal Government, and otherwise 
     assist and foster such research.
       (c) Appointment of Employees.--
       (1) In general.--The Assistant Secretary may appoint, for 
     terms not to exceed three years (without regard to the 
     provisions of title 5, United States Code, governing 
     appointment in the competitive service) and may compensate 
     (without regard to the provisions of chapter 51 and 
     subchapter III of chapter 53 of such title relating to 
     classification and General Schedule pay rates) such 
     scientific or technical employees of the Office as the 
     Assistant Secretary considers necessary to accomplish its 
     functions, provided that--
       (A) at least 30 days prior to the appointment of any such 
     employee, public notice is given of the availability of such 
     position and an opportunity is provided for qualified 
     individuals to apply and compete for such position;
       (B) the rate of basic pay for such employees does not 
     exceed the maximum rate of basic pay payable for positions at 
     GS-15, as determined in accordance with section 5376 of title 
     5, United States Code;
       (C) the appointment of such employee is necessary to 
     provide the Office with scientific or technical expertise 
     which could not otherwise be obtained by the Office through 
     the competitive service; and
       (D) the total number of such employees does not exceed one-
     fifth of the number of full-time, regular scientific or 
     professional employees of the Office.
       (2) Reappointment of employees.--The Assistant Secretary 
     may reappoint employees described in paragraph (1) upon 
     presentation of a clear and convincing justification of need, 
     for one additional term not to exceed 3 years. All such 
     employees shall work on activities of the Office and shall 
     not be reassigned to other duties outside the Office during 
     their term.
       (d) Authority To Publish.--
       (1) In general.--The Assistant Secretary is authorized to 
     prepare and publish such information, reports, and documents 
     as may be of value in carrying out the purposes of this title 
     without further clearance or approval by the Secretary or any 
     other office of the Department of Education.
       (2) Quality assurance.--In carrying out such authority, the 
     Assistant Secretary shall--
       (A) establish such procedures as may be necessary to assure 
     that all reports and publications issued by the Office are of 
     the highest quality; and
       (B) provide other offices of the Department of Education 
     with an opportunity to comment upon any report or publication 
     prior to its publication when its contents relate to matters 
     for which such office has responsibility.
       (e) Biennial Report on Activities of Office.--The Assistant 
     Secretary shall transmit to the President and the Congress by 
     not later than December 30 of every other year a report which 
     shall consist of--
       (1) a description of the activities carried out by and 
     through each research institute during the fiscal years for 
     which such report is prepared and any recommendations and 
     comments regarding such activities as the Assistant Secretary 
     considers appropriate;
       (2) a description of the activities carried out by and 
     through the national education dissemination system 
     established by section 941 during the fiscal years for which 
     such report is prepared and any recommendations and comments 
     regarding such activities as the Assistant Secretary 
     considers appropriate;
       (3) such written comments and recommendations as may be 
     submitted by the Board concerning the activities carried out 
     by and through each of the institutes and the national 
     education dissemination system during the fiscal years for 
     which such report is prepared;
       (4) a description of the coordination activities undertaken 
     pursuant to subsection (g) during the fiscal years for which 
     such report is prepared;
       (5) recommendations for legislative and administrative 
     changes necessary to improve the coordination of all 
     educational research, development, and dissemination 
     activities carried out within the Federal Government; and
       (6) such additional comments, recommendations, and 
     materials as the Assistant Secretary considers appropriate.
       (f) Research Priorities Plan.--
       (1) In general.--Working collaboratively with the Board, 
     the Assistant Secretary shall--
       (A) survey and assess the state of knowledge in education 
     research, development and dissemination to identify 
     disciplines and areas of inquiry in which the state of 
     knowledge is insufficient and which warrant further 
     investigation, taking into account the views of both 
     education researchers and practicing educators;
       (B) consult with the National Education Goals Panel and 
     other authorities on education to identify national 
     priorities for the improvement of education;
       (C) actively solicit recommendations from education 
     researchers, teachers, school administrators, cultural 
     leaders, parents, and others throughout the United States 
     through such means as periodic regional forums;
       (D) provide recommendations for the development, 
     maintenance, and assurance of a strong infrastructure for 
     education, research, and development in the United States; 
     and
       (E) on the basis of such recommendations, develop a 
     research priorities program which shall recommend priorities 
     for the investment of the resources of the Office over the 
     next 5-, 10-, and 15-year periods, including as priorities 
     those areas of inquiry in which further research, development 
     and dissemination--
       (i) is necessary to attain the National Education Goals;
       (ii) promises to yield the greatest practical benefits to 
     teachers and other educators in terms of improving education; 
     and
       (iii) will not be undertaken in sufficient scope or 
     intensity by the other Federal and non-Federal entities 
     engaged in education research and development.
       (2) Contents of plan.--(A) The research and priorities plan 
     described in paragraph (1) shall, at a minimum--
       (i) set forth specific objectives which can be expected to 
     be achieved as a result of a Federal investment in the 
     priorities set forth in the plan;
       (ii) include recommendations with respect to research and 
     development on cross-cutting issues which should be carried 
     out jointly by 2 or more of the research institutes; and
       (iii) include an evaluative summary of the educational 
     research and development activities undertaken by the Federal 
     government during the preceding 2 fiscal years, which shall 
     describe--
       (I) what has been learned as a result of such activities;
       (II) how such new knowledge or understanding extends or 
     otherwise relates to what had been previously known or 
     understood;
       (III) the implications of such new knowledge or 
     understanding for educational practice and school reform; and
       (IV) any development, reform, and other assistance 
     activities which have utilized such knowledge or 
     understanding and the effects of such efforts.
       (B) Report.--(i) Not later than 6 months after the first 
     meeting of the Board and by October 1 of every second year 
     thereafter, the Assistant Secretary shall publish a report 
     specifying the proposed research priorities of the Office and 
     allow a 60-day period beginning on the date of the 
     publication of the report for public comment and suggestions.
       (ii) Not later than 90 days after the expiration of the 60-
     day period referred to in clause (i), the Assistant Secretary 
     shall submit to the Board a report specifying the proposed 
     research priorities of the Office and any public comment and 
     suggestions obtained under such subparagraph for the Board's 
     review and approval.
       (g) Coordination.--With the advice and assistance of the 
     Board, the Assistant Secretary shall work cooperatively with 
     the Secretary and the other Assistant Secretaries of the 
     Department of Education to establish and maintain an ongoing 
     program of activities designed to improve the coordination of 
     education research, development, and dissemination and 
     activities within such Department and within the Federal 
     Government to--
       (1) minimize duplication in education research, 
     development, and dissemination carried out by the Federal 
     Government;
       (2) maximize the value of the total Federal investment in 
     education research, development, and dissemination; and
       (3) enable entities engaged in education research, 
     development, and dissemination within the Federal Government 
     to interact effectively as partners and take full advantage 
     of the diverse resources and proficiencies which each entity 
     has available.
       (h) Activities Required With Respect to Coordination.--In 
     carrying out such program of coordination, the Assistant 
     Secretary shall compile (and thereafter regularly maintain) 
     and make available a comprehensive inventory of education 
     research, development, dissemination activities, and 
     expenditures being carried out by the Federal Government.
       (i) Standards for the Conduct and Evaluation of Research.--
       (1) In general.--In consultation with the Board, the 
     Assistant Secretary shall develop such standards as may be 
     necessary to govern the conduct and evaluation of all 
     research, development, and dissemination activities carried 
     out by the Office to assure that such activities meet the 
     highest standards of professional excellence. In developing 
     such standards, the Assistant Secretary shall review the 
     procedures utilized by the National Institutes of Health, the 
     National Science Foundation, and other Federal departments or 
     agencies engaged in research and development and shall also 
     actively solicit recommendations from research organizations 
     and members of the general public.
       (2) Contents of standards.--Such standards shall at a 
     minimum--
       (A) require that a process of open competition be used in 
     awarding or entering into all grants, contracts, and 
     cooperative agreements under this title;
       (B) require that a system of peer review be utilized by the 
     Office--
       (i) for reviewing and evaluating all applications for 
     grants and cooperative agreements and bids for those 
     contracts which exceed $100,000;
       (ii) for evaluating and assessing the performance of all 
     recipients of grants from and cooperative agreements and 
     contracts with the Office; and
       (iii) for reviewing and designating exemplary and promising 
     programs in accordance with section 941(d);
       (C) describe the general procedures which shall be used by 
     each peer review panel in its operations;
       (D)(i) describe the procedures which shall be utilized in 
     evaluating applications for grants, proposed cooperative 
     agreements, and contract bids; and
       (ii) specify the criteria and factors which shall be 
     considered in making such evaluations;
       (E) describe the procedures which shall be utilized in 
     reviewing educational programs which have been identified by 
     or submitted to the Secretary for evaluation in accordance 
     with section 941(d); and
       (F) require that the performance of all recipients of 
     grants from and contracts and cooperative agreements with the 
     Office shall be periodically evaluated, both during and at 
     the conclusion of their receipt of assistance.
       (3) Publication and promulgation of standards.--
       (A) The Assistant Secretary shall publish proposed 
     standards--
       (i) which meet the requirements of subparagraphs (A), (B), 
     (C), and (D) of paragraph (2) not later than 1 year after the 
     date of the enactment of this title;
       (ii) which meet the requirements of paragraph (2)(E) not 
     later than 2 years after such date; and
       (iii) which meet the requirements of subparagraph (F) of 
     paragraph (2) not later than 3 years after such date.
       (B) Following the publication of such proposed standards, 
     the Assistant Secretary shall solicit comments from 
     interested members of the public with respect to such 
     proposed standards for a period of not more than 120 days. 
     After giving due consideration to any comments which may have 
     been received, the Assistant Secretary shall transmit such 
     standards to the Board for its review and approval.
       (C) Upon the approval of the Board, the Assistant Secretary 
     shall transmit final standards to the Secretary which meet 
     the requirements of the particular subparagraphs of paragraph 
     (2) for which such standards were developed. Such standards 
     shall be binding upon all activities carried out with funds 
     appropriated pursuant to subsection (m).
       (j) Additional Responsibilities of the Assistant 
     Secretary.--In carrying out the activities and programs of 
     the Office, the Assistant Secretary--
       (1) shall be guided by the Research Priorities Plan 
     developed by the Assistant Secretary working collaboratively 
     with the Board and which has been approved by the Board;
       (2) shall ensure that there is broad and regular public and 
     professional involvement from the educational field in the 
     planning and carrying out of the Office's activities, 
     including establishing teacher advisory boards for any 
     program office, program or project of the Office as the 
     Assistant Secretary deems necessary and involving Indian and 
     Alaska Native researchers and educators in activities that 
     relate to the education of Indian and Alaska Native people;
       (3) shall ensure that the selection of research topics and 
     the administration of the program are free from undue 
     partisan political influence;
       (4) shall ensure that all statistics and other data 
     collected and reported by the Office shall be collected, 
     cross-tabulated, analyzed, and reported by sex within race or 
     ethnicity and socioeconomic status whenever feasible (and 
     when such data collection or analysis is not feasible, ensure 
     that the relevant report or document includes an explanation 
     as to why such data collection or analysis is not feasible);
       (5) is authorized to administer funds to support a single 
     project when more than 1 Federal agency uses funds to support 
     such project, and the Assistant Secretary may act for all 
     such agencies in administering such funds; and
       (6) is authorized to offer information and technical 
     assistance to State and local educational agencies, school 
     boards, and schools, including schools funded by the Bureau, 
     to ensure that no student is--
       (A) denied access to the same rigorous, challenging 
     curriculum that such student's peers are offered; or
       (B) grouped or otherwise labeled in such a way that may 
     impede such student's achievement.
       (k) Independent Evaluations.--The Secretary shall enter 
     into one or more contracts for the conduct of an independent 
     evaluation of the effectiveness of the implementation of the 
     provisions of this title. Such evaluations shall be 
     transmitted to the Congress, the President, and the Assistant 
     Secretary not later than 54 months after the date of the 
     enactment of this title.
       (l) Definitions.--For purposes of this title, the following 
     definitions apply:
       (1) Assistant secretary.--The term ``Assistant Secretary'' 
     means the Assistant Secretary for Educational Research and 
     Improvement established by section 202 of the Department of 
     Education Organization Act.
       (2) At-risk student.--The term ``at-risk student'' means a 
     student who, because of limited English proficiency, poverty, 
     race, geographic location, or economic disadvantage, faces a 
     greater risk of low educational achievement or reduced 
     academic expectations.
       (3) Board.--The term ``Board'' means the National 
     Educational Research Policy and Priorities Board.
       (4) Development.--The term ``development''--
       (A) means the systematic use, adaptation, and 
     transformation of knowledge and understanding gained from 
     research to create alternatives, policies, products, methods, 
     practices, or materials which can contribute to the 
     improvement of educational practice; and
       (B) includes the design and development of prototypes and 
     the testing of such prototypes for the purposes of 
     establishing their feasibility, reliability, and cost-
     effectiveness.
       (5) Dissemination.--The term ``dissemination'' means the 
     communication and transfer, through the provision of 
     technical assistance and other means, of the results of 
     research and proven practice in forms that are 
     understandable, easily accessible and usable or adaptable for 
     use in the improvement of educational practice by teachers, 
     administrators, librarians, other practitioners, researchers, 
     policymakers, and the public.
       (6) Educational research.--The term ``educational 
     research'' includes basic and applied research, inquiry with 
     the purpose of applying tested knowledge gained to specific 
     educational settings and problems, development, planning, 
     surveys, assessments, evaluations, investigations, 
     experiments, and demonstrations in the field of education and 
     other fields relating to education.
       (7) Field-initiated research.--The term ``field-initiated 
     research'' means education research in which topics and 
     methods of study are generated by investigators, including 
     teachers and other practitioners, not by the source of 
     funding.
       (8) National education dissemination system.--The term 
     ``national education dissemination system'' means the 
     activities carried out by the Office of Reform Assistance and 
     Dissemination established by section 941.
       (9) Office.--The term ``Office'', unless otherwise 
     specified, means the Office of Educational Research and 
     Improvement established in section 209 of the Department of 
     Education Organization Act.
       (10) National research institute.--The term ``national 
     research institute'' means an institute established in 
     section 931.
       (11) Technical assistance.--The term ``technical 
     assistance'' means assistance in identifying, selecting, or 
     designing solutions based on research to address educational 
     problems, planning, and design that leads to adapting 
     research knowledge to school practice, training to implement 
     such solutions, and other assistance necessary to encourage 
     adoption or application of research.
       (12) United states; state.--The terms ``United States'' and 
     ``State'' means each of the 50 States, the District of 
     Columbia, the Commonwealth of Puerto Rico, Guam, American 
     Samoa, the Virgin Islands, the Commonwealth of the Northern 
     Mariana Islands, Palau (until the effective date of the 
     Compact of Free Association with the Government of Palau), 
     the Republic of the Marshall Islands, and the Federated 
     States of Micronesia.
       (m) Authorization of Appropriations.--
       (1) National institutes.--
       (A) For the purpose of carrying out section 931, there is 
     authorized to be appropriated $68,000,000 for fiscal year 
     1995.
       (B)(i) For the purpose of carrying out the provisions of 
     section 931 relating to the National Institute on Student 
     Achievement, Curriculum, and Assessment and the National 
     Institute on the Education of At-Risk Students, there are 
     authorized to be appropriated $60,000,000 for fiscal year 
     1996, and such sums as are necessary for each of fiscal years 
     1997, 1998, and 1999.
       (ii) Of the total amounts appropriated pursuant to clause 
     (i)--
       (I) 50 percent shall be used by the Assistant Secretary for 
     the purpose of carrying out the provisions of section 931 
     relating to the National Institute on the Education of At-
     Risk Students; and
       (II) 50 percent shall be used for the purpose of carrying 
     out the provisions of section 931 relating to the National 
     Institute on Student Achievement, Curriculum, and Assessment.
       (C) For the purpose of carrying out the provisions of 
     section 931 relating to the National Institute on Educational 
     Governance, Finance, Policy-Making, and Management, there are 
     authorized to be appropriated $10,000,000 for fiscal year 
     1996, and such sums as are necessary for each of fiscal years 
     1997, 1998, and 1999.
       (D) For the purpose of carrying out the provisions of 
     section 931 relating to the National Institute on Early 
     Childhood Development and Education, there are authorized to 
     be appropriated $15,000,000 for fiscal year 1996, and such 
     sums as are necessary for each of fiscal years 1997, 1998, 
     and 1999.
       (E) For the purpose of carrying out the provisions of 
     section 931 relating to the National Institute on 
     Postsecondary Education, Libraries, and Lifelong Learning, 
     there are authorized to be appropriated $15,000,000 for 
     fiscal year 1996, and such sums as are necessary for each of 
     fiscal years 1997, 1998, and 1999.
       (F) Coordination and synthesis.--The Assistant Secretary is 
     authorized to reserve not more than 10 percent of the total 
     amounts appropriated in any fiscal year pursuant to 
     subparagraphs (A) through (E) (but not more than 33 percent 
     of the amount appropriated for any single institute in any 
     fiscal year) for the purposes of supporting coordination and 
     synthesis activities described in section 931(i) or to 
     address other priorities which are consistent with the 
     Research Priorities Plan developed by the Assistant Secretary 
     and approved by the Board.
       (2) National education dissemination system.--
       (A)(i) For the purpose of carrying out paragraph (2) of 
     subsection (b) and subsections (c) through (g) of section 
     941, there are authorized to be appropriated $23,000,000 for 
     fiscal year 1995, and such sums as are necessary for each of 
     the fiscal years 1996 through 1999.
       (ii) Of the amount appropriated under clause (i) for any 
     fiscal year, the Secretary shall make available not less than 
     $8,000,000 to carry out subsection (f) of section 941 
     (relating to Educational Resources Information Center 
     Clearinghouses).
       (B) For the purpose of carrying out subsection (h) of 
     section 941 (relating to regional educational laboratories), 
     there are authorized to be appropriated $41,000,000 for 
     fiscal year 1995, and such sums as are necessary for each of 
     the fiscal years 1996 through 1999. Of the amounts 
     appropriated under the preceding sentence for a fiscal year, 
     the Secretary shall obligate not less than 25 percent to 
     carry out such purpose with respect to rural areas (including 
     schools funded by the Bureau which are located in rural 
     areas).
       (C) For the purpose of carrying out subsection (j) of 
     section 941 (relating to the teacher research dissemination 
     demonstration program) there are authorized to be 
     appropriated $20,000,000 for fiscal year 1995, and such sums 
     as are necessary for each of the fiscal years 1996 through 
     1999.
       (D) For the purpose of carrying out subsection (i) of 
     section 941 (relating to the Goals 2000 Community 
     Partnerships program), there are authorized to be 
     appropriated $30,000,000 for fiscal year 1995, $50,000,000 
     for fiscal year 1996, and such sums as are necessary for each 
     of the fiscal years 1997 and 1999.
       (3) National educational research policy and priorities 
     board.--Of the amounts appropriated under paragraphs (1) and 
     (2) for any fiscal year, the Secretary shall make available 2 
     percent of such amounts, or $1,000,000, whichever is less, 
     for the purpose of supporting the activities and expenses of 
     the Board and the collaborative development of the Research 
     Priorities Plan by the Assistant Secretary and the Board.
       (4) Allocations for grants, cooperative agreements, and 
     contracts.--Of the amounts appropriated under paragraph (1) 
     or (2) for any fiscal year, not less than 95 percent shall be 
     expended to carry out the purposes described in such 
     paragraphs through grants, cooperative agreements, or 
     contracts.
       (5) Limitations on appropriations.--No amounts are 
     authorized to be appropriated under paragraph (1) or (2) for 
     fiscal year 1996 or any fiscal year thereafter unless the 
     Board has been appointed in accordance with section 921.
       (6) Grant authorized.--
       (A) In general.--From the amounts appropriated pursuant to 
     paragraph (1) for any fiscal year, the Secretary is 
     authorized, in accordance with the provisions of this 
     paragraph, to award a grant of not more than $5,000,000 to a 
     public or private institution, agency or organization for a 
     period not to exceed 5 years for the purpose of conducting a 
     State-by-State poll to determine the perceptions of recent 
     graduates of secondary schools, their instructors in 
     institutions of higher education, parents of recent such 
     graduates, and employers of recent such graduates on how well 
     schools have prepared students for further education or 
     employment.
       (B) Matching requirement.--The grant described in 
     subparagraph (A) shall be awarded on a competitive basis and 
     shall be matched on a two-to-one basis by the recipient.

     SEC. 913. ASSISTANT SECRETARY FOR EDUCATIONAL RESEARCH AND 
                   IMPROVEMENT.

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

     SEC. 914. SAVINGS PROVISION.

       Notwithstanding any other provision of law, contracts for 
     the regional educational laboratories, Educational Resources 
     Information Center Clearinghouses and research and 
     development centers and regional educational laboratories 
     assisted under section 405 of the General Education 
     Provisions Act, as such section was in effect on the day 
     before the date of the enactment of this title, shall remain 
     in effect until the termination date of such contracts.

     SEC. 915. EXISTING GRANTS AND CONTRACTS.

       (a) In General.--Notwithstanding any other provision of 
     law, grants and contracts for the research and development 
     centers assisted under section 405 of the General Education 
     Provisions Act, as such section was in effect on the day 
     before the date of enactment of this Act, shall remain in 
     effect until the termination date of such grants or 
     contracts, as the case may be, except that such grants and 
     contracts may be extended to implement the provisions of this 
     title.
       (b) Use of Funds.--In carrying out subsection (a), the 
     Secretary shall use funds appropriated pursuant to section 
     912(m)(1).

   PART B--NATIONAL EDUCATIONAL RESEARCH POLICY AND PRIORITIES BOARD

     SEC. 921. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH 
                   AND IMPROVEMENT.

       (a) In General.--There is established within the Office a 
     National Educational Research Policy and Priorities Board.
       (b) Functions.--It shall be the responsibility of the Board 
     to--
       (1) work collaboratively with the Assistant Secretary to 
     determine priorities that should guide the work of the Office 
     and provide guidance to the Congress in its oversight of the 
     Office;
       (2) review and approve the Research Priorities Plan 
     developed by the Assistant Secretary in collaboration with 
     the Board;
       (3) review and approve standards for the conduct and 
     evaluation of all research, development, and dissemination 
     carried out under the auspices of the Office pursuant to this 
     title; and
       (4) review regularly, evaluate, and publicly comment upon, 
     the implementation of its recommended priorities and policies 
     by the Department and the Congress.
       (c) Additional Responsibilities of the Board.--It shall 
     also be the responsibility of the Board to--
       (1) provide advice and assistance to the Assistant 
     Secretary in carrying out the coordination activities 
     described in section 912;
       (2) make recommendations to the Assistant Secretary of 
     persons qualified to fulfill the responsibilities of the 
     Director of each research institute established by section 
     931 after making special efforts to identify qualified women 
     and minorities and soliciting and giving due consideration to 
     recommendations from professional associations and interested 
     members of the public;
       (3) advise and make recommendations to the President with 
     respect to individuals who are qualified to fulfill the 
     responsibilities of the Assistant Secretary for the Office;
       (4) review and comment upon proposed contract grant, and 
     cooperative agreement proposals in accordance with section 
     931(c)(4);
       (5) advise the United States on the Federal educational 
     research and development effort;
       (6) recommend ways for strengthening active partnerships 
     among researchers, educational practitioners, librarians, and 
     policymakers;
       (7) recommend ways to strengthen interaction and 
     collaboration between the various program offices and 
     components;
       (8) solicit advice and information from the educational 
     field, to define research needs and suggestions for research 
     topics, and shall involve educational practitioners, 
     particularly teachers, in this process;
       (9) solicit advice from practitioners, policymakers, and 
     researchers, and recommend missions for the national research 
     centers assisted under this title by identifying topics which 
     require long-term, sustained, systematic, programmatic, and 
     integrated research and dissemination efforts;
       (10) provide recommendations for translating research 
     findings into workable, adaptable models for use in policy 
     and in practice across different settings, and 
     recommendations for other forms of dissemination; and
       (11) provide recommendations for creating incentives to 
     draw talented young people into the field of educational 
     research, including scholars from disadvantaged and minority 
     groups.
       (d) Standing Subcommittees.--The Board may establish a 
     standing subcommittee for each of the Institutes established 
     by section 931 and for the Office of Reform Assistance and 
     Dissemination established by section 941(b) which shall 
     advise, assist, consult with and make recommendations to the 
     Assistant Secretary, the Board, the Director of such entity 
     and the Congress on matters related to the activities carried 
     out by and through such entities.
       (e) Powers of the Board.--In carrying out its functions, 
     powers, and responsibilities, the Board--
       (1) shall, without regard to the provisions of title 5, 
     United States Code, relating to the appointment and 
     compensation of officers or employees of the United States, 
     appoint a director to be paid at a rate not to exceed the 
     rate of basic pay payable for level V of the Executive 
     Schedule who shall assist in carrying out and managing the 
     activities of the Board and perform such other functions the 
     Board determines to be necessary and appropriate;
       (2) shall utilize such additional staff as may be appointed 
     or assigned by the Assistant Secretary;
       (3) may arrange for the detail of staff personnel and 
     utilize the services and facilities of any department or 
     agency of the Federal Government;
       (4) may enter into contracts, or make other arrangements as 
     may be necessary to carry out its functions;
       (5) shall participate in any public meetings or other 
     activities carried out by the Assistant Secretary in the 
     development of the Research Priorities Plan;
       (6) may review any grant, contract, or cooperative 
     agreement made or entered into by the Office;
       (7) may, to the extent otherwise permitted by law, obtain 
     directly from any department or agency of the United States 
     such information as the Board deems necessary to carry out 
     its responsibilities;
       (8) may convene workshops and conferences, collect data, 
     and establish subcommittees which may be composed of members 
     of the Board and nonmember consultants (including employees 
     of the Department of Education) with expertise in the 
     particular area addressed by such subcommittees; and
       (9) shall establish such rules and procedures to govern its 
     operations as it considers appropriate, to the extent 
     otherwise permitted by law.
       (f) Membership in General.--
       (1) Qualifications.--The members of the Board shall be 
     individuals who, by virtue of their training, experience, and 
     background in educational research and the education 
     professions, are exceptionally qualified to appraise the 
     educational research and development effort of the United 
     States and to fulfill the responsibilities described in 
     subsections (b) and (c).
       (2) Broad representation.--Due consideration shall be given 
     to the gender, race, and ethnicity of appointees to assure 
     that the Board is broadly representative of the diversity of 
     the United States.
       (3) Limitation.--A voting member of the Board may not serve 
     on any other governing or advisory board within the 
     Department of Education or as a paid consultant of such 
     Department.
       (4) Conflict of interest.--A voting member of the Board 
     shall be considered a special Government employee for the 
     purposes of the Ethics in Government Act of 1978.
       (g) Secretarial Appointments.--The Board shall consist of 
     15 members appointed by the Secretary. Of the members of the 
     Board--
       (1) five shall be appointed from among researchers in the 
     field of education who have been nominated by the National 
     Academy of Sciences;
       (2) five shall be outstanding school-based professional 
     educators; and
       (3) five shall be individuals who are knowledgeable about 
     the educational needs of the United States and may include 
     parents with experience in promoting parental involvement in 
     education, Chief State School Officers, local educational 
     agency superintendents, principals, members of State or local 
     boards of education or Bureau-funded school boards, and 
     individuals from business and industry with experience in 
     promoting private sector involvement in education.
       (h) Requirements for Nominations by the National Academy of 
     Sciences.--
       (1) In general.--In making nominations for the members of 
     the Board described in subsection (g)(1), the National 
     Academy of Sciences--
       (A) shall give due consideration to recommendations from 
     research and education organizations;
       (B) may not nominate any individual who is an elected 
     officer or employee of such organization; and
       (C) shall nominate not less than 5 individuals for each of 
     the positions on the Board for which such organization has 
     responsibility for making nominations.
       (2) Request for additional nominations.--In the event that 
     the Secretary determines that none of the individuals 
     nominated by the National Academy of Sciences meets the 
     qualifications for membership on the Board specified in 
     subsection (g), the Secretary may request that such 
     organization make additional nominations.
       (i) Nominations for Board Membership.--Prior to appointing 
     any member of the Board, the Secretary shall actively solicit 
     and give due consideration to recommendations from 
     organizations such as the National Education Association, the 
     American Federation of Teachers, the National Parent-Teachers 
     Association, the American Library Association, the American 
     Association of School Administrators, the National 
     Association of State Boards of Education, the National Indian 
     School Board Association, the Association of Community Tribal 
     Schools, the National Indian Education Association, and other 
     education-related organizations and interested members of the 
     public.
       (j) Ex Officio Members.--The ex officio, nonvoting members 
     of the Board shall include the Assistant Secretary and may 
     also include--
       (1) the Director of Research for the Department of Defense;
       (2) the Director of Research for the Department of Labor;
       (3) the Director of the National Science Foundation;
       (4) the Director of the National Institutes of Health;
       (5) the chair of the National Endowment for the Arts;
       (6) the chair of the National Endowment for the Humanities;
       (7) the Librarian of Congress; and
       (8) the Director of the Office of Indian Education Programs 
     of the Department of the Interior.
       (k) Chair.--The Board shall select a Chair from among its 
     appointed members who shall serve for a renewable term of 2 
     years.
       (l) Terms of Office.--
       (1) In general.--Except as provided in paragraphs (2) and 
     (3), the term of office of each voting member of the Board 
     shall be 6 years.
       (2) Exceptions.--(A) Any individual appointed to fill a 
     vacancy occurring on the Board prior to the expiration of the 
     term for which the predecessor of the individual was 
     appointed shall be appointed for the remainder of the term. A 
     vacancy shall be filled in the same manner in which the 
     original appointment was made.
       (B) The terms of office of the members of the Board who 
     first take office after the date of the enactment of this 
     title shall, as designated by a random selection process at 
     the time of appointment, be as follows:
       (i) 3 years for each of 5 members of the Board.
       (ii) 4 years for each of 5 members of the Board.
       (iii) 6 years for each of 5 members of the Board.
       (3) Prohibition on certain consecutive terms.--An 
     individual who has been a member of the Board for 12 
     consecutive years shall thereafter be ineligible for 
     appointment during the 6-year period beginning on the date of 
     the expiration of the 12th year.
       (4) Prohibition regarding removal.--The Secretary shall 
     neither remove nor encourage the departure of a member of the 
     Board before the expiration of such member's term.
       (m) Meetings of Board.--
       (1) Initial meeting.--The Secretary shall ensure that the 
     first meeting of the Board is held not later than May 15, 
     1995.
       (2) Subsequent meetings.--The Board shall meet quarterly, 
     at the call of the Chair, and when at least one-third of the 
     members of the Board make a written request to meet.
       (3) Quorum.--A majority of the Board shall constitute a 
     quorum.
       (4) Open meetings.--The Government in the Sunshine Act (5 
     U.S.C. 552b) shall apply to meetings of the Board.

                  PART C--NATIONAL RESEARCH INSTITUTES

     SEC. 931. ESTABLISHMENT WITHIN THE OFFICE OF EDUCATIONAL 
                   RESEARCH AND IMPROVEMENT.

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

       (I) awarded competitively for a period of 5 years and which 
     may be renewed for an additional 5 years;
       (II) of sufficient size, scope, and quality, and funded at 
     not less than $1,500,000 annually in order to support a full 
     range of basic research, applied research and dissemination 
     activities, which may also include development activities; 
     and
       (III) established by institutions of higher education, by 
     institutions of higher education in consortium with public 
     agencies or private nonprofit organizations, or by interstate 
     agencies established by compact which operate subsidiary 
     bodies established to conduct postsecondary educational 
     research and development;

       (ii) meritorious unsolicited proposals for educational 
     research and related activities;
       (iii) proposals that are specifically invited or requested 
     by the Assistant Secretary, on a competitive basis; and
       (iv) dissertation grants, awarded for a period of not more 
     than 2 years and in a total amount not to exceed $20,000 to 
     graduate students in the sciences, humanities, and the arts 
     to support research by such scholars in the field of 
     education;
       (C) through the provision of technical assistance;
       (D) through the award of fellowships to support graduate 
     study in educational research by qualified African-American, 
     Hispanic, American Indian and Alaska Native, and other 
     individuals from groups which have been traditionally 
     underrepresented in the field of educational research which 
     shall--
       (i) be awarded on the basis of merit for a period of 3 
     years; and
       (ii) provide stipends to each fellow in an amount which 
     shall be set at a level of support comparable to that 
     provided by the National Science Foundation Graduate 
     Fellowships, except that such amounts shall be adjusted as 
     necessary so as not to exceed each fellow's demonstrated 
     level of need; and
       (E) through the award of fellowships in the Office for 
     scholars, researchers, policymakers, education practitioners, 
     librarians, and statisticians engaged in the use, collection, 
     and dissemination of information about education and 
     educational research which--
       (i) shall be awarded following the biennial publication in 
     the Federal Register of proposed research priorities and a 
     period of 60 days for public comments and suggestions with 
     respect to such priorities;
       (ii) shall be awarded competitively following the 
     publication of a notice in the Federal Register inviting the 
     submission of applications;
       (iii) may include such stipends and allowances, including 
     travel and subsistence expenses provided under title 5, 
     United States Code, as the Assistant Secretary considers 
     appropriate;
       (2) Scope and focus of activities.--In carrying out the 
     purposes for which each Institute is established, the 
     Assistant Secretary shall--
       (A) maintain an appropriate balance between applied and 
     basic research;
       (B) significantly expand the role of field-initiated 
     research in meeting the education research and development 
     needs of the United States by reserving not less than 20 
     percent of the amounts available to each Institute in fiscal 
     years 1996 and 1997 and 25 percent in fiscal years 1998 and 
     1999 to support field-initiated research;
       (C) provide for and maintain a stable foundation of long-
     term research and development on core issues and concerns 
     conducted through university-based research and development 
     centers by reserving not less than one-third of the amounts 
     available to each Institute in any fiscal year to support 
     such research and development centers;
       (D) support and provide research information that leads to 
     policy formation by State legislatures, State and local 
     boards of education, schools funded by the Bureau, and other 
     policy and governing bodies, to assist such entities in 
     identifying and developing effective policies to promote 
     student achievement and school improvement;
       (E) promote research that is related to the core content 
     areas;
       (F) plan and coordinate syntheses that provide research 
     knowledge related to each level of the education system (from 
     preschool to postsecondary education) to increase 
     understanding of student performance across different 
     educational levels;
       (G) conduct and support research in early childhood, 
     elementary and secondary, vocational, adult and postsecondary 
     education (including the professional development of 
     teachers) to the extent that such research is related to the 
     purposes for which such Institute has been established;
       (H) conduct sustained research and development on improving 
     the educational achievement of poor and minority individuals 
     as an integral part of its work; and
       (I) coordinate the Institute's activities with the 
     activities of the regional educational laboratories and with 
     other educational service organizations in designing the 
     Institute's research agenda and projects in order to increase 
     the responsiveness of such Institute to the needs of teachers 
     and the educational field and to bring research findings 
     directly into schools to ensure greatest access at the local 
     level to the latest research developments.
       (3) Requirements regarding financial assistance.--No grant, 
     contract, or cooperative agreement may be made under this 
     title unless--
       (A) sufficient notice of the availability of, and 
     opportunity to compete for, assistance has first been 
     provided to potential applicants through notice published in 
     the Federal Register or other appropriate means;
       (B) such grant, contract, or agreement has been evaluated 
     through peer review in accordance with the standards 
     developed pursuant to 912(i);
       (C) such grant, contract, or agreement will be evaluated in 
     accordance with the standards developed pursuant to section 
     912(i);
       (D) in the case of a grant, contract, or cooperative 
     agreement which exceeds $500,000 for a single fiscal year or 
     $1,000,000 for more than one fiscal year, the Secretary has 
     complied with the requirements of paragraph (4); and
       (E) in the case of a grant, contract, or cooperative 
     agreement to support a research and development center, all 
     applications for such assistance have been evaluated by 
     independent experts according to standards and criteria which 
     include--
       (i) whether applicants have assembled a group of high 
     quality researchers sufficient to achieve the mission of the 
     center;
       (ii) whether the proposed organizational structure and 
     arrangements will facilitate achievement of the mission of 
     the center;
       (iii) whether there is a substantial staff commitment to 
     the work of the center;
       (iv) whether the directors and support staff will devote a 
     majority of their time to the activities of the center;
       (v) review of the contributions of primary researchers 
     (other than researchers at the proposed center) to evaluate 
     the appropriateness of such primary researcher's experiences 
     and expertise in the context of the proposed center 
     activities, and the adequacy of such primary researcher's 
     time commitment to achievement of the mission of the center; 
     and
       (vi) the manner in which the results of education research 
     will be disseminated for further use, including how the 
     center will work with the Office of Reform Assistance and 
     Dissemination.
       (4) Board review of certain proposed grant and contract 
     actions.--The Assistant Secretary may not solicit any 
     contract bid or issue a request for proposals or applications 
     for any grant or cooperative agreement the amount of which 
     exceeds $500,000 in any single fiscal year or which exceeds 
     an aggregate amount of $1,000,000 for more than one fiscal 
     year unless the Board has had an opportunity to review such 
     proposed grant, contract, or cooperative agreement and to 
     provide written comments to the Assistant Secretary with 
     respect to whether--
       (A) the purposes and scope of the proposed action are 
     consistent with the Research Priorities Plan; and
       (B) the methodology and approach of the proposed action are 
     sound and adequate to achieve the objectives of such grant, 
     contract, or cooperative agreement.
       (5) Historically underutilized researchers and 
     institutions.--The Assistant Secretary shall establish and 
     maintain initiatives and programs to increase the 
     participation in the activities of each Institute of groups 
     of researchers and institutions that have been historically 
     underutilized in Federal educational research activities, 
     including--
       (A) researchers who are women, African-American, Hispanic, 
     American Indian and Alaska Native, or other ethnic 
     minorities;
       (B) promising young or new researchers in the field, such 
     as postdoctoral students and recently appointed assistant or 
     associate professors;
       (C) Historically Black Colleges and Universities, Tribally 
     Controlled Community Colleges, and other institutions of 
     higher education with large numbers of minority students;
       (D) institutions of higher education located in rural 
     areas; and
       (E) institutions and researchers located in States and 
     regions of the United States which have historically received 
     the least Federal support for educational research and 
     development.
       (6) Additional authorities.--The Assistant Secretary--
       (A) may obtain (in accordance with section 3109 of title 5 
     but without regard to the limitation in such section on the 
     period of service) the services of experts or consultants 
     with scientific or professional qualifications in the 
     disciplines relevant to the purposes of such Institute;
       (B) may use, with their consent, the services, equipment, 
     personnel, information, and facilities of other Federal, 
     State, or local public agencies, with or without 
     reimbursement therefore; and
       (C) may accept voluntary and uncompensated services.
       (d) National Institute on Student Achievement, Curriculum, 
     and Assessment.--
       (1) Findings.--The Congress finds as follows:
       (A) The current achievement levels of students in the 
     United States are far below those that might indicate 
     competency in challenging subject matter in core content 
     areas.
       (B) During the last 20 years, relatively little changed in 
     how students were taught. Despite much research suggesting 
     better alternatives, classrooms continue to be dominated by 
     textbooks, teacher lectures, short-answer activity sheets, 
     and unequal patterns of student attention.
       (C) Despite progress in narrowing the gaps, the differences 
     in performance between Caucasian students and their minority 
     counterparts remain unacceptably large. While progress has 
     been made in reducing the gender gap in mathematics, such gap 
     still remains at higher levels of problem solving. Too little 
     progress has been made in reducing gender performance gaps 
     favoring males in science and females in writing.
       (2) Purpose.--The purpose of the National Institute on 
     Student Achievement, Curriculum, and Assessment is to carry 
     out a coordinated and comprehensive program of research and 
     development to provide research-based leadership to the 
     United States as it seeks to improve student achievement in 
     core content areas and the integration of such areas. Such 
     program shall--
       (A) identify, develop, and evaluate innovative and 
     exemplary methods to improve student knowledge at all levels 
     in the core content areas, such as--
       (i) student learning and assessment in various subject 
     matters;
       (ii) the effects of organizational patterns on the delivery 
     of instruction, including issues of grouping and tracking, 
     ungraded classrooms, and on the effects of various 
     pedagogies, including the issues of technology in education;
       (iii) standards for what students should known and be able 
     to do, particularly standards of desired performance set to 
     internationally competitive levels;
       (iv) methods to improve the process of reading, the craft 
     of writing, the growth of reasoning skills, and the 
     development of information-finding skills;
       (v) enabling students to develop higher order thinking 
     skills;
       (vi) methods to teach effectively all students in mixed-
     ability classrooms;
       (vii) curriculum, instruction, and assessment, in 
     vocational education and school-to-work transition;
       (viii) the impact and effectiveness of Federal, State, and 
     local efforts to provide gender-fair educational 
     opportunities to elementary and secondary students;
       (ix) programs, policies, approaches which promote gender 
     equity in elementary and secondary education;
       (x) improving the working conditions of teachers and other 
     educational practitioners, which may include such topics as--

       (I) teacher isolation;
       (II) professional resources available to teachers;
       (III) continuing educational and professional opportunities 
     available to teachers;
       (IV) physical facilities and equipment, such as office 
     space, telephone, computer access, and fax machines and 
     television cable access available to teachers in the work 
     environment;
       (V) opportunities for teachers to share information and 
     resources with other teachers and education professionals;
       (VI) opportunities for advanced learning experience; and
       (VII) the reduction of stress in the teaching profession;

       (xi) curriculum development designed to meet challenging 
     standards, including State efforts to develop such 
     curriculum;
       (xii) the need for, and methods of delivering, teacher 
     education, development, and inservice training;
       (xiii) educational methods and activities to reduce and 
     prevent violence in schools;
       (xiv) the use of technology in learning, teaching and 
     testing; and
       (xv) other topics relevant to the mission of the institute;
       (B) conduct basic and applied research in the areas of 
     human learning, cognition, and performance, including 
     research and development on the education contexts which 
     promote excellence in learning and instruction, and 
     motivational issues related to learning;
       (C) identify, develop, and evaluate programs designed to 
     enhance academic achievement and narrow racial and gender 
     performance gaps in a variety of subject areas, including 
     research and development on methods of involving parents in 
     their children's education and ways to involve business, 
     industry and other community partners in promoting excellence 
     in schools; and
       (D) include a comprehensive, coordinated program of 
     research and development in the area of assessment which--
       (i) addresses issues such as--

       (I) the validity, reliability, generalizability, costs, 
     relative merits, and most appropriate uses of various 
     approaches and methods of assessing student learning and 
     achievement;
       (II) methods and approaches to assessing student 
     opportunities to learn (including the quality of instruction 
     and the availability of resources necessary to support 
     learning) and evaluating the quality of school environment;
       (III) the impact of high-stakes uses of assessment on 
     student performance and motivation, narrowing of curriculum, 
     teaching practices, and test integrity;
       (IV) the impact of various methods of assessment on 
     children of different races, ethnicities, gender, 
     socioeconomic status, and English language proficiencies, and 
     children with other special needs;
       (V) standards of performance, quality, and validity for 
     various methods of assessment and the means by which such 
     standards should be developed;
       (VI) current and emerging testing practices of State and 
     local education agencies within the United States, as well as 
     other nations;
       (VII) the diverse effects, both intended and unintended, of 
     assessments as actually used in the schools, including 
     effects on curriculum and instruction, effects on equity in 
     the allocation of resources and opportunities, effects on 
     equity of outcomes, effects on other procedures and standards 
     for judging students and practitioners and possible inflation 
     of test scores;
       (VIII) identifying and evaluating how students with 
     limited-English proficiency and students with disabilities 
     are included and accommodated in the various assessment 
     programs of State and local education agencies;
       (IX) the feasibility and validity of comparing or equating 
     the results of different assessments;

       (X) test security, accountability, validity, reliability, 
     and objectivity;
       (XI) relevant teacher training and instruction in giving a 
     test, scoring a test, and in the use of test results to 
     improve student achievement;
       (XII) developing, identifying, or evaluating new 
     educational assessments, including performance-based and 
     portfolio assessments which demonstrate skill and a command 
     of knowledge; and
       (XIII) other topics relevant to the purposes of the 
     Institute; and

       (ii) may reflect recommendations made by the National 
     Education Goals Panel.
       (e) National Institute on the Education of At-Risk 
     Students.--
       (1) Findings.--The Congress finds as follows:
       (A) The rate of decline in our urban schools is escalating 
     at a rapid pace. Student performance in most inner city 
     schools grows worse each year. At least half of all students 
     entering ninth grade fail to graduate 4 years later and many 
     more students from high-poverty backgrounds leave school with 
     skills that are inadequate for today's workplace. Student 
     performance in many inner city neighborhoods grows worse each 
     year. At least half of all students entering ninth grade fail 
     to graduate in 4 years. In 1992, the average National 
     Assessment of Educational Progress reading score of Caucasian 
     17 year-olds was approximately 25 points higher than that of 
     African American 17 year-olds and 20 points higher than that 
     of Hispanic 17 year-olds.
       (B) Rural schools enroll a disproportionately large share 
     of the poor and at-risk students of the United States and yet 
     often lack the means to address effectively the needs of 
     these children. Intensive efforts should be made to overcome 
     the problems of geographic isolation, declining population, 
     inadequate financial resources and other impediments to the 
     educational success of children residing in rural areas.
       (C) By the year 2000, an estimated 3,400,000 school age 
     children with limited-English proficiency will be entering 
     the school system. The Federal Government should develop 
     effective policies and programs to address the educational 
     needs of this growing population of children who are at 
     increased risk of educational failure.
       (D) An educational emergency exists in those urban and 
     rural areas where there are large concentrations of children 
     who live in poverty. The numbers of disadvantaged children 
     will substantially increase by the year 2020, when the number 
     of impoverished children alone will be 16,500,000, a 33 
     percent increase over the 12,400,000 children in poverty in 
     1987.
       (E) American Indian and Alaska Native students have high 
     dropout, illiteracy and poverty rates, and experience 
     cultural, linguistic, social and geographic isolation. The 
     estimated 400,000 Indian and Alaska Native student population 
     from over 500 Indian and Alaska Native tribes, is small and 
     scattered throughout remote reservations and villages in 32 
     States, and in off-reservation rural and urban communities 
     where Indians constitute but a small percentage of public 
     school student bodies. To meaningfully address the special 
     educational needs of this historically under-served 
     population, the existing research and development system 
     should be opened to Indian and Alaska Native people to 
     identify needs and design ways to address such needs.
       (F) Minority scholars as well as institutions and groups 
     that have been historically committed to the improvement of 
     the education of at-risk students need to be more fully 
     mobilized in the effort to develop a new generation of 
     programs, models, practices, and schools capable of 
     responding to the urgent needs of students who are 
     educationally at-risk.
       (2) Purpose.--It shall be the purpose of the Institute on 
     the Education of At-Risk Students to carry out a coordinated 
     and comprehensive program of research and development to 
     provide nonpartisan, research-based leadership to the United 
     States as it seeks to improve educational opportunities for 
     at-risk students. Such program shall--
       (A) undertake research necessary to provide a sound basis 
     from which to identify, develop, evaluate, and assist others 
     to replicate and adapt interventions, programs, and models 
     which promote greater achievement and educational success by 
     at-risk students, such as--
       (i) methods of instruction and educational practices 
     (including community services) which improve the achievement 
     and retention of at-risk students;
       (ii) the quality of educational opportunities afforded at-
     risk students, particularly the quality of educational 
     opportunities afforded such students in highly concentrated 
     urban areas and sparsely populated rural areas;
       (iii) methods for overcoming the barriers to learning that 
     may impede student achievement;
       (iv) innovative teacher training and professional 
     development methods to help at-risk students meet challenging 
     standards;
       (v) methods to improve the quality of the education of 
     American Indian and Alaska Native students not only in 
     schools funded by the Bureau, but also in public elementary 
     and secondary schools located on or near Indian reservations, 
     including--

       (I) research on mechanisms to facilitate the establishment 
     of tribal departments of education that assume responsibility 
     for all education programs of State educational agencies 
     operating on an Indian reservation and all education programs 
     funded by the Bureau on an Indian reservation;
       (II) research on the development of culturally appropriate 
     curriculum for American Indian and Alaska Native students, 
     including American Indian and Alaska Native culture, 
     language, geography, history and social studies, and 
     graduation requirements related to such curriculum;
       (III) research on methods for recruiting, training and 
     retraining qualified teachers from American Indian and Alaska 
     Native communities, including research to promote flexibility 
     in the criteria for certification of such teachers;
       (IV) research on techniques for improving the educational 
     achievement of American Indian and Alaska Native students, 
     including methodologies to reduce dropout rates and increase 
     graduation by such students; and
       (V) research concerning the performance by American Indian 
     and Alaska Native students of limited-English proficiency on 
     standardized achievement tests, and related factors;

       (vi) means by which parents and community resources and 
     institutions (including cultural institutions) can be 
     utilized to support and improve the achievement of at-risk 
     students;
       (vii) the training of teachers and other educational 
     professionals and paraprofessionals to work more effectively 
     with at-risk students;
       (viii) the most effective uses of technology in the 
     education of at-risk students;
       (ix) programs designed to promote gender equity in schools 
     that serve at-risk students;
       (x) improving the ability of classroom teachers and schools 
     to assist new and diverse populations of students in 
     successfully assimilating into the classroom environment;
       (xi) methods of assessing the achievement of students which 
     are sensitive to cultural differences, provide multiple 
     methods of assessing student learning, support student 
     acquisition of higher order capabilities, and enable 
     identification of the effects of inequalities in the 
     resources available to support the learning of children 
     throughout the United States;
       (xii) other topics relevant to the purpose of the 
     Institute; and
       (B) maximize the participation of those schools and 
     institutions of higher education that serve the greatest 
     number of at-risk students in inner city and rural areas, and 
     on Indian reservations, including model collaborative 
     programs between schools and school systems, institutions of 
     higher education, cultural institutions, and community 
     organizations.
       (3) Consultation with indian and alaska native educators.--
     All research and development activities supported by the 
     Institute which relate to the education of Indian and Alaska 
     Native students shall be developed in close consultation with 
     Indian and Alaska Native researchers and educators, tribally 
     controlled community colleges, tribal departments of 
     education, and others with expertise in the needs of Indian 
     and Native Alaska students.
       (f) National Institute on Early Childhood Development and 
     Education.--
       (1) Findings.--The Congress finds as follows:
       (A) Despite efforts to expand and improve preschool 
     programs, many children still reach school age unprepared to 
     benefit from formal education programs.
       (B) Early intervention for disadvantaged children from 
     birth to age five has been shown to be a highly cost-
     effective strategy for reducing later expenditures on a wide 
     variety of health, developmental, and educational problems 
     that often interfere with learning. Long-term studies of the 
     benefits of preschool education have a demonstrated return on 
     investment ranging from three to six dollars for every one 
     dollar spent.
       (C) The Federal government should play a central role in 
     providing research-based information on early childhood 
     education models which enhance children's development and 
     ultimately their success in school.
       (2) Purpose.--The purpose of the National Institute on 
     Early Childhood Development and Education is to carry out a 
     comprehensive program of research and development to provide 
     nonpartisan, research-based leadership to the United States 
     as it seeks to improve early childhood development and 
     education. Such program shall undertake research necessary to 
     provide a sound basis from which to identify, develop, 
     evaluate, and assist others to replicate methods and 
     approaches that promise to improve early childhood 
     development and education, such as--
       (A) social and educational development of infants, 
     toddlers, and preschool children;
       (B) the role of parents and the community in promoting the 
     successful social and educational development of children 
     from birth to age five;
       (C) topics relating to children's readiness to learn, such 
     as prenatal care, nutrition, and health services;
       (D) family literacy and parental involvement in student 
     learning;
       (E) methods for integrating learning in settings other than 
     the classroom, particularly within families and communities;
       (F) practices and approaches which sustain the benefits of 
     effective preschool and child care programs;
       (G) effective learning methods and curriculum for early 
     childhood learning, including access to current materials in 
     libraries;
       (H) the importance of family literacy and parental 
     involvement in student learning;
       (I) effective teaching and learning methods, and 
     curriculum;
       (J) instruction that considers the cultural environment of 
     children;
       (K) access to current materials in libraries;
       (L) the impact that outside influences have on learning, 
     including television, and drug and alcohol abuse;
       (M) the structure and environment of early childhood 
     education and child care settings which lead to improved 
     social and educational development;
       (N) training and preparation of teachers and other 
     professional and paraprofessional preschool and child care 
     workers;
       (O) the use of technology, including methods to help 
     parents instruct their children; and
       (P) other topics relevant to the purpose of the Institute.
       (3) Certain requirements.--In carrying out the activities 
     of the Institute, the Assistant Secretary shall ensure that 
     the Institute's research and development program provides 
     information that can be utilized in improving the major 
     Federal early childhood education programs.
       (g) National Institute on Educational Governance, Finance, 
     Policy-Making, and Management.--
       (1) Findings.--The Congress finds as follows:
       (A) Many elementary and secondary schools in the United 
     States--
       (i) are structured according to models that are ineffective 
     and rely on notions of management and governance that may be 
     outdated or insufficient for the challenges of the next 
     century; and
       (ii) are unsuccessful in equipping all students with the 
     knowledge and skills needed to succeed as citizens and in the 
     working world.
       (B) New approaches are needed in the governance and 
     management of elementary and secondary education within the 
     United States at the State, local, school building and 
     classroom level.
       (C) Not enough is known about the effects of various 
     systems of school governance and management on student 
     achievement to provide sound guidance to policymakers as such 
     policymakers pursue school restructuring and reform.
       (D) A concentrated Federal effort is needed to support 
     research, development, demonstration, and evaluation of 
     approaches to school governance, finance and management which 
     promise to improve education equity and excellence throughout 
     the United States.
       (2) Purpose.--It shall be the purpose of the National 
     Institute on Educational Governance, Finance, Policy-Making, 
     and Management to carry out a coordinated and comprehensive 
     program of research and development to provide nonpartisan, 
     research-based leadership to the United States as it seeks to 
     improve student achievement through school restructuring and 
     reform. Such program shall undertake research necessary to 
     provide a sound basis from which to identify, develop and 
     evaluate approaches in elementary and secondary school 
     governance, finance, policy-making, and management at the 
     State, local, tribal, school building and classroom level 
     which promise to improve educational equity and excellence, 
     such as--
       (A) open enrollment programs, public school choice, magnet 
     schools and other systems through which parents may select 
     the public schools and educational programs in which their 
     children are enrolled;
       (B) innovative school design, including lengthening the 
     school day and the school year, reducing class size and 
     building professional development into the weekly school 
     schedule and, as appropriate, conducting such further 
     research as may be recommended or suggested by the report 
     issued by the National Education Commission on Time and 
     Learning pursuant to section 102 of the Education Council Act 
     of 1991 (20 U.S.C. 1221-1 note);
       (C) effective approaches to organizing learning;
       (D) effective ways of grouping students for learning so 
     that a student is not labeled or stigmatized in ways that may 
     impede such student's achievement;
       (E) effective approaches to organizing, structuring, and 
     financing vocational education;
       (F) the provision of financial and other rewards and 
     incentives to schools and educators based on performance to 
     improve student achievement;
       (G) the use of regulatory flexibility on the State or 
     school district level to promote innovation and school 
     restructuring;
       (H) policy decisions at all levels and the impact of such 
     decisions on school achievement and other student outcomes;
       (I) the effective use of dollars for classroom 
     construction;
       (J) expanding the role of teachers in policymaking and 
     administration at the school and school district-wide level;
       (K) disparity in school financing among States, school 
     districts, schools, and schools funded by the Bureau;
       (L) the use of technology in areas such as assisting in 
     school-based management or ameliorating the effects of 
     disparity in school financing among States, school districts, 
     and schools funded by the Bureau;
       (M) the involvement of parents and families in the 
     management and governance of schools and the education of 
     their children; and
       (N) effective approaches to increasing the representation 
     of women and minorities among leadership and management 
     positions in education;
       (O) approaches to systemic reforms involving the 
     coordination of multiple policies of each level of government 
     to promote higher levels of student achievement;
       (P) approaches to coordinated services for children;
       (Q) teacher certification at the State and tribal levels; 
     and
       (R) school-based management, shared decisionmaking and 
     other innovative school structures, and State and local 
     reforms and educational policies, which show promise for 
     improving student achievement;
       (S) policies related to school-to-work transitions and 
     preparing non-college-bound students; and
       (T) other topics relevant to the mission of the Institute.
       (h) National Institute on Postsecondary Education, 
     Libraries, and Lifelong Learning.--
       (1) Findings.--The Congress finds as follows:
       (A) The American system of postsecondary education is 
     foremost in the world in such system's achievement of both 
     academic excellence and equity in access, but maintaining 
     that preeminence requires renewed efforts to strengthen the 
     quality of postsecondary education. Disappointing student 
     performance on achievement tests and licensure examinations, 
     declining rates of postsecondary education persistence and 
     completion among minorities, and other troubling trends in 
     the quality of postsecondary education should be addressed by 
     the United States as part of its overall drive to improve 
     American education.
       (B) The need to improve our economic productivity of the 
     United States to meet the competitive challenges of a new, 
     international economy, coupled with high levels of mobility 
     in the United States labor market and demographic changes in 
     the workforce, now demands more and higher quality programs 
     of learning and training in the American workplace.
       (C) The more than 1,000,000 men and women incarcerated in 
     the prisons and jails in the United States are among the most 
     severely educationally disadvantaged in the United States, 
     with high rates of functional illiteracy and extremely low 
     levels of educational attainment. Since an estimated 90 
     percent of these individuals are expected to be released by 
     the end of the decade, the United States must act to assure 
     that our correctional system has the means to equip these 
     Americans with the knowledge and skills they will need to 
     participate productively in our society.
       (D) The development of a ``Nation of Students'' capable of 
     and committed to the pursuit of formal and informal lifelong 
     learning and literacy is essential to sustain both national 
     and individual economic success and to provide a nurturing 
     environment in which all children and youth can learn and 
     achieve. Historically the most effective community resource 
     for lifelong learning, the public library system of the 
     United States should expand and restructure its delivery of 
     services to take full advantage of the potential of new 
     information technologies to meet the needs of learning 
     communities.
       (2) Purpose.--The purpose of the National Institute on 
     Postsecondary Education, Libraries, and Lifelong Learning is 
     to promote greater coordination of Federal research and 
     development on issues related to adult learning and to carry 
     out a program of research and development in adult learning 
     to provide nonpartisan, research-based leadership to the 
     United States as it seeks to improve libraries, postsecondary 
     education, literacy, and lifelong learning throughout the 
     United States. Such program--
       (A) shall only support research and development in those 
     areas of postsecondary education, libraries, literacy, and 
     lifelong learning which are not being addressed by other 
     entities within the Federal Government;
       (B) may include basic and applied research, development, 
     replication, and evaluation activities in areas such as--
       (i) methods of assessing and evaluating individual, 
     program, and institutional performance;
       (ii) the uses and applications of new technologies to 
     improve program effectiveness and enhance student learning;
       (iii) the most effective training methods for adults to 
     upgrade education and vocational skills;
       (iv) opportunities for adults to continue their education 
     beyond higher education and graduate school, in the context 
     of lifelong learning and information-finding skills;
       (v) adult literacy and effective methods, including 
     technology, to eliminate illiteracy;
       (vi) preparing students for a lifetime of work, the ability 
     to adapt through retraining to the changing needs of the work 
     force and the ability to learn new tasks;
       (vii) the use of technology to develop and deliver 
     effective training methods for adults to upgrade their 
     education and their vocational skills; and
       (viii) institutional and classroom policies and practices 
     at the postsecondary level necessary to improve 
     matriculation, persistence, achievement and graduation by 
     students who are economically disadvantaged, ethnic and 
     racial minorities, women, older, working, and who have 
     children;
       (ix) instructional practices and programs which are 
     effective in correctional settings;
       (x) new models of service delivery for public library 
     systems which expand opportunities for lifelong learning;
       (xi) effective programs and approaches which promote 
     greater access to and success by minorities in postsecondary 
     programs which prepare such minorities for scientific, 
     technical, teaching, and health career fields;
       (xii) effective teaching for the preparation and continuing 
     education of teachers;
       (xiii) the development and evaluation of curricular 
     materials for the initial and continuing education of 
     teachers and teacher educators;
       (xiv) the role of Historically Black Colleges and 
     Universities, Tribally-Controlled Indian Community Colleges, 
     women's colleges, and other special mission institutions in 
     providing access, excellence, and equal opportunity in higher 
     education;
       (xv) methods for evaluating the quality of education at 
     different types of institutions of higher education at all 
     levels and the roles and responsibilities of regional and 
     national accrediting agencies;
       (xvi) methods for evaluating the productivity of different 
     types of institutions of higher education;
       (xvii) financial barriers to postsecondary educational 
     opportunity, including--

       (I) the role of Federal programs authorized under title IV 
     of the Higher Education Act of 1965 and State grant and work 
     programs in mitigating such barriers;
       (II) the impact of the rising total cost of postsecondary 
     education on access to higher education; and
       (III) the extent and impact of student reliance on loans to 
     meet the costs of higher education;

       (xviii) opportunities for adults to continue their 
     education beyond higher education and graduate school, in the 
     context of lifelong learning and information-finding skills; 
     and
       (xix) preparing students for a lifetime of work, the 
     ability to adapt through retraining to the changing needs of 
     the work force and the ability to learn new tasks; and
       (xx) other topics relevant to mission of the Institute.
       (3) Involvement of certain agencies and organizations.--In 
     promoting coordination and collaboration on research and 
     development on issues related to postsecondary education, 
     literacy, libraries, and lifelong learning, the Institute 
     shall, as appropriate, seek the involvement--
       (A) within the Department of Education of--
       (i) the Office of Library Programs;
       (ii) the Office of Correctional Education;
       (iii) the Office of Vocational and Adult Education;
       (iv) the National Institute on Disability and 
     Rehabilitation Research; and
       (v) the Office of Postsecondary Education;
       (B) of the National Institute for Literacy;
       (C) of the National Board for Professional Teaching 
     Standards;
       (D) of the Employment and Training Administration of the 
     Department of Labor;
       (E) of the Administration for Children and Families within 
     the Department of Health and Human Services;
       (F) of the National Institutes of Health;
       (G) of the National Endowment for Humanities;
       (H) of the National Endowment for the Arts;
       (I) of the Bureau of Prisons of the Department of Justice;
       (J) of the Department of Commerce;
       (K) of the Department of Defense; and
       (L) of the Office of Indian Education Programs of the 
     Department of the Interior.
       (4) Additional responsibilities.--In addition to the 
     responsibilities described in paragraph (2), the Assistant 
     Secretary shall ensure that the activities of the National 
     Center on Literacy are fully coordinated with those of the 
     National Institute for Literacy.
       (i) Coordination and Research Synthesis.--The Assistant 
     Secretary shall promote and provide for research syntheses 
     and the coordination of research and development activities 
     among the Institutes established by this section to 
     investigate those cross-cutting disciplines and areas of 
     inquiry which are relevant to the missions of more than one 
     of the Institutes. Such activities--
       (1) may be carried out jointly by any one of the Institutes 
     and--
       (A) one (or more) of the Institutes;
       (B) the National Center for Education Statistics; or
       (C) any research and development entity administered by 
     other offices of the Department of Education or by any other 
     Federal agency or department; and
       (2) shall meet all the standards developed by the Assistant 
     Secretary and approved by the Board for other research and 
     development conducted by the Office.
       (j) Dates for Establishment of Institutes.--The National 
     Institute on the Education of At-Risk Students, the National 
     Institute on Educational Governance, Finance, Policy-Making, 
     and Management, the National Institute on Early Childhood 
     Development and Education, the National Institute on Student 
     Achievement, Curriculum, and Assessment and the National 
     Institute on Postsecondary Education, Libraries, and Lifelong 
     Learning shall each be established on October 1, 1995.

            PART D--NATIONAL EDUCATION DISSEMINATION SYSTEM

     SEC. 941. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH 
                   AND IMPROVEMENT.

       (a) In General.--
       (1) Findings.--The Congress finds as follows:
       (A) In order to improve the American educational system for 
     all students, achieve the National Education Goals, and 
     provide for greater educational equity, policymakers, 
     administrators, teachers, and parents must have ready access 
     to the best information and methods available as a result of 
     educational research and development.
       (B) The Office of Educational Research and Improvement 
     should have as one of its primary purposes the dissemination 
     of such information and methods in order to assist the 
     national education reform effort.
       (C) All current resources within the Office, the Department 
     of Education, and other agencies that can help accomplish the 
     purposes described in subparagraph (B) should be coordinated 
     by the Assistant Secretary, to the extent practicable, so as 
     to form a systematic process to accomplish such purposes.
       (D) Education research has the capacity to improve teaching 
     and learning in our Nation's schools, however, teachers need 
     training in the skills necessary to translate research into 
     practice and to allow teachers to become knowledgeable 
     practitioners and leaders in educational improvement.
       (E) Adequate linkages between research and development 
     providers and practitioners are essential to ensuring that 
     research on effective practice is useful, disseminated to and 
     supported with technical assistance for all educators, and 
     that all educators are partners in the research and 
     development process.
       (2) Purpose.--The purpose of this section is to--
       (A) create a national system of dissemination, development, 
     and educational improvement in order to create, adapt, 
     identify, validate, and disseminate to educators, parents, 
     and policymakers those educational programs that have 
     potential or have been shown to improve educational 
     opportunities for all students; and
       (B) empower and increase the capacity of teachers to 
     participate in the research and development process.
       (3) Definition of educational program.--For the purposes of 
     this section, the term ``educational program'' includes 
     educational policies, research findings, practices, and 
     products.
       (b) Establishment of Office.--
       (1) In general.--There is established within the Office an 
     Office of Reform Assistance and Dissemination (hereafter in 
     this section referred to as the ``Dissemination Office'') 
     through which the Secretary shall carry out all functions and 
     activities described in this section. Such office shall be 
     headed by a Director who shall be appointed by the Assistant 
     Secretary and have demonstrated expertise and experience in 
     dissemination, including promoting the effective use of 
     research in the classroom.
       (2) Certain duties.--The Dissemination Office shall--
       (A) disseminate relevant and useful research, information, 
     products, and publications developed through or supported by 
     the Department of Education to schools, educators, parents, 
     and policymakers throughout the United States;
       (B) operate a depository for all Department of Education 
     publications and products and make available for reproduction 
     such publications and products;
       (C) provide technical and financial assistance to 
     individuals and organizations in the process of developing 
     promising educational programs but who might not, without 
     such assistance, be able to complete necessary development 
     and assessment activities;
       (D) coordinate the dissemination efforts of the Office, the 
     regional educational laboratories, the research institutes, 
     the National Diffusion Network, and the Educational Resources 
     Information Center Clearinghouses;
       (E) provide training and technical assistance regarding the 
     implementation and adoption of exemplary and promising 
     programs by interested entities;
       (F) carry out a program of research on models for 
     successful knowledge dissemination, and utilization, and 
     strategies for reaching education policymakers, 
     practitioners, and others interested in education;
       (G) develop the capacity to connect schools and teachers 
     seeking information with the relevant regional educational 
     laboratories assisted under subsection (h), the National 
     Diffusion Network, the Institutes assisted under this 
     section, and the Educational Resources Information Center 
     Clearinghouses; and
       (H) provide a biennial report to the Secretary regarding 
     the types of information, products, and services that 
     teachers, schools, and school districts have requested and 
     have determined to be most useful, and describe future plans 
     to adapt Department of Education products and services to 
     address the needs of the users of such information, products, 
     and services.
       (3) Additional duties.--The Dissemination Office shall 
     carry out a process for the identification of educational 
     programs that work, dissemination through electronic 
     networking and new technologies and the functions and 
     activities performed by the following:
       (A) The Educational Resources Information Center 
     Clearinghouses.
       (B) The regional educational laboratories.
       (C) The Teacher Research Dissemination Demonstration 
     Program.
       (D) The Goals 2000 Community Partnerships Program.
       (E) The existing National Diffusion Network and its 
     Developer-Demonstrator and State Facilitator projects.
       (F) Such other programs, activities, or entities the 
     Secretary determines are consistent with purposes for which 
     the Dissemination Office is established.
       (c) Identification of Programs.--The Assistant Secretary 
     shall coordinate a process through which successful 
     educational programs are actively sought out for possible 
     dissemination through the national educational dissemination 
     system. Such process shall, at a minimum, have the capability 
     to--
       (1) work closely with the Institutes, research and 
     development centers, regional educational laboratories, the 
     National Diffusion Network and its Developer-Demonstrator and 
     State Facilitator projects, learning grant institutions 
     established under the Goals 2000 Community Partnerships 
     Program, Department of Education-supported technical 
     assistance providers, and other entities to identify 
     successful educational programs at the regional, State, 
     local, or classroom level;
       (2) review successful educational programs supported by the 
     Department of Education through all of its programs;
       (3) through cooperative agreements, review for possible 
     inclusion in the system educational programs administered by 
     the Departments of Health and Human Services (particularly 
     the Head Start program), Labor, and Defense, the National 
     Science Foundation, the Department of the Interior 
     (particularly the Office of Indian Education Programs), and 
     any other appropriate Federal agency; and
       (4) provide for an active outreach effort to identify 
     successful educational programs through cooperative 
     arrangements with State and local education agencies, 
     teachers and teacher organizations, curriculum associations, 
     foundations, private schools, institutions of higher 
     education, and other entities that could enhance the ability 
     of the Secretary to identify programs for possible inclusion 
     in the dissemination system.
       (d) Designation of Exemplary and Promising Programs.--
       (1) In general.--The Assistant Secretary, in consultation 
     with the Board, shall establish 1 or more panels of 
     appropriately qualified experts and practitioners to--
       (A) evaluate educational programs that have been identified 
     by the Secretary under subsection (c) or that have been 
     submitted to the Secretary for such evaluation by some other 
     individual or organization; and
       (B) recommend to the Secretary programs that should be 
     designated as exemplary or promising educational programs.
       (2) Considerations in making recommendations.--In 
     determining whether an educational program should receive a 
     recommendation under paragraph (1), a panel established under 
     such paragraph shall consider--
       (A) whether, based on empirical data, which may include 
     test results, the program is effective and should be 
     designated as exemplary and disseminated through the national 
     dissemination system; or
       (B) whether there is sufficient evidence to lead a panel of 
     experts and practitioners to believe that the program shows 
     promise for improving student achievement and should be 
     designated as promising and disseminated through the national 
     dissemination system while the program continues to be 
     evaluated.
       (3) Requirement regarding approval of programs.--In seeking 
     out programs for approval under paragraph (2), the Assistant 
     Secretary shall seek programs that may be implemented at the 
     State, local, and classroom level.
       (4) Requirements regarding panels.--
       (A) A panel shall not eliminate a program from 
     consideration under this subsection based solely on the fact 
     that the program does not have one specific type of 
     supporting data, such as test scores.
       (B) The Assistant Secretary may not designate a program as 
     exemplary or promising unless a panel established under 
     paragraph (1) has recommended that the program be so 
     designated.
       (C) The Secretary shall establish such panels under 
     paragraph (1) as may be necessary to ensure that each program 
     identified or submitted for evaluation is evaluated.
       (D) Not less than \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 
     they are engaged in carrying out the duties of the panel as 
     well as compensation for their expenses.
       (e) Dissemination of Exemplary and Promising Programs.--In 
     order to ensure that programs identified as exemplary or 
     promising are available for adoption by the greatest number 
     of teachers, schools, local and State education agencies, and 
     Bureau-funded schools, the Assistant Secretary shall utilize 
     the capabilities of--
       (1) the Educational Resources Information Center 
     Clearinghouses;
       (2) electronic networking;
       (3) the regional educational laboratories;
       (4) the National Diffusion Network;
       (5) entities established under the Goals 2000 Community 
     Partnerships Program;
       (6) department-supported technical assistance providers;
       (7) the National Library of Education; and
       (8) other public and private nonprofit entities, including 
     existing education associations and networks, that have the 
     capability to assist educators in adopting exemplary and 
     promising programs.
       (f) Educational Resources Information Center 
     Clearinghouses.--
       (1) In general.--The Assistant Secretary shall establish a 
     system of 16 clearinghouses having, at a minimum, the 
     functions and scope of work as the clearinghouses had on the 
     day preceding the date of the enactment of this title. The 
     Assistant Secretary shall establish for the clearinghouses a 
     policy for the abstraction from, and inclusion in, the 
     Educational Resources Information Center Clearinghouses 
     system for books, periodicals, reports, and other materials 
     related to education.
       (2) Additional functions.--In addition to those functions 
     carried out by the clearinghouses on the day preceding the 
     date of the enactment of this title, such clearinghouses 
     may--
       (A) periodically produce interpretive summaries, digests, 
     and syntheses of the results and findings of education-
     related research and development; and
       (B) contain and make available to users information 
     concerning those programs designated as exemplary and 
     promising under subsection (d).
       (3) Coordination of activities.--The Assistant Secretary 
     shall assure that the functions and activities of such 
     clearinghouses are coordinated with the activities of the 
     Institutes, the regional educational laboratories, learning 
     grant institutions, other clearinghouses supported by the 
     Department of Education, the National Diffusion Network, and 
     other appropriate entities within the Office and such 
     Department.
       (4) Special responsibilities of the secretary.--To assure 
     that the information provided through such clearinghouses is 
     fully comprehensive, the Secretary shall--
       (A) require that all reports, studies, and other resources 
     produced directly or by grant or contract with the Department 
     of Education are made available to clearinghouses;
       (B) establish cooperative agreements with the Departments 
     of Defense, Health and Human Services, Interior, and other 
     Federal departments and agencies to assure that all 
     education-related reports, studies, and other resources 
     produced directly or by grant from or contract with the 
     Federal Government are made available to such clearinghouses; 
     and
       (C) devise an effective system for maximizing the 
     identification, synthesis, and dissemination of information 
     related to the needs of Indian and Alaska Native children.
       (5) Copyright prohibited.--
       (A) No clearinghouse or other entity receiving assistance 
     under this subsection may copyright or otherwise charge a 
     royalty or other fee that--
       (i) is for the use or redissemination of any database, 
     index, abstract, report, or other information produced with 
     assistance under this subsection; and
       (ii) exceeds the incremental cost of disseminating such 
     information.
       (B) For purposes of subparagraph (A), the incremental cost 
     of dissemination does not include any portion of the cost of 
     collecting, organizing, or processing the information which 
     is disseminated.
       (g) Dissemination Through New Technologies.--
       (1) In general.--The Assistant Secretary is authorized to 
     award grants or contracts in accordance with this subsection 
     to support the development of materials, programs, and 
     resources which utilize new technologies and techniques to 
     synthesize and disseminate research and development findings 
     and other information which can be used to support 
     educational improvement.
       (2) Electronic networking.--
       (A) Electronic network.--The Assistant Secretary, acting 
     through the Office of Reform Assistance and Dissemination, 
     shall establish and maintain an electronic network which 
     shall, at a minimum, link--
       (i) each office of the Department of Education;
       (ii) the Institutes established by section 931;
       (iii) the National Center for Education Statistics;
       (iv) the National Library of Education; and
       (v) entities engaged in research, development, 
     dissemination, and technical assistance under grant from, or 
     contract, or cooperative agreement with, the Department of 
     Education.
       (B) Certain requirements for network.--The network 
     described in subparagraph (A) shall--
       (i) to the extent feasible, build upon existing national, 
     regional, and State electronic networks and support video, 
     telecomputing, and interactive communications;
       (ii) at a minimum, have the capability to support 
     electronic mail and file transfer services;
       (iii) be linked to and accessible to other users, including 
     State and local education agencies, institutions of higher 
     education, museums, libraries, and others through the 
     Internet and the National Research and Education Network; and
       (iv) be provided at no cost (excluding the costs of 
     necessary hardware) to the contractors and grantees described 
     in clause (v) of subparagraph (A) and to educational 
     institutions accessing such network through the Internet and 
     the National Research and Education Network.
       (C) Information resources.--The Assistant Secretary, acting 
     through the Office of Reform Assistance and Dissemination, 
     may make available through the network described in 
     subparagraph (A)--
       (i) information about grant and contract assistance 
     available through the Department of Education;
       (ii) an annotated directory of current research and 
     development activities and projects being undertaken with the 
     assistance of the Department of Education;
       (iii) information about publications published by the 
     Department of Education and, to the extent feasible, the full 
     text of such publications;
       (iv) statistics and data published by the National Center 
     for Education Statistics;
       (v) syntheses of research and development findings;
       (vi) a directory of other education-related electronic 
     networks and databases, including information about the means 
     by which such networks and databases may be accessed;
       (vii) a descriptive listing of materials and courses of 
     instruction provided by telecommunications partnerships 
     assisted under the Star Schools program;
       (viii) resources developed by the Educational Resources 
     Information Center Clearinghouses;
       (ix) education-related software (including video) which is 
     in the public domain;
       (x) a listing of instructional materials available through 
     telecommunications to local education agencies through the 
     Public Broadcasting Service and State educational television 
     networks; and
       (xi) such other information and resources the Assistant 
     Secretary considers useful and appropriate.
       (D) Evaluations regarding other functions of network.--The 
     Assistant Secretary shall also undertake projects to test and 
     evaluate the feasibility of using the network described in 
     subparagraph (A) for--
       (i) the submission of applications for assistance to the 
     Department of Education; and
       (ii) the collection of data and other statistics through 
     the National Center for Education Statistics.
       (E) Training and technical assistance.--The Assistant 
     Secretary, acting through the Office of Reform Assistance and 
     Dissemination, shall--
       (i) provide such training and technical assistance as may 
     be necessary to enable the contractors and grantees described 
     in clause (v) of subparagraph (A) to participate in the 
     electronic network described in such subparagraph; and
       (ii) work with the National Science Foundation to provide, 
     upon request, assistance to State and local educational 
     agencies, the Department of the Interior's Office of Indian 
     Education Programs, tribal departments of education, State 
     library agencies, libraries, museums, and other educational 
     institutions in obtaining access to the Internet and the 
     National Research and Education Network.
       (h) Regional Educational Laboratories for Research, 
     Development, Dissemination, and Technical Assistance.--
       (1) Regional educational laboratories.--The Assistant 
     Secretary shall enter into contracts with public or private 
     nonprofit entities to establish a networked system of not 
     less than 10 and not more than 12 regional educational 
     laboratories which serve the needs of each region of the 
     United States in accordance with the provisions of this 
     subsection. The amount of assistance allocated to each 
     laboratory by the Assistant Secretary shall reflect the 
     number of local educational agencies and the number of 
     school-age children within the region served by such 
     laboratory, as well as the cost of providing services within 
     the geographic area encompassed by the region.
       (2) Regions.--The regions served by the regional 
     educational laboratories shall be the 10 geographic regions 
     in existence on the day preceding the date of the enactment 
     of this title, except that in fiscal year 1996, the Assistant 
     Secretary may support not more than 2 additional regional 
     educational laboratories serving regions not in existence on 
     the day preceding the date of enactment of this Act, provided 
     that--
       (A) the amount appropriated for the regional educational 
     laboratories in fiscal year 1996 exceeds the amount 
     appropriated for the regional educational laboratories in 
     fiscal year 1995 by not less than $2,000,000;
       (B) each such additional regional laboratory shall be 
     supported by not less than $2,000,000 annually;
       (C) the creation of any such additional laboratory region 
     is announced at the time of the announcement of the 
     competition for contracts for all regional educational 
     laboratories;
       (D) the creation of a regional educational laboratory that 
     involves the combination or subdivision of a region or 
     regions in existence on the day preceding the date of 
     enactment of this Act in which States in 1 such region are 
     combined with States in another such region does not result 
     in any region in existence on such date permanently becoming 
     part of a larger region, nor result in any such region 
     permanently subsuming another region, nor creates within the 
     continental United States a region that is smaller than 4 
     contiguous States, nor partitions a region in existence on 
     the day preceding the date of the enactment of this Act to 
     include less than 4 contiguous States included in the region 
     on the day preceding the date of enactment of this Act;
       (E) the Assistant Secretary has published a notice in the 
     Federal Register inviting the public, for a period of not 
     less than 60 days, to make recommendations with respect to 
     the creation of 1 or 2 additional regional educational 
     laboratories;
       (F) the Assistant Secretary has solicited and received 
     letters of support for the creation of any new region from 
     the Chief State School Officers and State boards of education 
     in each of the contiguous States that would be included in 
     such new region.
       (3) Duties.--Each regional educational laboratory receiving 
     assistance under this section shall promote the 
     implementation of broad-based systemic school improvement 
     strategies and shall have as such laboratory's central 
     mission and primary function to--
       (A) develop and disseminate educational research products 
     and processes to schools, teachers, local educational 
     agencies, State educational agencies, librarians, and schools 
     funded by the Bureau, as appropriate, and through such 
     development and dissemination, and provide technical 
     assistance, to help all students meet standards;
       (B) develop a plan for identifying and serving the needs of 
     the region by conducting a continuing survey of the 
     educational needs, strengths, and weaknesses within the 
     region, including a process of open hearings to solicit the 
     views of schools, teachers, administrators, parents, local 
     educational agencies, librarians, and State educational 
     agencies within the region;
       (C) provide technical assistance to State and local 
     educational agencies, school boards, schools funded by the 
     Bureau, as appropriate, State boards of education, schools, 
     and librarians;
       (D) facilitate school restructuring at the individual 
     school level, including technical assistance for adapting 
     model demonstration grant programs to each school;
       (E) serve the educational development needs of the region 
     by providing education research in usable forms in order to 
     promote school improvement and academic achievement and to 
     correct educational deficiencies;
       (F) facilitate communication between educational experts, 
     school officials, and teachers, parents, and librarians, to 
     enable such individuals to assist schools to develop a plan 
     to meet the National Education Goals;
       (G) provide training in--
       (i) the field of education research and related areas;
       (ii) the use of new educational methods; and
       (iii) the use of information-finding methods, practices, 
     techniques, and products developed in connection with such 
     training for which the regional educational laboratory may 
     support internships and fellowships and provide stipends;
       (H) use applied educational research to assist in solving 
     site-specific problems and to assist in development 
     activities;
       (I) conduct applied research projects designed to serve the 
     particular needs of the region only in the event that such 
     quality applied research does not exist as determined by the 
     regional education laboratory or the Department of Education;
       (J) collaborate and coordinate services with other 
     technical assistance providers funded by the Department of 
     Education;
       (K) provide support and technical assistance in--
       (i) replicating and adapting exemplary and promising 
     practices;
       (ii) the development of high-quality, challenging 
     curriculum frameworks;
       (iii) the development of valid, reliable assessments which 
     are linked to State, local, or Bureau-funded content and 
     student performance standards and reflect recent advances in 
     the field of educational assessment;
       (iv) the improvement of professional development strategies 
     to assure that all teachers are prepared to teach a 
     challenging curriculum;
       (v) expanding and improving the use of technology in 
     education to improve teaching and learning;
       (vi) the development of alternatives for restructuring 
     school finance systems to promote greater equity in the 
     distribution of resources; and
       (vii) the development of alternative administrative 
     structures which are more conducive to planning, 
     implementing, and sustaining school reform and improved 
     educational outcomes; and
       (L) bring teams of experts together to develop and 
     implement school improvement plans and strategies;
       (4) Networking.--In order to improve the efficiency and 
     effectiveness of the regional laboratories, the governing 
     boards of the regional laboratories shall establish and 
     maintain a network to--
       (A) share information about the activities each laboratory 
     is carrying out;
       (B) plan joint activities that would meet the needs of 
     multiple regions;
       (C) create a strategic plan for the development of 
     activities undertaken by the laboratories to reduce 
     redundancy and increase collaboration and resource-sharing in 
     such activities; and
       (D) otherwise devise means by which the work of the 
     individual laboratories could serve national, as well as 
     regional, needs.
       (5) Additional duties.--Each regional education laboratory 
     receiving assistance under this subsection shall carry out 
     the following activities:
       (A) Collaborate with the Institutes established under 
     section 931 in order to--
       (i) maximize the use of research conducted through the 
     Institutes in the work of such laboratory;
       (ii) keep the Institutes apprised of the work of the 
     regional educational laboratory in the field; and
       (iii) inform the Institutes about additional research needs 
     identified in the field.
       (B) Consult with the State educational agencies and library 
     agencies in the region in developing the plan for serving the 
     region.
       (C) Develop strategies to utilize schools as critical 
     components in reforming education and revitalizing rural 
     communities in the United States.
       (D) Report and disseminate information on overcoming the 
     obstacles faced by rural educators and rural schools.
       (E) Identify successful educational programs that have 
     either been developed by such laboratory in carrying out such 
     laboratory's functions or that have been developed or used by 
     others within the region served by the laboratory and make 
     such information available to the Secretary and the network 
     of regional laboratories so that such programs may be 
     considered for inclusion in the national education 
     dissemination system.
       (6) Certain requirements.--In carrying out its 
     responsibilities, each regional educational laboratory 
     shall--
       (A) establish a governing board that--
       (i) reflects a balanced representation of the States in the 
     region, as well as the interests and concerns of regional 
     constituencies, and that includes teachers and education 
     researchers;
       (ii) is the sole entity that--

       (I) guides and directs the laboratory in carrying out the 
     provisions of this subsection and satisfying the terms and 
     conditions of the contract award;
       (II) determines the regional agenda of the laboratory;
       (III) engages in an ongoing dialogue with the Assistant 
     Secretary concerning the laboratory's goals, activities, and 
     priorities; and
       (IV) determines at the start of the contract period, 
     subject to the requirements of this section and in 
     consultation with the Assistant Secretary, the mission of the 
     regional educational laboratory for the duration of the 
     contract period;

       (iii) ensures that the regional educational laboratory 
     attains and maintains a high level of quality in the 
     laboratory's work and products;
       (iv) establishes standards to ensure that the regional 
     educational laboratory has strong and effective governance, 
     organization, management, and administration, and employs 
     qualified staff;
       (v) directs the regional educational laboratory to carry 
     out the laboratory's duties in a manner as will make progress 
     toward achieving the National Education Goals and reforming 
     schools and educational systems; and
       (vi) conducts a continuing survey of the educational needs, 
     strengths, and weaknesses within the region, including a 
     process of open hearings to solicit the views of schools and 
     teachers.
       (B) Comply with the standards developed by the Assistant 
     Secretary and approved by the Board under section 912.
       (C) Coordinate its activities, collaborate, and regularly 
     exchange information with the Institutes established under 
     section 941, the National Diffusion Network, and its 
     Developer Demonstrator and State Facilitator projects, 
     learning grant institutions and district education agents 
     assisted under subsection (i), the Educational Resources 
     Information Center Clearinghouses, and other entities engaged 
     in technical assistance and dissemination activities which 
     are supported by other offices of the Department of 
     Education.
       (D) Allocate the regional educational laboratory's 
     resources to and within each State in a manner which reflects 
     the need for assistance, taking into account such factors as 
     the proportion of economically disadvantaged students, the 
     increased cost burden of service delivery in areas of sparse 
     populations, and any special initiatives being undertaken by 
     State, intermediate, local educational agencies, or Bureau-
     funded schools, as appropriate, which may require special 
     assistance from the laboratory.
       (7) Evaluations.--The Assistant Secretary shall provide for 
     independent evaluations of each of the regional educational 
     laboratories in carrying out the duties described in 
     paragraph (1) in the third year that such laboratory receives 
     assistance under this subsection in accordance with the 
     standards developed by the Assistant Secretary and approved 
     by the Board and shall transmit the results of such 
     evaluations to the relevant committees of the Congress, the 
     Board, and the appropriate regional educational laboratory 
     board.
       (8) Invitation regarding competition for awards of 
     assistance.--Prior to awarding a grant or entering into a 
     contract under this section, the Secretary shall invite 
     applicants, including the regional educational laboratories 
     in existence on the day preceding the date of enactment of 
     this Act, to compete for such award through notice in the 
     Federal Register and in the publication of the Department of 
     Commerce known as the Commerce Business Daily.
       (9) Application for assistance.--Each application for 
     assistance under this subsection shall--
       (A) cover not less than a 5-year period;
       (B) describe how the applicant would carry out the 
     activities required by this subsection; and
       (C) contain such additional information as the Secretary 
     may reasonably require.
       (10) Rule of construction.--No regional educational 
     laboratory receiving assistance under this subsection shall, 
     by reason of the receipt of that assistance, be ineligible to 
     receive any other assistance from the Department of Education 
     as authorized by law or be prohibited from engaging in 
     activities involving international projects or endeavors.
       (11) Advance payment system.--Each regional educational 
     laboratory shall participate in the advance payment system at 
     the Department of Education.
       (12) Additional projects.--In addition to activities 
     described in paragraph (3), the Assistant Secretary, from 
     amounts appropriated pursuant to subsection (h), is 
     authorized to enter into agreements with a regional 
     educational laboratory for the purpose of carrying out 
     additional projects to enable such regional educational 
     laboratory to assist in efforts to achieve the National 
     Education Goals and for other purposes.
       (13) Plan.--Not later than July 1 of each year, each 
     regional educational laboratory shall submit to the Assistant 
     Secretary a plan covering the succeeding fiscal year, in 
     which such laboratory's mission, activities, and scope of 
     work are described, including a general description of--
       (A) the plans such laboratory expects to submit in the 
     remaining years of such laboratory's contract; and
       (B) an assessment of how well such laboratory is meeting 
     the needs of the region.
       (14) Construction.--Nothing in this subsection shall be 
     construed to require any modifications in the regional 
     educational laboratory contracts in effect on the day 
     preceding the date of enactment of this title.
       (i) Goals 2000 Community Partnerships Program.--
       (1) Purpose.--The purpose of the Goals 2000 Community 
     Partnerships program is to improve the quality of learning 
     and teaching in the most impoverished urban and rural 
     communities of the United States by supporting sustained 
     collaborations between universities, schools, businesses, and 
     communities which apply and utilize the results of 
     educational research and development.
       (2) Grants for goals 2000 community partnerships.--The 
     Assistant Secretary is authorized to make grants to eligible 
     entities to support the establishment of Learning Grant 
     Institutions and District Education Agents and the activities 
     authorized under this subsection within eligible communities.
       (3) Definition of eligible entity and eligible community.--
     For the purposes of this subsection:
       (A) The term ``eligible entity'' includes any institution 
     of higher education, regional educational laboratory, 
     National Diffusion Network project, national research and 
     development center, public or private nonprofit corporation, 
     or any consortium thereof, that--
       (i) has demonstrated experience, expertise and commitment 
     in serving the educational needs of at-risk students; and
       (ii) is, by virtue of its previous activities, 
     knowledgeable about the unique needs and characteristics of 
     the community to be served.
       (B) The term ``eligible community'' means a unit of general 
     purpose local government (such as a city, township, or 
     village), a nonmetropolitan county, tribal village, or a 
     geographically distinct area (such as a school district, 
     school attendance area, ward, precinct or neighborhood), or 
     any group of such entities that--
       (i) has a population of not less than 200,000 and not more 
     than 300,000; and
       (ii) in which not less than one-half of the school-age 
     children have family incomes which are below the poverty 
     line, as determined by the 1990 United States Census, 
     participation in the National School Lunch program, or other 
     current, reliable data concerning family income.
       (4) Goals 2000 community partnerships.--Each learning grant 
     institution receiving assistance under this subsection shall 
     establish a Goals 2000 community partnership to carry out the 
     activities authorized under this subsection. Such 
     partnership--
       (A) shall include the participation of one or more local 
     educational agencies, institutions of higher education, 
     community-based organizations, parents, teachers, and the 
     business community;
       (B) may include the participation of human, social service 
     and health care agencies, Head Start and child care agencies, 
     libraries, museums, employment and training agencies, and the 
     State educational agency or tribal department of education; 
     and
       (C) shall be broadly representative of all segments of the 
     community in which the activities will be carried out.
       (5) Comprehensive goals 2000 plan.--Each Goals 2000 
     Community Partnership shall develop a comprehensive plan for 
     assuring educational success and high achievement for all 
     students in the community. Each such plan shall--
       (A) adopt the National Education Goals;
       (B) identify additional needs and goals for educational 
     improvement within the community;
       (C) focus on helping all students reach challenging content 
     and student performance standards;
       (D) be consistent with the State and local improvement 
     plans for system-wide education improvement developed 
     pursuant to title III;
       (E) establish a comprehensive community-wide plan for 
     achieving such goals; and
       (F) develop a means for measuring the progress of the 
     community in meeting such goals for improvement.
       (6) Implementation of community-wide plan.--Each Goals 2000 
     Community Partnership shall, utilizing the District Education 
     Agent, provide assistance in implementing the community-wide 
     plan for educational improvement by--
       (A) supporting innovation, restructuring, and continuous 
     improvement in educational practice by--
       (i) disseminating information throughout the community 
     about exemplary and promising educational programs, 
     practices, products, and policies;
       (ii) evaluating the effectiveness of federally funded 
     educational programs within the community and identifying 
     changes in such programs which are likely to improve student 
     achievement;
       (iii) identifying, selecting and replicating exemplary and 
     promising educational programs, practices, products, and 
     policies in both in- and out-of-school settings;
       (iv) applying educational research to solve specific 
     problems in the classroom, home and community which impede 
     learning and student achievement; and
       (v) supporting research and development by teachers, school 
     administrators, and other practitioners which promise to 
     improve teaching and learning and the organization of 
     schools;
       (B) improving the capacity of educators, school 
     administrators, child care providers and other practitioners 
     to prepare all students to reach challenging standards and to 
     attain the goals set out in the comprehensive community-wide 
     plan through such means as--
       (i) the training of prospective and novice teachers 
     (including preschool and early childhood educators) in a 
     school setting under the guidance of master teachers and 
     teacher educators;
       (ii) training and other activities to promote the continued 
     learning and professional development of experienced 
     teachers, related services personnel, school administrators 
     to assure that such teachers develop the subject matter and 
     pedagogical expertise needed to prepare all students to reach 
     challenging standards;
       (iii) training and other activities to increase the ability 
     of prospective, novice, and experienced teachers to teach 
     effectively at-risk students, students with disabilities, 
     students with limited-English proficiency, and students from 
     diverse cultural backgrounds; and
       (iv) programs to enhance teaching and classroom management 
     skills, including school-based management skills, of novice, 
     prospective, and experienced teachers;
       (C) promoting the development of an integrated system of 
     service delivery to children from birth through age 18 and 
     their families by facilitating linkages and cooperation 
     among--
       (i) local educational agencies;
       (ii) health and social services agencies and providers;
       (iii) juvenile justice and criminal justice agencies;
       (iv) providers of employment training; and
       (v) child care, Head Start, and other early childhood 
     agencies; and
       (D) mobilizing the resources of the community in support of 
     student learning and high achievement by facilitating 
     effective partnerships and collaboration among--
       (i) local educational agencies;
       (ii) postsecondary educational institutions;
       (iii) public libraries;
       (iv) parents;
       (v) community-based organizations, neighborhood 
     associations, and other civic and community organizations;
       (vi) child care, Head Start, and other early childhood 
     agencies;
       (vii) churches, synagogues and other religious 
     institutions;
       (viii) labor organizations; and
       (ix) business and industry.
       (7) Additional requirements.--In carrying out its 
     responsibilities under this subsection, each partnership 
     receiving assistance under this subsection shall--
       (A) appoint a District Education Agent who shall be 
     responsible, on a full-time basis, for directing the 
     implementation of the community-wide plan, who shall have 
     significant experience and expertise in the field of 
     education in--
       (i) addressing the needs of at-risk students; and
       (ii) conducting educational research and promoting the 
     application of the results of such research to educational 
     practice;
       (B) provide for such other professional and support 
     personnel as may be necessary to implement the community-wide 
     plan under the direction of the District Education Agent; and
       (C) coordinate the partnership's activities and work 
     cooperatively with the National Diffusion Network State 
     facilitators, regional educational laboratories, and other 
     components of the Office to utilize most effectively Federal 
     research, development, and dissemination resources in 
     implementing the community-wide plan.
       (8) Application for grants.--Any eligible entity desiring a 
     grant under this subsection shall submit an application to 
     the Assistant Secretary at such time, in such manner, and 
     accompanied by such information as the Assistant Secretary 
     may reasonably require. Each such application shall--
       (A) include a comprehensive plan for meeting the objectives 
     and requirements of this subsection; and
       (B) provide evidence of support for the application from 
     local elected officials, the State educational agency, the 
     local educational agency, parents, local community leaders, 
     businesses, and other appropriate organizations.
       (9) Priority in making grants; duration and amount of 
     grant.--Each grant made under this subsection shall be--
       (A) awarded on a competitive basis, with first priority 
     given to those applications from communities with the 
     greatest percentage of school-age children in families with 
     poverty-level incomes;
       (B) made for a 5-year period, with funding for the second 
     and each succeeding year in such period conditioned upon a 
     determination by the Assistant Secretary that the grant 
     recipient has complied with the conditions of the grants 
     during the previous year; and
       (C) an amount equal to not less than $1,000,000 per year.
       (10) Limitation of one grant per congressional district.--
     Not more than one grant under this subsection shall be 
     awarded within a single congressional district.
       (11) Technical assistance; evaluations.--In administering 
     the program authorized under this subsection, the Assistant 
     Secretary shall, either directly or through grant or contract 
     with an eligible nonprofit agency--
       (A) upon request, provide technical assistance to eligible 
     entities to assist in the development of a comprehensive 
     community-wide plan to meet the requirements of this 
     subsection and in the preparation of applications for 
     assistance;
       (B) regularly provide technical assistance to learning 
     grant institutions receiving assistance under this subsection 
     to assist with the development and implementation of the 
     comprehensive community-wide plan for educational 
     improvement;
       (C) provide for an independent evaluation of the activities 
     assisted under this subsection, including--
       (i) the impact of the Goals 2000 Community Partnerships 
     program on children and families within each community, 
     including effects on the extent of educational achievement, 
     rates of school retention and completion, and enrollment in 
     postsecondary educational programs; and
       (ii) whether an intensified effort to apply and utilize 
     educational research within a limited geographic area 
     significantly improves student learning and achievement; and
       (D) plan for the expansion of the Goals 2000 Community 
     Partnerships program throughout the remainder of the United 
     States beginning in fiscal year 1999.
       (j) Teacher Research Dissemination Demonstration Program.--
       (1) Findings.--The Congress finds that--
       (A) education research, including research funded by the 
     Office, is not having the impact on the schools of the United 
     States that such research should;
       (B) relevant education research and resulting solutions are 
     not being adequately disseminated to and used by the teachers 
     that need such research and solutions;
       (C) there are insufficient linkages between the research 
     and development centers assisted under this section, the 
     regional educational laboratories described in subsection 
     (h), the National Diffusion Network State facilitators, the 
     Educational Resources Information Center Clearinghouses, the 
     comprehensive technical assistance centers assisted under the 
     Elementary and Secondary Education Act of 1965, and the 
     public schools to ensure that research on effective practice 
     is disseminated and technical assistance provided to all 
     teachers;
       (D) the average teacher has little time to plan or engage 
     in a professional dialogue with peers about strategies for 
     improved learning;
       (E) teachers do not have direct access to information 
     systems or networks;
       (F) teachers have little control over what inservice 
     education teachers will be offered; and
       (G) individual teachers are not encouraged to move beyond 
     the walls of their school buildings to identify and use 
     outside resources.
       (2) Establishment.--
       (A) In general.--The Secretary is authorized to make grants 
     to, and enter into contracts or cooperative agreements with, 
     public and private agencies and organizations, including 
     institutions of higher education, the regional education 
     laboratories, and the research and development centers, or 
     consortia thereof--
       (i) to develop and carry out projects that demonstrate 
     effective strategies for helping elementary and secondary 
     education teachers, in both urban and rural areas, become 
     knowledgeable about, assist in the design and use of, and 
     use, education research, including education research carried 
     out under this section; and
       (ii) to develop, implement, and evaluate models for 
     creation of teacher research dissemination networks.
       (B) Priority.--In awarding grants and entering into 
     contracts and cooperative agreements under subparagraph (A) 
     the Secretary shall give priority to entities that have 
     received Federal funds for research and dissemination.
       (3) Applications.--
       (A) In general.--An entity desiring to receive assistance 
     under this subsection shall submit an application to the 
     Secretary in such form, at such time, and containing such 
     information and assurances as the Secretary may require.
       (B) Contents.--Each such application shall describe how the 
     project described in the application--
       (i) was developed with the active participation of 
     elementary and secondary school teachers;
       (ii) will include the continuing participation of 
     elementary and secondary school teachers in the management of 
     the project;
       (iii) is organized around one or more significant research 
     topics;
       (iv) will involve collaboration with entities that have 
     received Federal funds for research and dissemination; and
       (v) will sustain over time teacher research dissemination 
     networks after Federal funding for such networks terminates.
       (4) Use of funds.--Funds provided under this subsection may 
     be used--
       (A) to train elementary and secondary education teachers 
     (particularly new teachers) about the sources of education 
     research findings, including research findings available 
     through activities supported by the Office, and how to access 
     and use such findings to improve the quality of instruction;
       (B) to develop simple formats, both administrative and 
     technological, that allow elementary and secondary education 
     teachers easy access to and use of education research 
     findings;
       (C) to share strategies and materials;
       (D) to support professional networks;
       (E) to survey teacher needs in the areas of research and 
     development; and
       (F) for other activities designed to support elementary and 
     secondary education teachers in becoming knowledgeable about, 
     assisting in the design of, and using, educational research.
       (5) Stipends.--The Secretary may provide for the payment of 
     such stipends (including allowances for subsistence and other 
     expenses for elementary and secondary teachers), as the 
     Secretary determines to be appropriate, to teachers 
     participating in the projects authorized under this 
     subsection.
       (6) Coordination.--Recipients of funds under this 
     subsection shall, to the greatest extent possible, coordinate 
     their activities with related activities under the Elementary 
     and Secondary Education Act of 1965.
       (7) Report.--The Secretary shall, within 5 years of the 
     date of enactment of this Act, submit to the Congress a 
     report on the effectiveness of activities assisted under this 
     subsection.

                 PART E--NATIONAL LIBRARY OF EDUCATION

     SEC. 951. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH 
                   AND IMPROVEMENT.

       (a) In General.--There is established within the Department 
     of Education a National Library of Education (hereafter in 
     this section referred to as the ``Library''), which shall be 
     maintained by the Department of Education as a governmental 
     activity.
       (b) Functions of Library.--The functions of the Library 
     are--
       (1) to provide a central location within the Federal 
     Government for information about education;
       (2) to provide comprehensive reference services on matters 
     related to education to employees of the Department of 
     Education and its contractors and grantees, other Federal 
     employees, and members of the public; and
       (3) to promote greater cooperation and resource sharing 
     among providers and repositories of education information in 
     the United States.
       (c) Mission.--The mission of the Library shall be to--
       (1) become a principal center for the collection, 
     preservation, and effective utilization of the research and 
     other information related to education and to the improvement 
     of educational achievement;
       (2) strive to ensure widespread access to the Library's 
     facilities and materials, coverage of all education issues 
     and subjects, and quality control;
       (3) have an expert library staff; and
       (4) use modern information technology that holds the 
     potential to link major libraries, schools, and educational 
     centers across the United States into a network of national 
     education resources.
       (d) One-Stop Information and Referral Service.--The Library 
     shall establish and maintain a central information and 
     referral service to respond to telephonic, mail and 
     electronic and other inquiries from the public concerning--
       (1) programs and activities of the Department of Education;
       (2) publications produced by the Department of Education 
     and, to the extent feasible, education related publications 
     produced by the Departments of Labor, Health and Human 
     Services, and other Federal departments and agencies;
       (3) services and resources available to the public through 
     the Office, including the Educational Resources Information 
     Center Clearinghouses, the research institutes, and the 
     national education dissemination system;
       (4) statistics and other information produced by the 
     National Center for Education Statistics; and
       (5) referrals to additional sources of information and 
     expertise about educational issues which may be available 
     through educational associations and foundations, the private 
     sector, colleges and universities, libraries and 
     bibliographic databases.
     The Library shall maintain and actively publicize a toll-free 
     telephone number through which public inquiries to the 
     Library may be made.
       (e) Comprehensive Reference Services.--
       (1) In general.--The Library shall, to the extent feasible, 
     provide for the delivery of a full range of reference 
     services on subjects related to education to employees of the 
     Department of Education and such Department's contractors and 
     grantees, other Federal employees, and members of the general 
     public. Such services may include--
       (A) specialized subject searches;
       (B) search and retrieval of electronic databases;
       (C) document delivery by mail and facsimile transmission;
       (D) research counseling, bibliographic instruction, and 
     other training services;
       (E) interlibrary loan services; and
       (F) selective dissemination of information services.
       (2) Priority.--The Library shall first give priority in the 
     provision of reference services to requests made by employees 
     of the Department of Education.
       (f) Cooperation and Resource Sharing.--The Library shall 
     promote greater cooperation and resource sharing among 
     libraries and archives with significant collections in the 
     area of education through means such as--
       (1) the establishment of information and resource sharing 
     networks among such entities;
       (2) the development of a national union list of education 
     journals held by education libraries throughout the United 
     States;
       (3) the development of directories and indexes to textbook 
     and other specialized collections held by education libraries 
     throughout the United States; and
       (4) cooperative efforts to preserve, maintain and promote 
     access to items of special historical value or interest.
       (g) Administration.--The Library shall be administered by 
     an Executive Director who shall--
       (1) be appointed by the Assistant Secretary from among 
     persons with significant training or experience in library 
     and information science; and
       (2) be paid at not less than the minimum rate of basic pay 
     payable for GS-15 of the General Schedule.
       (h) Task Force.--
       (1) In general.--The Assistant Secretary shall appoint a 
     task force of librarians, scholars, teachers, parents, and 
     school leaders (hereafter in this paragraph referred to as 
     the ``Task Force'') to provide advice on the establishment of 
     the Library.
       (2) Preparation of plan.--The Task Force shall prepare a 
     workable plan to establish the Library and to implement the 
     requirements of this section.
       (3) Certain authorities.--The Task Force may identify other 
     activities and functions for the Library to carry out, except 
     that such functions shall not be carried out until the 
     Library is established and has implemented the requirements 
     of this section.
       (4) Report.--The Task Force shall prepare and submit to the 
     Assistant Secretary not later than 6 months after the first 
     meeting of the Task Force a report on the activities of the 
     Library.
       (i) Transfer of Functions.--There are hereby transferred to 
     the Library all functions of--
       (1) the Department of Education Research Library;
       (2) the Department of Education Reference Section; and
       (3) the Department of Education Information Branch.
       (j) Collection Development Policy.--Not later than 180 days 
     after the date of the enactment of this title, the Assistant 
     Secretary shall promulgate a comprehensive collection 
     development policy to govern the Library's operations, 
     acquisitions, and services to users. Such collection 
     development policy shall--
       (1) be consistent with the functions of the Library 
     described in subsection (b);
       (2) emphasize the acquisition and maintenance of a 
     comprehensive collection of reference materials; and
       (3) avoid unnecessary duplication by putting a priority on 
     meeting the information needs of the Library's users through 
     cooperation and resource-sharing with other entities with 
     significant collections in the field of education.
       (k) Arrearage and Preservation.--On the basis of the 
     collection development policy promulgated under subsection 
     (j), the Executive Director shall develop a multiyear plan 
     which shall set forth goals and priorities for actions needed 
     to--
       (1) eliminate within 3 years the arrearage of uncataloged 
     books and other materials in the Library's collections; and
       (2) respond effectively and systematically to the 
     preservation needs of the Library's collections, relying, 
     whenever possible, upon cooperative efforts with other 
     institutions to preserve and maintain the usability of books 
     and materials in the Library's collections.

                          PART F--STAR SCHOOLS

     SEC. 961. STAR SCHOOLS.

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

        PART G--OFFICE OF COMPREHENSIVE SCHOOL HEALTH EDUCATION

     SEC. 971. OFFICE OF COMPREHENSIVE SCHOOL HEALTH EDUCATION.

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

                         PART H--FIELD READERS

     SEC. 981. FIELD READERS.

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

   PART I--AMENDMENTS TO THE CARL D. PERKINS VOCATIONAL AND APPLIED 
                        TECHNOLOGY EDUCATION ACT

     SEC. 991. NATIONAL OCCUPATIONAL INFORMATION COORDINATING 
                   COMMITTEE.

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

                    PART A--MISCELLANEOUS PROVISIONS

     SEC. 1011. SCHOOL PRAYER.

       No funds authorized to be appropriated under this Act may 
     be used by any State or local educational agency to adopt 
     policies that prevent voluntary prayer and meditation in 
     public schools.

     SEC. 1012. FUNDING FOR THE INDIVIDUALS WITH DISABILITIES 
                   EDUCATION ACT.

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

     SEC. 1013. NATIONAL BOARD FOR PROFESSIONAL TEACHING 
                   STANDARDS.

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

     SEC. 1014. FORGIVENESS OF CERTAIN OVERPAYMENTS.

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

     SEC. 1015. STUDY OF GOALS 2000 AND STUDENTS WITH 
                   DISABILITIES.

       (a) Study Required.--
       (1) In general.--Not later than 180 days after the date of 
     enactment of this Act, the Secretary shall make appropriate 
     arrangements with the National Academy of Sciences or the 
     National Academy of Education to conduct a comprehensive 
     study of the inclusion of children with disabilities in 
     school reform activities assisted under the Goals 2000: 
     Educate America Act.
       (2) Definition.--For purposes of this section, the term 
     ``children with disabilities'' has the same meaning given 
     such term in section 602 of the Individuals with Disabilities 
     Education Act.
       (b) Study Components.--The study conducted under subsection 
     (a) shall include--
       (1) an evaluation of the National Education Goals and 
     objectives, curriculum reforms, standards, and other programs 
     and activities intended to achieve those goals;
       (2) a review of the adequacy of assessments and measures 
     used to gauge progress towards meeting National Education 
     Goals and any national and State standards, and an 
     examination of other methods or accommodations necessary or 
     desirable to collect data on the educational progress of 
     children with disabilities, and the costs of such methods and 
     accommodations;
       (3) an examination of what incentives or assistance might 
     be provided to States to develop improvement plans that 
     adequately address the needs of children with disabilities;
       (4) the relation of the Goals 2000: Educate America Act to 
     other Federal laws governing or affecting the education of 
     children with disabilities; and
       (5) such other issues as the National Academy of Sciences 
     or the National Academy of Education considers appropriate.
       (c) Study Panel Membership.--Any panel constituted in 
     furtherance of the study to be conducted under subsection (a) 
     shall include consumer representatives.
       (d) Findings and Recommendations.--The Secretary shall 
     request the National Academy of Sciences or the National 
     Academy of Education to submit an interim report of its 
     findings and recommendations to the President and Congress 
     not later than 12 months, and a final report not later than 
     24 months, from the date of the completion of procurement 
     relating to the study.
       (e) Funding.--From funds appropriated to the Secretary for 
     research related to individuals with disabilities the 
     Secretary shall make available $600,000 for fiscal year 1994, 
     and such sums as may be necessary for fiscal year 1995, to 
     carry out this section. Amounts made available under this 
     subsection shall remain available until expended.

     SEC. 1016. AMENDMENTS TO SUMMER YOUTH EMPLOYMENT AND TRAINING 
                   PROGRAM.

       (a) Program Design.--
       (1) Academic enrichment authorized.--Paragraph (1) of 
     section 253(a) of the Job Training Partnership Act (20 U.S.C. 
     1632(a)) is amended by inserting ``academic enrichment'' 
     after ``remedial education,''.
       (2) Required services and design.--(A) Subsection (c) of 
     such section 253 of the Job Training Partnership Act (20 
     U.S.C. 1632(c)) is amended by adding at the end the following 
     new paragraphs:
       ``(3) Basic education and preemployment training.--The 
     programs under this part shall provide, either directly or 
     through arrangements with other programs, each of the 
     following services to a participant where the assessment and 
     the service strategy indicate such services are appropriate:
       ``(A) Basic and Remedial Education.
       ``(B) Preemployment and Work Maturity Skills Training.
       ``(4) Integration of work and learning.--
       ``(A) Work experience.--Work experience provided under this 
     part, to the extent feasible, shall include contextual 
     learning opportunities which integrate the development of 
     general competencies with the development of academic skills.
       ``(B) Classroom training.--Classroom training provided 
     under this part shall, to the extent feasible, include 
     opportunities to apply knowledge and skills relating to 
     academic subjects to the world of work.''.
       (B) Section 253 of the Job Training Partnership Act (20 
     U.S.C. 1632) is further amended by adding at the end the 
     following new subsection:
       ``(e) Educational Linkages.--In conducting the program 
     assisted under this part, service delivery areas shall 
     establish linkages with the appropriate educational agencies 
     responsible for service to participants. Such linkages shall 
     include arrangements to ensure that there is a regular 
     exchange of information relating to the progress, problems 
     and needs of participants, including the results of 
     assessments of the skill levels of participants.''.
       (C) Section 254 of the Job Training Partnership Act is 
     amended by adding at the end the following new subsection:
       ``(c) Prohibition on Private Actions.--Nothing in this part 
     shall be construed to establish a right for a participant to 
     bring an action to obtain services described in the 
     assessment or service strategy developed under section 
     253(c).''.
       (b) Transfer of Funds to Year Round Program.--Section 256 
     of the Job Training Partnership Act is amended by striking 
     ``10 percent'' and inserting ``20 percent''.

     SEC. 1017. PROTECTION OF PUPILS.

       Section 439 of the General Education Provisions Act (20 
     U.S.C. 1232g) is amended to read as follows:

                      ``protection of pupil rights

       ``Sec. 439. (a) All instructional materials, including 
     teacher's manuals, films, tapes, or other supplementary 
     material which will be used in connection with any survey, 
     analysis, or evaluation as part of any applicable program 
     shall be available for inspection by the parents or guardians 
     of the children.
       ``(b) No student shall be required, as part of any 
     applicable program, to submit to a survey, analysis, or 
     evaluation that reveals information concerning--
       ``(1) political affiliations;
       ``(2) mental and psychological problems potentially 
     embarrassing to the student or his family;
       ``(3) sex behavior and attitudes;
       ``(4) illegal, anti-social, self-incriminating and 
     demeaning behavior;
       ``(5) critical appraisals of other individuals with whom 
     respondents have close family relationships;
       ``(6) legally recognized privileged or analogous 
     relationships, such as those of lawyers, physicians, and 
     ministers; or
       ``(7) income (other than that required by law to determine 
     eligibility for participation in a program or for receiving 
     financial assistance under such program),

     without the prior consent of the student (if the student is 
     an adult or emancipated minor), or in the case of an 
     unemancipated minor, without the prior written consent of the 
     parent.
       ``(c) Educational agencies and institutions shall give 
     parents and students effective notice of their rights under 
     this section.
       ``(d) Enforcement.--The Secretary shall take such action as 
     the Secretary determines appropriate to enforce this section, 
     except that action to terminate assistance provided under an 
     applicable program shall be taken only if the Secretary 
     determines that--
       ``(1) there has been a failure to comply with such section; 
     and
       ``(2) compliance with such section cannot be secured by 
     voluntary means.
       ``(e) Office and Review Board--The Secretary shall 
     establish or designate an office and review board within the 
     Department of Education to investigate, process, review, and 
     adjudicate violations of the rights established under this 
     section.''.

     SEC. 1018. CONTRACEPTIVE DEVICES.

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

     SEC. 1019. ASSESSMENTS.

       (a) Title II.--No funds provided under title II of this Act 
     shall be used to develop or undertake assessments that will 
     be used to make decisions regarding the graduation, grade 
     promotion, or retention of students for 5 years after the 
     date of enactment of this Act.
       (b) Title III.--Assessments developed with funds under 
     title III of this Act may be used for decisions regarding 
     graduation, grade promotion, or retention of students only on 
     the condition that students have been prepared in the content 
     for which the students are being assessed.

     SEC. 1020. PUBLIC SCHOOLS.

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

     SEC. 1021. 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. 1022. SENSE OF THE CONGRESS.

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

                        PART B--GUN-FREE SCHOOLS

     SEC. 1031. SHORT TITLE.

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

     SEC. 1032. GUN-FREE REQUIREMENTS IN ELEMENTARY AND SECONDARY 
                   SCHOOLS.

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

     ``SEC. 8001. GUN-FREE REQUIREMENTS.

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

                  PART C--ENVIRONMENTAL TOBACCO SMOKE

     SEC. 1041. SHORT TITLE.

       This part may be cited as the ``Pro-Children Act of 1994''.

     SEC. 1042. DEFINITIONS.

       As used in this part:
       (1) Children.--The term ``children'' means individuals who 
     have not attained the age of 18.
       (2) Children's services.--The term ``children's services'' 
     means the provision on a routine or regular basis of health, 
     day care, education, or library services--
       (A) that are funded, after the date of the enactment of 
     this Act, directly by the Federal Government or through State 
     or local governments, by Federal grant, loan, loan guarantee, 
     or contract programs--
       (i) administered by either the Secretary of Health and 
     Human Services or the Secretary of Education (other than 
     services provided and funded solely under titles XVIII and 
     XIX of the Social Security Act); or
       (ii) administered by the Secretary of Agriculture in the 
     case of a clinic (as defined in 7 CFR 246.2) under section 
     17(b)(6) of the Child Nutrition Act of 1966 (42 U.S.C. 
     1786(b)(6)), or
       (B) that are provided in indoor facilities that are 
     constructed, operated, or maintained with such Federal funds, 
     as determined by the appropriate Secretary in any enforcement 
     action under this title,

     except that nothing in clause (ii) of subparagraph (A) is 
     intended to include facilities (other than clinics) where 
     coupons are redeemed under the Child Nutrition Act of 1966.
       (3) Person.--The term ``person'' means any State or local 
     subdivision thereof, agency of such State or subdivision, 
     corporation, or partnership that owns or operates or 
     otherwise controls and provides children's services or any 
     individual who owns or operates or otherwise controls and 
     provides such services.
       (4) Indoor facility.--The term ``indoor facility'' means a 
     building that is enclosed.
       (5) Secretary.--The term ``Secretary'' means the Secretary 
     of Health and Human Services.

     SEC. 1043. NONSMOKING POLICY FOR CHILDREN'S SERVICES.

       (a) Prohibition.--After the date of the enactment of this 
     Act, no person shall permit smoking within any indoor 
     facility owned or leased or contracted for and utilized by 
     such person for provision of routine or regular kindergarten, 
     elementary, or secondary education or library services to 
     children.
       (b) Additional Prohibition.--After the date of the 
     enactment of this Act, no person shall permit smoking within 
     any indoor facility (or portion thereof) owned or leased or 
     contracted for by such person for the provision by such 
     person of regular or routine health care or day care or early 
     childhood development (Head Start) services to children or 
     for the use of the employees of such person who provides such 
     services, except that this subsection shall not apply to--
       (1) any portion of such facility that is used for inpatient 
     hospital treatment of individuals dependent on, or addicted 
     to, drugs or alcohol; and
       (2) any private residence.
       (c) Federal Agencies.--
       (1) Kindergarten, elementary, or secondary education or 
     library services.--After the date of the enactment of this 
     Act, no Federal agency shall permit smoking within any indoor 
     facility operated by such agency, directly or by contract, to 
     provide routine or regular kindergarten, elementary, or 
     secondary education or library services to children.
       (2) Health or day care or early childhood development 
     services.--After the date of the enactment of this Act, no 
     Federal agency shall permit smoking within any indoor 
     facility (or portion thereof) operated by such agency, 
     directly or by contract, to provide routine or regular health 
     or day care or early childhood development (Head Start) 
     services to children, except that this paragraph shall not 
     apply to--
       (A) any portion of such facility that is used for inpatient 
     hospital treatment of individuals dependent on, or addicted 
     to, drugs or alcohol; and
       (B) any private residence.
       (3) Application of provisions.--The provisions of paragraph 
     (2) shall also apply to the provision of such routine or 
     regular kindergarten, elementary or secondary education or 
     library services in the facilities described in paragraph (2) 
     not subject to paragraph (1).
       (d) Notice.--The prohibitions in subsections (a) through 
     (c) shall be incorporated by publication of a notice in the 
     Federal Register by the Secretary (in consultation with the 
     heads of other affected agencies) and by such agency heads in 
     funding arrangements involving the provision of children's 
     services administered by such heads. Such prohibitions shall 
     be effective 90 days after such notice is published, or 270 
     days after the date of the enactment of this Act, whichever 
     occurs first.
       (e) Special Waiver.--
       (1) In general.--On receipt of an application, the head of 
     the Federal agency may grant a special waiver to a person 
     described in subsection (a) who employs individuals who are 
     members of a labor organization and provide children's 
     services pursuant to a collective bargaining agreement that--
       (A) took effect before the date of enactment of this Act; 
     and
       (B) includes provisions relating to smoking privileges that 
     are in violation of the requirements of this section.
       (2) Termination of waiver.--A special waiver granted under 
     this subsection shall terminate on the earlier of--
       (A) the first expiration date (after the date of enactment 
     of this Act) of the collective bargaining agreement 
     containing the provisions relating to smoking privileges; or
       (B) the date that is 1 year after the date of the enactment 
     of this Act.
       (f) Civil Penalties.--
       (1) In general.--Any failure to comply with a prohibition 
     in this section shall be a violation of this section and any 
     person subject to such prohibition who commits such violation 
     may be liable to the United States for a civil penalty in an 
     amount not to exceed $1,000 for each violation, or may be 
     subject to an administrative compliance order, or both, as 
     determined by the Secretary. Each day a violation continues 
     shall constitute a separate violation. In the case of any 
     civil penalty under this section, the total amount shall not 
     exceed the amount of Federal funds received by such person 
     for the fiscal year in which the continuing violations 
     occurred. For the purpose of the prohibition in subsection 
     (c), the term ``person'' shall mean the head of the 
     applicable Federal agency or the contractor of such agency 
     providing the services to children.
       (2) Administrative proceeding.--A civil penalty may be 
     assessed in a written notice, or an administrative compliance 
     order may be issued, by the Secretary only after an 
     opportunity for a hearing in accordance with section 554 of 
     title 5, United States Code. Before making such assessment or 
     issuing such order, or both, the Secretary shall give written 
     notice thereof to such person by certified mail with return 
     receipt and provide therein an opportunity to request in 
     writing not later than 30 days after the date of receipt of 
     such notice such hearing. The notice shall reasonably 
     describe the violation and be accompanied with the procedures 
     for such hearing and a simple form to request such hearing if 
     such person desires to use such form. If a hearing is 
     requested, the Secretary shall establish by such certified 
     notice the time and place for such hearing which should be 
     located, to the greatest extent possible, at a location 
     convenient to such person. The Secretary (or the Secretary's 
     designee) and such person may consult to arrange a suitable 
     date and location where appropriate.
       (3) Circumstances affecting penalty or order.--In 
     determining the amount of the civil penalty or the nature of 
     the administrative compliance order, the Secretary shall take 
     into account, as appropriate--
       (A) the nature, circumstances, extent, and gravity of the 
     violation;
       (B) with respect to the violator, any good faith efforts to 
     comply, the importance of achieving early and permanent 
     compliance, the ability to pay or comply, the effect of the 
     penalty or order on the ability to continue operation, any 
     prior history of the same kind of violation, the degree of 
     culpability, and any demonstration of willingness to comply 
     with the prohibitions of this section in a timely manner; and
       (C) such other matters as justice may require.
       (4) Modification.--The Secretary may, as appropriate, 
     compromise, modify, or remit, with or without conditions, any 
     civil penalty or administrative compliance order. In the case 
     of a civil penalty, the amount, as finally determined by the 
     Secretary or agreed upon in compromise, may be deducted from 
     any sums that the United States or its agencies or 
     instrumentalities owes to the person against whom the penalty 
     is assessed.
       (5) Petition for review.--Any person aggrieved by a penalty 
     assessed or an order issued, or both, by the Secretary under 
     this section may file a petition for judicial review thereof 
     with the United States Court of Appeals for the District of 
     Columbia Circuit or for any other circuit in which the person 
     resides or transacts business. Such person shall provide a 
     copy thereof to the Secretary or the Secretary's designee. 
     The petition shall be filed within 30 days after the 
     Secretary's assessment or order, or both, are final and have 
     been provided to such person by certified mail. The Secretary 
     shall promptly provide to the court a certified copy of the 
     transcript of any hearing held under this section and a copy 
     of the notice or order.
       (6) Failure to comply.--If a person fails to pay an 
     assessment of a civil penalty or comply with an order, after 
     either or both are final under this section, or after a court 
     under paragraph (5) has entered a final judgment in favor of 
     the Secretary, the Attorney General, at the request of the 
     Secretary, shall recover the amount of the civil penalty 
     (plus interest at then currently prevailing rates from the 
     day either or both are final) or enforce the order in an 
     action brought in the appropriate district court of the 
     United States. In such action, the validity and 
     appropriateness of the penalty or order or the amount of the 
     penalty shall not be subject to review.

     SEC. 1044. PREEMPTION.

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

      PART D--MIDNIGHT BASKETBALL LEAGUE TRAINING AND PARTNERSHIP

     SEC. 1051. SHORT TITLE.

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

     SEC. 1052. GRANTS FOR MIDNIGHT BASKETBALL LEAGUE TRAINING AND 
                   PARTNERSHIP PROGRAMS.

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

     SEC. 1053. PUBLIC HOUSING MIDNIGHT BASKETBALL LEAGUE 
                   PROGRAMS.

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

     From the Committee on Education and Labor, for consideration 
     of the House amendment (except title II) to the Senate 
     amendment, and the Senate amendment (except secs. 901-14), 
     and modifications committed to conference:
     William D. Ford,
     Dale E. Kildee,
     George Miller,
     Tom Sawyer,
     Major R. Owens,
     Jolene Unsoeld,
     Jack Reed,
     Tim Roemer,
     Patsy Mink,
     Eliot L. Engel,
     Xavier Becerra,
     Gene Green,
     Lynn C. Woolsey,
     Karen English,
     Ted Strickland,
     Donald M. Payne,
     Carlos Romero-Barcelo,
     Bill Goodling,
     Steve Gunderson,
     Susan Molinari,
     From the Committee on Education and Labor, for consideration 
     of title II of the House amendment to the Senate amendment, 
     and secs. 901-14 of the Senate amendment, and modifications 
     committed to conference:
     William D. Ford,
     Major R. Owens,
     Donald M. Payne,
     Robert C. Scott,
     Tom Sawyer,
     Bill Goodling,
     Cass Ballenger,
     Bill Barrett,
     Harris W. Fawell,
     As additional conferees from the Committee on Energy and 
     Commerce, for consideration of title XII of the Senate 
     amendment, and modifications committed to conference:
     John D. Dingell,
     Henry A. Waxman,
     Mike Synar,
     Carlos J. Moorhead,
     Thomas J. Bliley, Jr.,
     As additional conferees from the Committee on Foreign 
     Affairs, for consideration of sec. 921 of the Senate 
     amendment, and modifications committed to conference:
     Lee H. Hamilton,
     Howard L. Berman,
     Tom Lantos,
     Ben Gilman,
                                Managers on the Part of the House.

     Edward M. Kennedy,
     Claiborne Pell,
     Howard M. Metzenbaum,
     Paul Simon,
     Christopher Dodd,
     Tom Harkin,
     Barbara A. Mikulski,
     Jeff Bingaman,
     Paul Wellstone,
     Harris Wofford,
     Nancy Landon Kassebaum,
     James M. Jeffords,
     Dave Durenberger,
                               Managers on the Part of the Senate.

       JOINT EXPLANATORY STATEMENT OF THE COMMITTEE OF CONFERENCE

       The managers on the part of the House and the Senate at the 
     conference on the disagreeing votes of the two Houses on the 
     amendment of the House to the amendment of the Senate to the 
     bill (H.R. 1804) to improve learning and teaching by 
     providing a national framework for education reform; to 
     promote the research, consensus building, and systemic 
     changes needed to ensure equitable educational opportunities 
     and high levels of educational achievement for all 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, submit the following 
     joint statement to the House and the Senate in explanation of 
     the effect of the action agreed upon by the managers and 
     recommended in the accompanying conference report:
       The Senate amendment struck out all of the House bill after 
     the enacting clause and inserted a substitute text.
       The House amendment struck out all of the Senate amendment 
     and inserted a substitute text.
       The Senate recedes from its disagreement to the amendment 
     of the House with an amendment which is a substitute for the 
     House amendment and the Senate amendment. The differences 
     between the Senate amendment, the House amendment, and the 
     substitute agreed to in conference are noted below, except 
     for clerical corrections, conforming changes made necessary 
     by agreements reached by the conferees, and minor drafting 
     and clerical changes.


                              short title

       Short Title: The House bill includes titles I through VI, 
     including the National Skill Standards Board in the ``Goals 
     2000: Educate America Act''; the Senate bill includes only 
     titles I through IV in the ``Goals 2000 Educate America Act'' 
     and establishes the National Skill Standards Board under the 
     ``National Skill Standards Act of 1993.'' The Conference 
     Agreement includes the Skill Standards title and all other 
     titles of the bill, with the exception of Title IX, as part 
     of the ``Goals 2000: Educate America Act.''


                           Table of contents

       Table of Contents: The Senate bill, but not the House bill, 
     contains a table of contents for the legislation. The House 
     recedes.


                                Purpose

       Purpose: The House bill includes improving the quality of 
     learning in the classroom as well as in the workplace; the 
     Senate bill includes improving the quality of learning in the 
     classroom. The Senate recedes.
       Purpose: The House bill refers to ``education reform and 
     lifelong learning''; the Senate bill refers to ``education 
     reform''. The Senate recedes.
       Purpose: The House bill, but not the Senate bill, includes 
     ``succeed in the world of employment and civic 
     participation'' as additional results to be achieved through 
     equal educational opportunities. The Senate recedes, with an 
     amendment including high academic and occupational skill 
     standards.
       Purpose: The House bill refers to ``all students'' and 
     later defines the term; the Senate bill, following the term 
     ``all students'', specifies that ``all students'' include 
     ``disadvantaged students, students with diverse racial, 
     ethnic, and cultural backgrounds, students with disabilities, 
     students with limited-English proficiency, and academically 
     talented students.'' The Senate recedes.
       Purpose: The House bill, but not the Senate bill, includes 
     the additional phrase, ``enabling them [all children] to 
     participate fully as workers, parents, and citizens.'' The 
     Senate recedes, with an amendment to replace ``enabling them 
     to'' with ``to prepare them to''.
       Purpose: The Senate bill, but not the House bill, includes 
     an additional objective of promoting the use of technology to 
     enable all students to achieve the National Education Goals. 
     The House recedes.
       Purpose: The House bill, but not the Senate bill, includes 
     an additional purpose of 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. The Senate recedes.
       Purpose: The House bill, but not the Senate bill, includes 
     the additional purpose of 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. 
     The Senate recedes.

                   Title I--National Education Goals


                            school readiness

       Objectives: The House bill includes ``mental alertness 
     necessary to be prepared to learn'' as one of the aspects of 
     readiness; the Senate bill includes ``physical activity 
     experiences'' among the components children will receive to 
     achieve school readiness. The House recedes, with an 
     amendment adding ``mental alertness necessary to be prepared 
     to learn'' to the list of components.


                  student achievement and citizenship

       Goal: The Senate bill, but not the House bill, includes 
     economics as a subject matter. The House recedes.
       Objective: The Senate bill, but not the House bill, 
     includes ``good health'' in the list of items student 
     activities should promote. The House recedes.


             teacher education and professional development

       Goal: Both bills have a teacher education and professional 
     development goal, but the objectives are different in the two 
     bills. The House recedes to the Senate objectives. The House 
     lists the teacher goal as Goal Four. The Senate lists the 
     teacher goal as Goal Eight. The Senate recedes.


                             adult literacy

       Objective: The House bill, but not the Senate bill, 
     includes as an objective of the adult literacy goal that 
     schools, in implementing comprehensive parent involvement 
     programs, will offer more adult literacy, parent training and 
     lifelong learning opportunities to improve the ties between 
     home and school, and enhance parents' work and home lives. 
     The Senate recedes.


         safe, disciplined, and alcohol- and drug-free schools

       Goal: The Senate bill, but not the House bill, clarifies 
     that part of Goal 6 is to make schools free of alcohol and 
     firearms. The House recedes, with an amendment clarifying 
     that the goal refers to the unauthorized presence of alcohol 
     and firearms.
       Objective: The House and Senate bills both refer to 
     creating a healthy environment and a safe haven for children, 
     but the Senate bill includes governmental organizations as a 
     group that will be working together toward the goal, and 
     there are some drafting differences. The House recedes, with 
     an amendment that combines the House and Senate language.
       Objective: The House bill, but not the Senate bill, 
     includes an objective of the safe schools goal that every 
     school district will develop and implement a policy to ensure 
     that all schools are free of weapons and violence. The Senate 
     recedes, with an amendment saying that every school district 
     will be free of ``violence and the unauthorized presence of 
     weapons.''
       Objective: The Senate bill, but not the House bill, 
     includes an objective of the safe schools goal that every 
     school should work to eliminate sexual harassment. The House 
     recedes.


                         parental participation

       Goal: The House bill titles the goal ``School and Home 
     Partnership''; the Senate bill titles the goal ``Parental 
     Participation''. The House recedes.
       Goal: With regard to increasing parental participation, the 
     House bill states ``every school and home will engage in 
     partnerships''; the Senate bill states ``every school will 
     promote partnerships''. The House recedes.
       Objective: The House bill, but not the Senate bill, 
     includes as an objective of the parent involvement goal that 
     every home will be responsible for creating an environment of 
     respect for education and providing the physical and 
     emotional support needed for learning. The House recedes.

    Title II--National Education Reform Leadership, Standards, and 
                              Assessments


                     national education goals panel

       Purpose: The Senate bill, but not the House bill, includes 
     as a purpose of the Goals Panel periodically reviewing the 
     goals and objectives described in title I and recommending 
     adjustments to such goals and objectives, as needed, in order 
     to guarantee education reform that continues to provide 
     guidance for quality, world class education for all students. 
     The Senate recedes.
       It was agreed by both Houses that the term used throughout 
     the bill regarding the subject of assessment throughout the 
     bill would be ``State assessments''. This agreement 
     eliminates all references to any form of assessment system 
     throughout the bill.
       The Senate amendment requires that the Goals Panel review 
     and approve NESIC-certified standards and assessments, as 
     well as the criteria for certifying such standards and 
     assessments. The House bill requires that the Goals Panel 
     review the standards, assessments, and criteria, with the 
     option of disapproving them within 60 days. The Senate 
     recedes, with an amendment changing the number of days from 
     60 to 90.


                     national education goals panel

                             Establishment

       Establishment: The House bill establishes the National 
     Education Goals Panel to ``advise the President, the 
     Secretary, and the Congress''; the Senate bill simply 
     establishes the Panel. The Senate recedes.

                              Composition

       Composition: With regard to members of State Legislatures 
     appointed by the President of the National Conference of 
     State Legislatures, the House bill says ``not more than two 
     may be of the same political party as the President of the 
     United States'', and the Senate bill says ``of whom two shall 
     be of the same political party as the President of the United 
     States''. The House recedes.

                              Special rule

       Special Rule: The House bill, but not the Senate bill, 
     requires that, to extent feasible, the membership of the 
     Goals Panel shall be geographically representative and 
     reflect the racial, ethnic, and gender diversity of the 
     United States. The Senate recedes.

                              Chairperson

       In General: The House bill authorizes the President to 
     select a chairperson from among the membership of the Goals 
     Panel; the Senate bill authorizes the members to select a 
     chairperson from among the Governors who are members of the 
     Goals Panel. The House recedes, with an amendment to expand 
     the eligibility of the Chairperson to all members of the 
     Goals Panel.
       Conflict of Interest: The House bill, but not the Senate 
     bill, includes a conflict of interest provision regarding 
     members of the Goals Panel. The Senate recedes.
       Ex-Officio Member: The House bill, but not the Senate bill, 
     requires that if the President has not appointed the 
     Secretary of Education as one of his 2 appointments, that the 
     Secretary shall serve as an ex-officio, non-voting member of 
     the Panel. The Senate recedes.

                                 Duties

       In General: The House bill specifies that the Goals Panel 
     is to report to the President, Secretary, and the Congress on 
     the progress towards the goals in an annual report; the 
     Senate bill requires the Panel to report on progress towards 
     the goals in an annual national report card. The Senate 
     recedes.
       The Senate bill, but not the House bill, requires the Panel 
     to submit to the President nominations for appointments to 
     NESIC. The House recedes, consistent with changes in the 
     NESIC appointment process agreed to by both Houses.
       The House bill, but not the Senate bill, requires the Panel 
     to report on State opportunity to learn standards and the 
     progress of States in meeting such standards. The conference 
     agreement requires the report to report on State opportunity 
     to learn standards and strategies and the progress of states 
     which are implementing such standards and strategies.
       The House bill, but not the Senate bill, requires the Panel 
     to take into consideration public comments. The Senate 
     recedes.

                          National report card

       Title: The House bill titles the provision ``REPORT''; the 
     Senate bill titles the provision ``NATIONAL REPORT CARD''. 
     The Senate recedes.
       The House bill, but not the Senate bill, requires the 
     report to identify actions that should be taken by Federal, 
     State, and local governments to enhance progress toward 
     achieving State opportunity to learn standards. The Senate 
     recedes, with an amendment rewriting the House provision to 
     read as follows: ``(B) identify actions that should be taken 
     by Federal, State, and local governments to enhance progress 
     toward achieving the National Education Goals and providing 
     all students with a fair opportunity to learn.''
       The House bill, but not the Senate bill, requires the 
     report to report on State opportunity to learn standards and 
     the progress of States in meeting such standards. The 
     conference agreement requires the report to report on State 
     opportunity to learn standards and strategies and the 
     progress of states which are implementing such standards and 
     strategies.

                       Powers of the Goals Panel

       Representation: The House bill refers to ``voluntary 
     national content and student performance standards, 
     assessments, and opportunity to learn standards''; the Senate 
     bill refers to ``voluntary national content, voluntary 
     national student performance standards, voluntary national 
     opportunity to learn standards, and State assessments or 
     systems of assessments described in section 213(e)''. The 
     House recedes, with an amendment striking ``or systems of 
     assessments''.
       Gifts; Use of Facilities: The Senate bill, but not the 
     House bill, allows the Goals Panel to accept, administer, and 
     utilize gifts or donations of services. The Senate recedes.

                       Administrative provisions

       Voting and Final Decisions: The Senate bill, but not the 
     House bill, requires that final decisions of the Goals Panel 
     be made by consensus or, if a vote is required, by a three-
     fourths vote of the members of the Goals Panel who are 
     present and voting. The House recedes.

                       Early childhood assessment

       In General: The House bill, but not the Senate bill, 
     includes the phrase ``that would lead to alternatives to 
     currently used norm-referenced early childhood assessments.'' 
     Senate recedes, with an amendment deleting `norm-
     referenced''.
       Activities: The Senate bill, but not the House bill, asks 
     the Groups to develop a model of elements of school readiness 
     that address a broad range of early childhood developmental 
     needs, including the needs of children with disabilities. The 
     House bill requires that the groups create guidelines on the 
     nature, functions, and uses of early childhood assessments 
     including a model of school readiness; the Senate bill 
     requires that the groups create guidelines on the nature, 
     functions, and uses of early childhood assessments based on 
     model elements of school readiness. The House recedes.
       Activities: The Senate bill, but not the House bill, 
     includes the phrase ``including norm-referenced assessments 
     and assessment formats that are appropriate for use in 
     culturally and linguistically diverse communities,''. The 
     House recedes, with an amendment striking ``norm-referenced 
     assessments and''.

      Part B--National Education Standards and Improvement Council


                                purpose

       Purpose: The House bill says ``certify and regularly 
     review''; the Senate bill says ``certify.'' The Senate 
     recedes, with an amendment replacing ``regularly'' with 
     ``periodically''.
       Purpose: With regard to State content and performance 
     standards being certified by NESIC, the House bill refers to 
     ``equal or higher quality''; the Senate bill refers to 
     ``comparable in rigor and quality to''. The House recedes, 
     with an amendment changing the provision to ``comparable or 
     higher in rigor and quality to''.
       Purpose: The House bill says ``certify and regularly 
     review''; the Senate bill says ``certify.'' The Senate 
     recedes, with an amendment replacing ``regularly'' with 
     ``periodically''.
       Purpose: The House bill says ``opportunity-to-learn 
     standards''; the Senate bill says ``comprehensive State 
     opportunity-to-learn standards''. The Senate recedes.
       The House bill authorizes certification of the State 
     opportunity-to-learn standards if such standards are of 
     ``equal or higher quality'' as compared with the voluntary 
     national standards. The Senate bill authorizes certification 
     of the State opportunity to learn standards if such standards 
     ``describe the conditions of teaching and learning necessary 
     for all students to have a fair opportunity to learn'' and if 
     such standards meet the elements described in section 
     213(c)(3). The Senate recedes, with an amendment striking 
     ``if such standards are of equal or higher quality as 
     compared with the voluntary national opportunity to learn 
     standards'' and inserting ``if such standards are comparable 
     or higher in rigor and quality to the voluntary national 
     opportunity to learn standards certified by the National 
     Education Standards and Improvement Council''.
       Purpose: The House bill allows submission of assessments by 
     States; the Senate bill allows submission of assessments by 
     States or groups of States. The House recedes.
       Purpose: With regard to NESIC certifying assessments, the 
     House bill specifies that the assessments must be ``valid, 
     reliable, and consistent with relevant, nationally recognized 
     professional and technical standards for assessment''; the 
     Senate bill specifies that the assessments must be ``valid, 
     reliable, and fair''. The Senate recedes.


          national education standards and improvement council

       Composition: The House bill requires that the Council be 
     composed of 20 members; the Senate bill requires that the 
     Council be composed of 19 members. The House recedes.
       Composition: The House bill has 8 members appointed by the 
     President, 4 members appointed by the Speaker of the House, 4 
     members appointed by the Majority Leader of the Senate, and 4 
     members appointed by the Goals Panel; the Senate bill has the 
     members appointed by the President from nominations received 
     from the Goals Panel.
       The conference agreement provides for the Council to be 
     appointed by the President from nominations submitted as 
     follows:
       (1) 7 members from among 21 individuals nominated by the 
     Secretary;
       (2) 4 members from among 12 individuals nominated by the 
     Speaker of the House of Representatives, in consultation with 
     the majority and minority leaders of the House;
       (3) 4 members from among 12 individuals nominated by the 
     majority leader of the Senate, in consultation with the 
     minority leader of the Senate;
       (4) 4 members from among 12 individuals nominated by the 
     National Education Goals Panel. The nominees in each group 
     are to be distributed among the four categories of NESIC 
     members (professional educators; representatives of business, 
     labor, and postsecondary education; members of the public; 
     and education experts) as outlined in the conference 
     agreement.


                             qualifications

       In General: The House bill says ``including . . . and''; 
     the Senate bill says ``appointed from among . . . or''. The 
     House language indicates that all of the groups listed must 
     be represented. The Senate language indicates that the five 
     professional educators should be appointed from among the 
     groups listed. The House recedes.
       In General: The House bill requires that five members of 
     the Council be from business and industry, organized labor, 
     and postsecondary educational institutions, including at 
     least one representative from each of the three groups (the 
     required business representative must also be a member of the 
     National Skill Standards Board).
       The Senate bill requires that four members of the Council 
     be from business and industry or postsecondary educational 
     institution, including at least one representative of 
     business and industry who is also a member of the Skill 
     Standards Board. The Senate recedes, with an amendment 
     changing the number of members to four from business and 
     industry.
       In General: The House bill says ``including . . . and''; 
     the Senate bill says ``appointed from among . . . or''. Same 
     problem as above: The House language indicates that all of 
     the groups listed must be represented. The Senate language 
     states that the five representatives of the public should be 
     appointed from among the groups listed. The House recedes.
       In General: The Senate bill, but not the House bill, 
     includes tribal government representatives. The House 
     recedes, with an amendment specifying that policymakers may 
     includes tribal school boards.
       In General: The House bill says ``including . . . and''; 
     the Senate bill says ``appointed from among . . . or''. The 
     House language indicates that all of the groups listed must 
     be represented. The Senate language states that the five 
     professional education experts should be appointed from among 
     the groups listed. The House recedes.
       Representation: The House bill requires that one-third of 
     the Council consist of individuals with expertise in 
     educational needs of children who are from low-income 
     families, minority backgrounds, have limited English 
     proficiency, or have disabilities. The Senate bill requires 
     that, to the extent feasible, the membership of the Council 
     shall include persons from each of the four categories with 
     expertise in the education of subgroups of students who are 
     at risk of school failure. The Senate recedes, with an 
     amendment adding ``or backgroup'' after ``expertise'', to 
     require that at least one-third of all nominations and 
     appointments have such expertise or background, and adding a 
     new subsection that will read as follows: ``To the extent 
     feasible, the membership of the Council will be equally 
     represented by both major political parties.''


                                 terms

       Initial Terms: The House bill requires that the Council 
     establish by lot initial terms for individuals of one, two, 
     or three years; the Senate bill requires the President to 
     establish initial terms of 1, 2, or 3 years. The Senate 
     recedes.


                          conflict of interest

       Conflict of Interest: The House bill conflict of interest 
     provision bars members of the Council from serving 
     concurrently on the Goals Panel. The Senate bill, but not the 
     House bill, prohibits members, staff, experts, and 
     consultants from being appointed to the Council if they have 
     a fiduciary interest in an educational assessment unless they 
     agree that they will not obtain such an interest for a period 
     of 2 years from the date of termination of the member's 
     service on the Council. The Senate recedes.
       Conflict of Interest: The House bill, but not the Senate 
     bill, requires that section 208 of title 18 of the United 
     States Code, relating to criminal penalties, 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. The Senate recedes, with an 
     amendment striking the House language and replacing it with a 
     sunshine provision which details why the individual's 
     services outweigh the potential for a conflict of interest to 
     the House and Senate committees of jurisdiction and a 
     requirement that NESIC develop and submit to the House and 
     Senate committees of jurisdiction procedures to govern the 
     recusal process, consistent with current regulations.
       Conflict of Interest: The House bill, but not the Senate 
     bill, says that a member of the Council who resides in a 
     State which has developed standards and assessments ``may 
     not'' participate in Council consideration of that State's 
     standards and assessments. The Senate recedes.


                                 duties

                  Voluntary national content standards

       In General: The House bill requires the Council to carry 
     out certain duties; the Senate bill requires the Council to 
     carry out certain duties based upon recommendations from a 
     working group on voluntary national content standards. The 
     Senate recedes, with an amendment, which allows the Council 
     to consult with outside experts. (p. 53, #50)
       In General: The House bill, but not the Senate bill, 
     specifies that the Council shall use the criteria developed 
     under paragraph (2)(A)(i) when certifying content standards 
     and student performance standards. The Senate recedes. (p. 
     53, #51)
       In General: The House bill, but not the Senate bill, 
     requires the Council to develop a process for regularly 
     reviewing any national voluntary content, student 
     performance, and opportunity to learn standards that have 
     been certified. The Senate recedes, with an amendment 
     replacing ``regularly'' with ``periodically''. (p. 54, #53)
       Criteria: The House bill requires the Council to develop 
     criteria; the Senate bill requires the Council to develop 
     criteria, upon the recommendation from a working group on the 
     content and performance standards. The Senate recedes, with 
     an amendment, which allows the Council to consult outside 
     experts. (p. 54, #54)
       Criteria: The House bill, but not the Senate bill, includes 
     advocacy groups among those that should be involved in the 
     process. The Senate bill, but not the House bill, includes 
     secondary school students among those that should be involved 
     in the process. The House recedes, with an amendment 
     including advocacy groups among those that should be involved 
     in the process. (p. 56, #56)

                   Voluntary State content standards

       Voluntary State Content Standards: The House bill allows 
     ``States'' to have standards certified; the Senate bill 
     refers to ``a State or groups of States''. The House recedes. 
     (p. 57, #57a)
       Voluntary State Content Standards: The House bill, but not 
     the Senate bill, specifies that the Council shall use the 
     criteria developed under subsection (a)(2)(A)(i). The Senate 
     recedes. (p. 57, #58)
       Voluntary State Content Standards: The House bill refers to 
     states standards of ``equal or higher quality'' than the 
     national standards; the Senate bill refers to ``comparable in 
     rigor and quality''. The House recedes, with an amendment to 
     ``comparable or higher in rigor and quality to''. (p. 57, 
     #58a)

           Voluntary national opportunity-to-learn standards

       In General: The House bill requires the Council to certify 
     exemplary, voluntary national opportunity to learn standards; 
     the Senate bill requires the Council to certify exemplary, 
     voluntary national opportunity to learn standards based upon 
     the recommendations from a working group on voluntary 
     national opportunity to learn standards. The Senate recedes, 
     with an amendment that the Council may consult outside 
     experts. (p. 57, #59)
       The Senate bill, but not the House bill, includes a 
     provision clarifying that the Council and the working group 
     may consider proposals for voluntary national OTL standards 
     from groups other than those that receive OTL development 
     grants from the Secretary. The House recedes. (p. 58, #60)
       Elements addressed: The House bill, but not the Senate bill 
     includes ``distance learning'' among the factors to be 
     addressed when the Council certifies opportunity-to-learn 
     standards. The Senate recedes. (p. 58, #61)
       Elements addressed: The House bill, but not the Senate 
     bill, includes ``principals'' in this list. The Senate 
     recedes. (p. 58, #62)
       Elements addressed: The House bill, but not the Senate 
     bill, specifies that the voluntary national opportunity to 
     learn standards shall address the extent to which schools 
     utilize policies, curricula, and instructional practices 
     which ensure nondiscrimination on the basis of gender. The 
     Senate recedes. (p. 59, #63)
       Additional Duties: The House bill requires NESIC to develop 
     criteria for both ``voluntary national and State opportunity 
     to learn standards.''
       The Senate bill requires NESIC to develop criteria only for 
     ``voluntary national opportunity to learn standards.'' The 
     Senate recedes. (p. 60, #64)
       Voluntary State Opportunity to Learn Standards: The House 
     bill, but not the Senate bill, requires that the Council use 
     the criteria it developed under subsection (c)(3)(B) for 
     certifying State opportunity to learn standards. The Senate 
     recedes, with an amendment striking ``if such standards are 
     of equal or higher quality as compared with the voluntary 
     national opportunity to learn standards'' and inserting ``if 
     such standards are comparable or higher in rigor and quality 
     to the voluntary national opportunity to learn standards 
     certified by the National Education Standards and Improvement 
     Council''. (p. 62, #68)
       Voluntary State Opportunity to Learn Standards: The House 
     bill allows the Council to certify State opportunity to learn 
     standards if they are of equal or higher quality as compared 
     to the voluntary national opportunity to learn standards.
       The Senate bill allows the Council to certify State 
     opportunity to learn standards that--(1) describe the 
     conditions of teaching and learning necessary for all 
     students to have a fair opportunity to learn; and (2) address 
     the same elements that the national opportunity to learn 
     standards are required to address (outlined in Sec. 
     213(c)(3)). The Senate recedes. (p. 62, #68)
       Requirement: The major difference here between the two 
     bills is that the House provision [(e) GENERAL PROVISION 
     REGARDING VOLUNTARY NATIONAL STANDARDS] refers to voluntary 
     national content standards, student performance standards, 
     and OTL standards, while the Senate provision [(2) 
     REQUIREMENT] refers only to voluntary national OTL standards. 
     The Senate recedes. (p. 62, #69)


                              assessments

       The conferees intend that, if the Council deems it 
     appropriate, the Council should include the notice and 
     comment procedures in the Administrative Procedures Act (5 
     U.S.C. 553) in its process of certifying assessment criteria 
     under this section.
       In General: The House says the Council may certify 
     assessments whereas the Senate says the Council shall certify 
     such assessments. The Senate recedes. (p. 63, #69a)
       In General: The House bill says that the Council may 
     certify an assessment system that is ``submitted voluntarily 
     by a State'' the Senate bill says ``presented on a voluntary 
     basis by a State or group of States''. The Senate recedes, 
     with an amendment adding ``or group of States'' after 
     ``State'' and replacing ``an assessment system'' with ``State 
     assessments''. (p. 63, no #)
       In General: The House bill, but not the Senate bill, says 
     that the Council should use the criteria it develops under 
     paragraph (2)(A) below. The Senate recedes. (p. 63, #70)
       In General: The Senate bill, but not the House bill, 
     requires that the Council certify assessments ``for a period 
     not to exceed five years.'' The House recedes. (p. 63, #71)
       In General: The House bill says that assessments may be 
     certified if they are ``aligned with the State's content 
     standards certified by the Council.'' The Senate bill says 
     the assessments shall be certified if the assessment or 
     system of assessments--(1) is aligned with the State's or 
     group of State's challenging content standards certified by 
     the Council; (2) involves multiple measures of student 
     performance; (3) provides for the participation of all 
     students with diverse learning needs; and (4) provides for 
     the accommodations and adaptations necessary to permit such 
     participation. The Senate recedes. (p. 63, #72)
       In General: The House bill, but not the Senate bill, 
     includes related services personnel. The Senate recedes. (p. 
     64, #73)
       In General: The House bill, but not the Senate bill, says 
     that the Council shall certify a State's assessment system 
     only if the State has established or adopted opportunity to 
     learn standards. With an amendment, replacing ``State's 
     assessment system'' with ``State assessments''. The Senate 
     recedes, with an amendment rewriting the House provision to 
     read as follows:
       ``(C) The Council shall certify State assessments only if--
       ``(i) a State can demonstrate that all students have been 
     prepared in the content for which they are being assessed; 
     (ii) such assessments will not be used to make decisions 
     regarding graduation, grade promotion, or retention of 
     students for a period of four years from the date of 
     enactment of this Act; and'' (p. 65, #74)
       In General: Both the House and Senate bills say that the 
     Council shall certify an assessment system only if it will 
     not be used to make ``high stakes'' decisions. The House 
     prohibition is for period of five years from the date of 
     enactment of this act; The Senate prohibition is for a period 
     of three years. The House recedes, with an amendment changing 
     the period to four years. (p. 65, #75)
       In General: The House bill, but not the Senate bill, says 
     that the Council shall certify an assessment system only if 
     the State has submitted--(1) a description of the purposes 
     for which the assessment system has been designed; (2) the 
     methodologies and process used to develop, select, validate, 
     and use such assessment systems; and (3) a copy of the test 
     instrument and other measures that will make up the system. 
     The Senate recedes, with an amendment adding a fourth 
     submission requirement stating, ``a description of other 
     measures the State will use to evaluate student 
     performance'', striking ``and as appropriate, other measures 
     that will make up the system'', and changing ``assessment 
     system'' to ``State assessments'' throughout the provision to 
     ``State assessments''. (p. 65, #76)
       In General: The House bill, but not the Senate bill, says 
     that the Council shall certify an assessment system only if 
     the State has submitted evidence that the test or tests are 
     valid, reliable measures of their intended purposes, are 
     aligned with 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. The Senate recedes. (p. 66, #77)
       In General: The House bill, but not the Senate bill, 
     requires the Council to, at the request of a State prior to 
     developing an assessment system for a proposed use, review 
     and provide guidance to that State on a proposed package of 
     measures, including tests that would be included in an 
     assessment system. The Senate recedes, with an amendment 
     replacing ``developing'' with ``submitting''. (p. 66, #77a)
       Implementation: The Senate bill adds the phrase ``, if such 
     State or group has challenging State content standards that 
     have been certified by the Council.'' The Senate recedes. (p. 
     67, #78a)
       Implementation: The Senate bill, but not the House bill, 
     requires the certification criteria to address the extent to 
     which a State's assessment will support effective curriculum 
     instruction. The Senate bill, but not the House bill, refers 
     to assessments being ``fair''. The House bill, but not the 
     Senate bill, refers to assessments being ``consistent with 
     relevant, nationally recognized professional and technical 
     standards for assessment''. The Senate recedes. (p. 68, #79)
       Implementation: The House bill, but not the Senate bill, 
     refers to ``emerging new State and local assessments''. The 
     Senate recedes. (p. 68, #80)
       Implementation: The House bill requires the Council to 
     certify an assessment only if it includes all students; 
     Senate bill requires that the certification criteria address 
     the extent to which assessments include all students, 
     especially students with disabilities or with limited English 
     proficiency. The Senate recedes, with an amendment saying 
     that the assessment ``provides for the adaptations and 
     accommodations necessary to permit such participation.'' (p. 
     69, #81)
       Performance of Duties: The House bill, but not the Senate 
     bill, requires the Council to provide for a process of broad 
     public input as part of the process of developing criteria 
     for standards and assessments. The Senate recedes. (p. 70, 
     #82)
       Performance of Duties: The House bill, but not the Senate 
     bill, requires the Council to periodically recertify the 
     assessments it certifies. The Senate recedes. (p. 71, #83)
       Construction: The House bill and the Senate bill have 
     similar provisions regarding the voluntary nature of 
     standards certification, but the House includes assessment 
     certification. The House bill clarifies that State 
     participation in title III of this Act shall not be a 
     condition to participate in any Federal education program. 
     The Senate recedes.
       The Senate bill clarifies that the Act does not create a 
     legal enforceable right for any person against a State, LEA, 
     or school based on a standard or assessment certified by 
     NESIC or the NESIC certification criteria. The House recedes.


                          POWER OF THE COUNCIL

       Gifts; Use of Facilities: The Senate bill, but not the 
     House, bill allows NESIC to accept, administer, and utilize 
     gifts or donations of services. The Senate recedes. (p. 74, 
     #84).


                ADMINISTRATIVE ARRANGEMENTS AND SUPPORT

       Contracts and Other Arrangements: The House bill, but not 
     the Senate bill, requires the Council to transmit to the 
     Secretary the criteria and proposed national content, 
     performance, and opportunity to learn standards and 
     assessments so that the Secretary may publish such criteria 
     and proposed standards in the Federal Register in order to 
     receive public comment. The Senate recedes. (p. 75, #85)


                OPPORTUNITY-TO-LEARN DEVELOPMENT GRANTS

       In General: The House bill authorizes the Secretary to make 
     one OTL development grant; the Senate bill authorizes the 
     Secretary to award more than one such grant. The House 
     recedes. (p. 79, #86)
       In General: The Senate bill, but not the House bill, 
     requires the consortia which receive grants to develop a 
     listing of model programs for use by States in assessing the 
     capacity and performance of individual schools and developing 
     appropriate actions to be taken in the event that schools 
     fail to achieve opportunity to learn standards. The House 
     recedes, with an amendment including a new provision to read 
     as follows: ``providing all students with an opportunity to 
     learn;''. (p. 79, #88)
       Composition of Consortium: Both bills require that, to the 
     extent possible, each consortium that receives a grant 
     include the participation of certain people. The House 
     includes ``State level policy makers'' (e.g. Governors, State 
     legislators, chief State school officers, and State school 
     board members), whereas the Senate requires each of these 
     people separately; the House has one category called ``local 
     policymakers and administrators'' (e.g., local school board 
     members, superintendents, and principals), whereas the Senate 
     requires each of these people separately; both bills include 
     teachers, but the Senate bill, unlike the House bill, also 
     includes related services personnel; both bills include 
     parents, but the House bill, unlike the Senate bill, also 
     includes individuals with experience in promoting parental 
     involvement in education; the House bill, but not the Senate 
     bill, includes experts in vocational-technical education; the 
     House bill, but not the Senate bill, includes individuals 
     with expertise in school finance and equity, the education of 
     at-risk students, and the preparation and training of 
     teachers and school administrators; both bills include 
     representatives of advocacy groups, but the House specifies 
     ``student and civil rights advocacy groups.'' The Senate 
     recedes, with an amendment to include related service 
     personnel and representatives of advocacy groups including 
     students and civil rights advocacy groups. (p. 80-81, #89)
       Composition of Consortium: The House bill, but not the 
     Senate bill, requires that the consortium draw upon current 
     research about student achievement and the necessary 
     conditions for effective teaching and learning, and 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. The Senate recedes, with an amendment replacing 
     ``several consecutive'' with ``more than one''. (p. 82, #90)
       Composition of Consortium: The House bill, but not the 
     Senate bill requires that one-third of the consortium's 
     membership consist on 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. The Senate 
     recedes. (p. 82, #91)
       Composition of Consortium: The House bill, but not the 
     Senate bill, requires that the membership of the consortium 
     be geographically representative and reflect the racial, 
     ethnic, and gender diversity of the United States. The Senate 
     recedes. (p. 82, #92)
       Applications: The House bill, but not the Senate bill, 
     requires the Secretary to give a priority to applications 
     from consortia which involve individuals and organizations 
     with the greatest diversity of perspectives and points of 
     view. (p. 83, #93)
       Report: The House bill, but not the Senate bill, requires 
     the consortium to submit a report to the Secretary which 
     discusses the background, important issues, and rationale 
     regarding the voluntary national opportunity to learn 
     standards. The senate recedes. (p. 83, #94)
       Assessment development and evaluation grants
       General: The House bill and the Senate bill have similar 
     provisions regarding grants for the development of 
     assessments. They differ as follows: The House provision is 
     in its own section and has a separate funding authorization; 
     the Senate provision is in Section 313(b) and may be funded 
     from a pool of funds (drawn from not more than 50% of the 
     National Leadership money), which funds may also be used for 
     assistance to urban and rural LEAs, schools, or consortia. 
     The two possible uses of funds are connected by the world 
     ``or''--so the Secretary must provide either urban and rural 
     assistance or assessment assistance, or both. The House bill 
     lists the eligible entitles as ``States and local educational 
     agencies''; the Senate bill lists the eligible entities as a 
     State or local educational agency, nonprofit organization or 
     consortium thereof''. The Senate recedes. It is the intent of 
     the conferees that when the Secretary makes grants to SEAs or 
     LEAs, such agencies can work with organizations of 
     demonstrated effectiveness.
       General: The Senate bill, but not the House bill, put a 
     priority on grants or contracts for limited English 
     proficient students or students with disabilities. The Senate 
     recedes, with an amendment inserting ``and for students with 
     disabilities'' and the end of the provision. (p. 84a, #96)
       General: The House bill requires the Secretary to reserve a 
     portion of the funds authorized for assessment grants to make 
     grants to SEAs and LEAs for purposes of developing 
     assessments in languages other than English. The Senate 
     recedes, with an amendment inserting ``and for students with 
     disabilities'' and the end of the provision. (p. 84a, #96)
       Requirements: The House bill, but not the Senate bill, says 
     that an assessment system developed and evaluated with funds 
     under this section may not be used to make ``high stakes'' 
     decisions for a period of five years from the date of 
     enactment of this Act. The Senate recedes, with an amendment 
     replacing ``an assessment system'' with ``State 
     assessments''. (p. 85, #999)


                               evaluation

       Grant: The House bill, but not the Senate bill, requires 
     that Secretary annually make a grant to the National Academy 
     of Sciences or to the National Academy of Education to 
     conduct an evaluation of technical quality of the work 
     performed by the Goals Panel and the Council; the process 
     used by the Council to develop criteria for certification and 
     to certify standards and assessments; and the process used by 
     the Goals Panel to approve certification criteria and 
     standards. The grantee must also periodically provide the 
     Goals Panel and the Council information from the evaluation, 
     and report on the opportunity to learn and assessment 
     development grants. Finally, the grantee must periodically 
     report to Congress, the Secretary, and the public regarding 
     its findings, and shall make a final report not later than 
     January 1, 1998. The Senate recedes, with an amendment 
     specifying that the National Academy of Education is the 
     group to do the study and that the study be done only once 
     during reauthorization of the bill, with the final report 
     finished by January 1, 1998. (p. 86, #100)

              Part C--Leadership in Educational Technology


                                purposes

       Purpose: The Senate bill, but not the House bill, includes 
     a new program in title II for Leadership in Educational 
     Technology. The House recedes. (p. 88, 1st #101)


                federal leadership activities authorized

       In General: The Senate bill, but not the House bill, 
     authorizes the Secretary, in consultation with the National 
     Science Foundation, the Department of Commerce, and other 
     appropriate Federal departments or agencies, to carry out 
     activities designed to provide Federal leadership in 
     promoting higher student achievement through the use of 
     technology in education. The House recedes. (p. 91, 1st #101)
       Transfer of Funds: The Senate bill, but not the House bill, 
     in order to carry out coordinated or joint activities to 
     achieve the purposes of this program, allows the Secretary to 
     accept funds from, and transfer funds to, other Federal 
     departments or agencies. The House recedes, with an amendment 
     deleting ``transfer funds to''. (p. 91, 2nd #101)


                        national long-range plan

       The Senate bill, but not the House bill, requires the 
     Secretary to publish within 12 months of the enactment of 
     this Act, a national long-range plan to carry out the 
     purposes of this part. The Secretary must develop the plan in 
     consultation with other Federal departments or agencies, 
     State and local educators and policymakers, experts in 
     technology, and providers of technology; transmit the plan to 
     the President and Congress; and publish the plan. The plan 
     must describe how the Secretary will encourage the use of 
     technology in order to provide all students the opportunity 
     to achieve State standards; joint activities to be conducted 
     with other Federal agencies and departments; how the 
     Secretary will work with educators and State and local 
     educational agencies to facilitate the use of technology in 
     education; how the Secretary will promote higher achievement 
     of all students through the integration of technology in the 
     curriculum, increased access to technology, the use of 
     technology to assist in the implementation of State systemic 
     reform strategies, the application of technological advances, 
     and the professional development of teachers in the use of 
     new technologies; how the Secretary will determine the 
     feasibility and desirability of establishing guidelines to 
     facilitate an easy exchange of data and effective use of 
     technology; and the Secretary's long-range measurable goals 
     and objectives relating to the purposes of this part. The 
     House recedes.
       The Senate bill, but not the House bill, requires the 
     Secretary to provide assistance to the States to enable them 
     to plan effectively for the use of technology in all schools. 
     The House recedes.


                    office of educational technology

       Amendment to the Department of Education Organization Act: 
     The Senate bill, but not the House bill, creates an Office of 
     Educational Technology in the Department of Education. The 
     House recedes, with an amendment striking the reference to 
     the General Education Provisions Act. (p. 96, 2nd #101)
       Establishment: The Senate bill, but not the House bill, 
     delineates the functions of the Director of the Office of 
     Educational Technology as carrying out part C of the Goals 
     2000: Educate America Act; providing leadership to the Nation 
     in the use of technology and to promote the achievement of 
     the National Education Goals; reviewing all programs and 
     training functions administered by the Department in order to 
     promote the infusion of technology and technology planning 
     throughout all such programs; and performing additional 
     functions as the Secretary may require. The House recedes, 
     with an amendment putting the matter into the Department of 
     Education Organization Act. (p. 97, #101)
       Personnel: The Senate bill, but not the House bill, 
     authorizes the Director, to select, appoint, and employ such 
     officers and employees as may be necessary. The House recedes 
     (p. 99, 1st #101)
       Compensation of the Director: The Senate bill, but not the 
     House bill, amends section 5315 of the U.S. code in order to 
     provide for the compensation of the Director. The House 
     recedes. (p. 99, 2nd #101)


                             USES OF FUNDS

       In General: The Senate bill, but not the House bill, 
     authorizes the Secretary to use funds appropriated for part 
     to carry out activities to achieve the purpose of this part, 
     including providing assistance to technical assistance 
     providers so that they might improve their services; 
     consulting with interested parties in carrying out this part; 
     conducting research on and developing guidelines to 
     facilitate maximum interoperability; conducting research on 
     and developing educational applications of the most advanced 
     and newly emerging technologies; developing and evaluating 
     software, model strategies for preparing teachers to use 
     technology, and model programs; conducting conferences; and 
     other activities. The House recedes. (p. 100, #101)
       Grants and Contracts: The Senate bill, but not the House 
     bill, requires the Secretary to carry out activities directly 
     by grant or contract, and requires that each grant or 
     contract be awarded on a competitive basis and pursuant to a 
     peer review process. The House recedes. (p. 103, #101)


                           NON-FEDERAL SHARE

       In General: The Senate bill, but not the House bill, allows 
     the Secretary to require any recipient of a grant or contract 
     to share the costs of the activities under this part. The 
     House recedes. (p. 103, no #)


                 OFFICE OF TRAINING TECHNOLOGY TRANSFER

       Transfer: The Senate bill, but not the House bill, requires 
     that the Office of Training Technology Transfer established 
     under section 6103 of the Training Technology Act of 1988, be 
     transferred to the Office of Educational Technology. The 
     House recedes, with an amendment to add ``and established 
     in'' before the Office. (p. 104, #101)


                    AUTHORIZATION OF APPROPRIATIONS

       Authorization of Appropriations: The Senate bill, but not 
     the House bill, amends section 6108 of the Training 
     Technology Transfer Act of 1988 to authorize $3,000,000 to be 
     appropriated in fiscal year 1995, and such sums as may be 
     necessary in fiscal years 1996 through 1999. The Senate 
     recedes. (p. 105, #101)
       Opportunity to Learn Development Grant: The House bill 
     authorizes $3,000,000 to be appropriated 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; 
     the Senate bill authorizes $1,000,000 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. 
     The House recedes, with an amendment replacing ``1,000,000'' 
     with ``2,000,000''. (p. 106, #102)
       Assessment Development and Evaluation Grant: The House bill 
     authorizes $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; the Senate bill allows the Secretary to use a 
     portion of the funds reserved for National Leadership 
     Activities under title III for the assessment development 
     grants. The Senate recedes. (p. 107, #103)
       Leadership in Educational Technology: The Senate bill, but 
     not the House bill, authorizes $5,000,000 to be appropriated 
     for fiscal year 1994 and such sums as may be necessary to 
     each of the fiscal years 1995 through 1998 to carry out the 
     technology program. The Senate recedes. (p. 107, #104)

       Title III--State and Local Education Systemic Improvement


                                findings

       Titles: Different Titles (House: CONGRESSIONAL FINDINGS; 
     Senate: FINDINGS). The House recedes. (p. 108, no #)
       Findings: The House bill refers to ``learn and achieve high 
     standards''; the Senate bill refers to ``learn to high 
     standards''. The Senate recedes. (p. 108, no #)
       Findings: The House bill, but not the Senate bill, adds the 
     phrase ``in order to increase student learning''. The Senate 
     recedes. (p. 109, #105)
       Fingings: The House bill refers to ``child care''; the 
     Senate bill refers to ``early childhood education and child 
     care''. The House recedes. (p. 110, #106)
       Findings: The House bill, but not the Senate bill, states 
     that schools should provide information to business regarding 
     how the business community can assist schools in meeting the 
     goals of this Act. The Senate recedes. (p. 111, #108)
       Findings: The House bill, but not the Senate bill, includes 
     a finding regarding institutions of higher education entering 
     into partnerships with schools. The Senate recedes. (p. 111, 
     #109)
       Findings: The House bill refers to ``helping to bring all 
     students the opportunity to learn''; the Senate bill refers 
     to ``helping to provide all students with the opportunity to 
     learn''. The House recedes. (p. 111, no #)
       Findings: The Senate bill, but not the House bill, includes 
     a finding stating that all students are entitled to teaching 
     practices that are in accordance with accepted standards of 
     professional practice. The Senate recedes. (p. 112, #110)
       Findings: The Senate bill, but not the House bill, includes 
     a finding stating that all students are entitled to 
     participate in a broad and challenging curriculum and to have 
     access to resources sufficient to address other education 
     needs. The House recedes. (p. 112, #111)
       Findings: The Senate bill, but not the House bill, includes 
     a finding stating that quality education management services 
     are being used by LEAs and schools that contract out for 
     services. The House recedes. (p. 112, #112)


                                purpose

       Purpose: The House bill says the purpose of the title is to 
     improve the quality of education for all students ``by 
     improving student learning through a long-term, broad-based 
     effort to promote'' while the Senate refers to the same 
     purpose ``by supporting a long-term, broad-based effort to 
     provide''. The Senate recedes. (p. 112, no #)
       Purpose: The House bill refers to ``throughout the Nation 
     at the local and State levels''; the Senate bill refers to 
     ``throughout our Nation at the State and local levels''. The 
     House recedes, with an amendment replacing ``our Nation'' 
     with ``the Nation''. (p. 112, no #)


                    authorization of appropriations

       Authorization: The House bill authorizes $393,000,000 to be 
     appropriated in FY 1994; the Senate bill authorizes 
     $400,000,000 to be appropriated in FY 1994, and the wording 
     is different. The House recedes. (p. 113, #113)


                           allotment of funds

       Reservation of Funds: The House bill refers to ``funds 
     appropriated under section 303''; the Senate bill refers to 
     ``funds appropriated pursuant to the authority of section 303 
     in each fiscal year''. The Senate recedes. (p. 113, no #)
       Reservation of Funds: The House bill, but not the Senate 
     bill, includes the parenthetical phrase ``(referred to in 
     this Act as the `Bureau')''. The Senate recedes. (p. 114, 
     #113a)
       Reservation of Funds: The Senate bill, but not the House 
     bill, includes assistance to Alaska Native students under 
     this subsection. The House recedes. (p. 114, #114)
       Reservation of Funds: The House bill reserves up to 6 
     percent for national activities; the Senate bill reserves not 
     more than 4 percent for national activities. The House 
     recedes, with an amendment that changes the reserved funds to 
     5 percent. (p. 114, #115)
       Reservation of Funds: The Senate bill, but not the House 
     bill, specifies the subsection of section 313 (National 
     Leadership Activities) for which funds may be reserved under 
     this paragraph. This is because the House and Senate bills 
     have different versions of section 313. (See section 313 for 
     details.) The Senate recedes. (p. 114, #115a)
       Reservation of Funds: The House bill, but not the Senate 
     bill, authorizes the cost of the evaluation activities to be 
     met with the funds reserved for national activities. The 
     Senate recedes. (p. 114, #116)
       State Allotments: The House bill refers to ``States''; the 
     Senate bill refers to ``State educational agencies''. The 
     House recedes. (p. 115, no #)
       Reallotments: The House bill refers to ``State's''; the 
     Senate bill refers to ``State educational agency's''. The 
     House recedes. (p. 116, no #)
       Reallotments: The House bill refers to ``States''; the 
     Senate bill refers to ``State educational agencies''. The 
     House recedes. (p. 116, no #)
       Maintenance of Effort: The Senate bill, but not the House 
     bill, includes a maintenance of effort requirement. The House 
     recedes, with an amendment striking the last except clause 
     and inserting the following after ``received''; except that 
     the Secretary may waive the applicability of this subsection 
     when the recipient presents justifiable reasons for a 
     reduction of expenditures. (p. 116, #118)
       Supplement Not Supplant: The Senate bill, but not the House 
     bill, includes a supplement not supplant requirement. The 
     Senate recedes. (p. 117, #119)


                           state applications

                              Application

       The conference agreement makes clear that states may apply 
     for a one-year planning grant in order to develop a plan. 
     Once they have a plan, states may use the plan as their 
     application for implementation funds.
       In General: The House bill refers to ``State''; the Senate 
     bill refers to ``State educational agency''. The House 
     recedes. (p. 117, no #)
       Additional Information: The House bill, but not the Senate 
     bill, requires an assurance that the student achievement 
     standards developed pursuant to this Act are not less 
     rigorous than those standards used prior to enactment of this 
     Act. The Senate recedes. (p. 118, #120)
       Additional Information: The House bill, but not the Senate 
     bill, requires an assurance that States will provide for 
     broad public participation in the planning process. The 
     Senate recedes. (p. 118, #121)
       First Year: The House bill refers to ``State's''; the 
     Senate bill refers to ``State educational agency's''. The 
     House recedes. (p. 119, no #)
       Subsequent Years: The House bill refers to ``A State's 
     second application''; the Senate bill refers to ``A State 
     educational agency's application for the second year of 
     assistance''. The House recedes. (p. 119, no #)


                        state improvement plans

                          Basic scope of plan

       Basic Scope of Plan: The House bill refers to ``plan''; the 
     Senate bill refers to ``State improvement plan''. The House 
     recedes throughout the bill.
       Basic Scope of Plan: The Senate bill, but not the House 
     bill, eliminates the words ``fundamental restructuring''. The 
     House recedes.
       The House bill in this section requires any State that 
     wishes to receive a grant to address the establishment of 
     content and student performance standards and the means to 
     have students achieve them. It lists the requirements that 
     are repeated in subsections (c) through (i) below. The Senate 
     bill requires only that any State that wishes to receive an 
     allotment to develop a State improvement plan for education 
     in the State. The Senate bill lists the requirements only in 
     subsections (c) through (i) below.
       The differences between the two bills in this subsections 
     are compared in those subsections. The House recedes with an 
     amendment, adding ``Consistent with the requirements of this 
     section,'' at the start of the provision and moving paragraph 
     (7) to a new subsection in the State plan section, and 
     amending that paragraph to read as follows: ``(i) each state 
     plan shall establish strategies to assist local educational 
     agencies and schools to meet the needs of children aged 5 to 
     17 who have dropped out of school and the extent to which 
     such children can be brought back into the education system 
     and meet state standards;''.

                            Plan development

       In General: The House bill states that the State plan 
     ``must be developed by a broad-based panel (referred to in 
     this title as the `panel')''; The Senate bill states that the 
     State plan ``shall be developed by a broad-based panel''. The 
     House recedes. (p. 123, no #)
       In General: The House bill refers to ``teachers''; the 
     Senate bill refers to ``school teachers'' and ``related 
     services personnel''. The House bill includes deans of 
     colleges of education. The Senate recedes, with an amendment 
     changing deans of colleges of education to ``deans or senior 
     administrators of a college, school, or department of 
     education''. (p. 124, #125b)
       In General: The House bill refers to ``Indian tribes''; the 
     Senate bill refers to ``tribal agencies'', and in the Senate 
     bill, the ``as appropriate'' modifies tribal agencies; in the 
     House bill the ``as appropriate'' modifies others. The Senate 
     recedes, with an amendment deleting ``Indian tribes'' and 
     inserting ``Indian tribes and others'' after ``and, as 
     appropriate''. (p. 124, no #)
       In General: The House bill refers to ``State and local 
     officials responsible for health, social services, and other 
     related services''; the Senate bill refers to State and local 
     officials''. The Senate recedes. (p. 124, no #)
       In General: The Senate bill, but not the House bill, refers 
     to ``organizations serving young children'' and ``secondary 
     students''. The House recedes. (p. 124, 1st #126)
       In General: The House bill, but not the Senate bill, 
     includes representatives from rural and urban local 
     educational agencies. The Senate recedes, with an amendment 
     adding ``as appropriate'' after ``the State''. (p. 124, 2nd 
     #126)
       In General: The Senate bill provides that a representative 
     from a private, non-profit elementary and secondary school 
     should be included on the panel. The House recedes, with an 
     amendment that the representative must come from a private 
     school that is participating in federal programs of aid to 
     education. (p. 124, 3rd #126)
       In General: The House bill, but not the Senate bill, 
     includes experts in educational measurement and assessment. 
     The Senate recedes. (p. 124, 4th #126)
       Appointment: The House bill requires the State panel to 
     establish procedures regarding the operation of the panel, 
     including the designation of the panel chairperson; the 
     Senate bill requires the Governor and the chief State school 
     officer to jointly select the chairperson of the panel and 
     the representative of a private, non-profit elementary and 
     secondary school described in paragraph (1) (D). The Senate 
     recedes, with an amendment that the Governor and chief State 
     school officer jointly select a private school 
     representative, and that the representative come from a 
     private school participating in federal programs of aid to 
     education. (p. 125, #127)
       Representation: The House bill adds the words ``To the 
     extent feasible'' before ``The membership''. The Senate 
     recedes. (p. 125, #128)
       Representation: The House bill, but not the Senate bill, 
     requires that one-third of the panel members be individuals 
     with expertise in educational needs and assessments of 
     children who are from low income families, minority group 
     backgrounds, have limited English proficiency, or have 
     disabilities. The Senate recedes, with an amendment 
     establishing the number of panel members with expertise or 
     background in the educational needs or assessments of 
     children from low-income families, with minority group 
     backgrounds, with limited-English proficiency, or with 
     disabilities, in a proportion not less than the proportion 
     that such children bear to all children in the state or one-
     third, whichever is less. (p. 125, #129)
       Outreach: The House bill refers to ``Indian tribes''; the 
     Senate bill refers to ``tribal government officials, as 
     appropriate''. The House recedes. (p. 126, no#)
       Outreach: The Senate bill, but not the House bill, refers 
     to specific groups within the State's diverse population of 
     students and clarifies the definition of Native American 
     students to include ``American Indian, Alaska Native, and 
     Native Hawaiian'' students. The House recedes, with the 
     amendment adding, ``as appropriate''. (p. 126, #130)
       Outreach: The Senate bill, but not the House bill, refers 
     to assuring that the development and implementation of the 
     State improvement plan reflects local needs and experiences 
     and does not result in a significant increase in paperwork 
     for teachers. The House recedes. (p. 126, #131)
       Outreach: The House bill, but not the Senate bill, requires 
     the State panel to develop a continuing process for 
     interacting with local educational agencies and schools 
     engaged in systemic reform which receive subgrants under this 
     Act. The House recedes. (p. 127, #132)
       Submission: The Senate bill requires the submission of both 
     the State improvement plan and the plan developed by the 
     panel with an explanation of the differences. The House bill 
     requires the submission of the State's plan only if it has 
     modified the panel's plan, and also requires an explanation 
     of the changes. The Senate recedes. (p. 127, #133)
       Monitoring; Revisions; Reporting: The House bill requires 
     the panel to monitor the implementation and effectiveness of 
     the state's plan after it has been approved by the Secretary. 
     The Senate bill requires the SEA to inform the panel about 
     progress of the state's plan, but the SEA monitors ``the 
     implementation and operation of the plan.'' The House 
     recedes. (p. 128, #134)
       Teaching, Learning, Standards, and Assessments: Both the 
     House bill and the Senate amendment include a section on 
     improving teaching and learning in the state plan. The House 
     bill requires the plan to establish strategies and a 
     timetable for improving teaching and learning; the Senate 
     bill requires the plan to establish strategies for meeting 
     the National Education Goals by improving teaching and 
     learning, and requires that the strategies involve broad-
     based and ongoing classroom teacher input. The Senate bill, 
     but not the House bill, also says the State improvement plan 
     must establish strategies for improving students' mastery of 
     basic and advanced skills to achieve a higher level of 
     learning and academic accomplishment in English, math, 
     science, history, geography, foreign languages and the arts, 
     civics, government, economics, physics, and other core 
     curricula.
       The conference agreement combines elements of the two bills 
     so that each state plan, with broad-based classroom teacher 
     input, must establish strategies for meeting the National 
     Goals by improving teaching and learning and students' 
     mastery of basic and advanced skills in core content areas, 
     such as English, mathematics, science (including physics), 
     history, geography, foreign languages, the arts, civics and 
     government, and economics.
       Both the House bill and the Senate amendment included lists 
     of activities under the Teaching, Learning, Standards, and 
     Assessments subsection. In the House bill, these activities 
     were required elements of the plan, while in the Senate 
     amendment they were illustrative examples. The elements in 
     the lists also differed somewhat.
       The conference agreement makes four of these elements 
     required--(1) a process for developing or adopting content 
     and student performance standards for all students, including 
     coordination with the Perkins Act; (2) a process for 
     developing valid, nondiscriminatory, and reliable State 
     assessments; (3) a process for aligning State or local 
     curricula, instructional materials, and State assessments 
     with the State content and performance standards; and (4) a 
     process for familiarizing teachers with the State content and 
     performance standards and developing the capability of 
     teachers to provide high quality instruction within such 
     content areas. All other elements from both the House bill 
     and the Senate amendment are included in a second list of 
     illustrative examples. Duplicative provisions are eliminated, 
     and there are minor drafting changes.
       On the required assessment provision, the House receded to 
     the Senate language with minor changes.
       Opportunity-to-Learn Standards: The House bill requires 
     each State plan to establish a strategy and timetable for 
     adopting and establishing opportunity to learn standards, and 
     each item following is an item which must be addressed by the 
     State plan. The Senate bill requires each State improvement 
     plan to establish strategies for providing all students with 
     an opportunity to learn. The conference agreement provides 
     for the following with regard to the issue of opportunity to 
     learn:
       (d) Opportunity to Learn Standards or Strategies.--
       (1) Each State improvement plan shall establish standards 
     or strategies for providing all students with an opportunity 
     to learn. These standards or strategies shall include such 
     factors that the State deems appropriate to ensure that all 
     students receive a fair opportunity to achieve the knowledge 
     and skills as described in content and performance standards 
     adopted by the State.
       (2) Notwithstanding any other provisions of this Act, the 
     implementation of opportunity to learn standards or 
     strategies shall be voluntary on the part of the States, 
     local educational agencies, and schools.
       (3) Nothing in this section shall be construed to--(A) 
     mandate equalize spending per pupil for a State, local 
     educational agency, or school; or (B) mandate national school 
     building standards for a State, local educational agency, or 
     school.'' It is the intent of the conferees that the factors 
     referenced in subsection (d) include those listed in 
     subsection (c).
       Accountability and Governance and Management: The House and 
     Senate bills both requires the state plan to establish 
     strategies for improvement management; the House bill 
     includes governance and management while the Senate bill 
     includes accountability and management. The House bill lists 
     a series of activities that a state may undertake while the 
     Senate has no list. The Senate recedes, with amendment to add 
     accountability to the title and the provision. (p. 134, #145)
       The House bill's list of activities includes:
       1. States may align responsibility, authority, and 
     accountability throughout the education system. The Senate 
     recedes, with an amendment striking ``regarding content and 
     student performance standards are coordinated with 
     decisions''. (p. 135, #145)
       2. States may create an integrated and coherent approach to 
     attracting, recruiting, preparing and licensing, appraising, 
     rewarding, retaining, and supporting the professional 
     development of teachers, administrators, and other educators. 
     The Senate receded, striking the House language and replacing 
     it with: ``(2) creating an integrated and coherent approach 
     to recruiting, retaining, and supporting the continued 
     professional development of teachers (including vocational 
     teachers) and other educators, with special attention to the 
     recruitment and retention of qualified minorities into the 
     education profession;'', (p. 135, #145)
       3. States may provide incentives for high performance. The 
     House recedes. (p. 136, #145)
       4. States may increase the proportion of State and local 
     funds allocated to direct instructional purposes. The House 
     recedes. (p. 136, #145)
       5, States may increase flexibility for local educational 
     agencies and schools. The House recedes. (p. 136, #145)
       Parental and Community Support and involvement: The House 
     bill requires each State plan to describe strategies for how 
     the State will involve parents and other community members in 
     planning, designing, and implementing its plan and then goes 
     on to list a series of allowable strategies; the Senate bill 
     requires each State to describe comprehensive strategies to 
     involve the community (and then list different parts of the 
     community) in helping all students the challenging State 
     standards. The Senate recedes, with an amendment replacing 
     ``members'' with ``representatives'' after `` community''. 
     (p. 137, #146)
       The House list includes:
       1. educating the public about the need for higher 
     standards, systemic improvement, and awareness of diverse 
     learning needs. The House recedes. (p. 137, #146)
       2. involving parents, communities, and advocacy groups in 
     the standards setting and improvement process. The House 
     recedes. (p. 138, #146)
       3. linking the family and school in supporting students in 
     order to meet the standards. The House recedes. (p. 138, 
     #146)
       4. reporting to parents, educators, and the public on the 
     progress of implementing the State plan and improving student 
     performance. The House recedes. (p. 138, #146)
       5. focusing public and private resources on prevention and 
     early intervention. The Senate recedes, with an amendment 
     striking ``(B) improving communications and information 
     exchange; and'' and ``(C) providing appropriate training to 
     agency personnel,''. (p. 138, #146)
       6. increasing the access of all students to social 
     services, health care, nutrition, related services and child 
     care services. The Senate recedes. (p. 139, #146)
       Making the Improvement System-Wide: The House bill requires 
     State plans to described the strategies States will employ to 
     help people provide all students throughout the State the 
     opportunity to meet challenging State standards, and then 
     list a series of allowable strategies; the Senate bill 
     requires State improvement plans to describe the various 
     strategies for ensuing that all local educational agencies 
     and schools within the State are involved in developing and 
     implementing needed improvements within a specified period of 
     time in order to help provide all students throughout the 
     State the opportunity to meet challenging State standards. 
     The Senate recedes. (p. 139, #147)
       The House list of allowable strategies includes:
       1. ensuring that the improvement efforts expand from the 
     initial local educational agencies, schools and educators 
     involved to all such entities in the State. The House 
     recedes. (p. 139, #147)
       2. developing partnerships among preschools, elementary and 
     secondary schools, institutions of higher education, cultural 
     institutions, health and social service providers and 
     employers. The House recedes. (p. 140, #147)
       3. providing for the close coordination of standards 
     development and improvements efforts among institutions of 
     higher education, secondary and elementary schools. The House 
     recedes. (p. 140, #147)
       4. conducting parental involvement activities and outreach 
     programs to involve all segments of the community in the 
     development of the State plan. The House recedes. (p. 140, 
     #147)
       5. developing partnerships with Indian tribes and schools 
     funded by the Bureau of Indian Affairs. The Senate recedes, 
     with an amendment moving this subsection to be in the last in 
     the list. (p. 141, #147)
       6. allocating all available local, State, and Federal 
     resources to achieve systemwide improvement. The House 
     recedes. (p. 141, #147)
       7. providing for the development of objective criteria and 
     measures against which the success of the local plans will be 
     evaluated. The House recedes. (p. 141. #147)
       8. providing for the available curricular materials, 
     learning technologies, and professional development in a 
     manner ensuring equal access by all local educational 
     agencies in the State. The Senate recedes. (p. 141. #147)
       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 under 
     this title. The House recedes. (p. 141, #147)
       10. providing assistance to students, teachers, schools and 
     local educational agencies that are identified as needing 
     assistance. The House recedes. (p. 142, #147)
       Promoting Bottom-Up Reform: Both the House and Senate 
     require the state plan to include strategies for ensuring 
     that reform is promoted from the bottom up. The Senate 
     recedes. (p. 142, #148)
       The House bill also includes a list of allowable 
     strategies:
       1. ensuring that the State plan is responsive to the needs 
     and experiences of local educational agencies, schools, 
     teachers, the communities, and parents. The House recedes. 
     (p. 142, #148)
       2. establishing mechanisms for continuous input and 
     feedback from schools, communities, advocacy groups, 
     institutions of higher education, and local educational 
     agencies. The House recedes. (p. 142, #148)
       3. providing discretionary resources that enable teachers 
     and schools to purchase needed professional development. The 
     House recedes. (p. 143, #148)
       4. establishing collaborative networks of teachers. The 
     House recedes. (p. 143, #148)
       5. providing flexibility to schools and local educational 
     agencies. The Senate recedes. (p. 143, #148)
       6. facilitating the provision of waivers from State rules 
     and regulations that impede the local educational agency's 
     ability to carry out plans. The Senate recedes. (p. 143, 
     #148)
       7. facilitating communication among educators and within 
     local educational agencies. The House recedes. (p. 144, #148)
       Coordination with School-to-Work Programs: The House bill, 
     but not the Senate bill, requires that a State that has 
     received a school to work grant include a description of how 
     such program will be incorporated into school reform efforts, 
     and requires the plan to demonstrate how secondary schools 
     will be modified in order to provide certain services. The 
     Senate recedes. (p. 144, #149)
       Benchmarks and Timelines: The House bill, but not the 
     Senate bill, requires State plans to include strategies for 
     coordinating the integration of academic and vocational 
     instruction. The Senate recedes. (p. 145, #150)
       Benchmarks and Timelines: The House bill requires each 
     State to describe how it will monitor progress toward 
     implementing the State and local plans and the procedures 
     that the State will use to ensure that schools and school 
     districts meet State opportunity to learn and content 
     standards within the established timelines. The Senate 
     recedes, with an amendment rewriting paragraph (2) of the 
     House language to read as follows: ``(2) procedures the State 
     plans to use, consistent with State law, to improve schools 
     that are not meeting the content standards voluntarily 
     adopted by the State within the established timelines;''. 
     With regard to this item and item regarding accountability, 
     governance and management in disagreement, it is the intent 
     of the conferees that each State plan, as part of monitoring 
     progress, should provide for the periodic reporting to the 
     public on the extent of the State's improvement in providng 
     all students with an opportunity to achieve the knowledge and 
     skill levels that meet the State's content and student 
     performance standards. (p. 145, #151)


        PROHIBITION ON FEDERAL MANDATES, DIRECTION, and CONTROL

       Prohibition: Both bills include a general prohibition on 
     Federal mandates, direction, and control although the House 
     bill limits the prohibition to this Section and the Senate 
     bill applies it to the Act. The Senate version also says that 
     this Act does not allow the Federal government to mandate a 
     State or locality to incur costs not paid for under this act. 
     The House recedes. (p. 146a, #152)
       Construction: The Senate bill, but not the House bill, 
     clarifies that nothing in this Act shall be construed to 
     supersede the provisions of section 103 of the Department of 
     Education Organization Act, and to require the teaching of 
     values or the establishment of school-based clinics as a 
     condition of receiving funds under this Act. The Senate bill 
     also contains numerous specific prohibitions on federal 
     mandates. The Senate recedes.
       It is the intent of the conferees that nothing in this 
     legislation supersedes Section 103 of the Department of 
     Education Organization Act. This would include, but is not 
     limited to, prohibiting the federal government from mandating 
     to states, local educational agencies, or schools: 
     limitations on class size, a Federal teacher certification 
     system, teacher instructional practices, equalized per pupil 
     spending, school building standards, curriculum content, or 
     curriculum framework, instructional material, examination, or 
     assessment for private, religious, or home schools.


            STATE AND LOCAL GOVERNMENT CONTROL OF EDUCATION

                                Findings

       Finding: The Senate bill includes a provision reaffirming 
     State and local responsibility for the control of education. 
     The House recedes. (p. 146c, #153)

                  Peer review and secretarial approval

       In General: The House and Senate bills both require 
     approval by the Secretary of Education, with advice. The 
     Senate bill adds ``within a reasonable period of time'' and 
     the word ``peer'' to review. The House recedes. (p. 146f, 
     #154)
       In General: Both Senate and House bills require involvement 
     of advocates, but the House bill says ``advocates of children 
     with disabilities''. The House recedes. (p. 146f, #155)
       In General: The Senate bill, but not the House bill, does 
     not require the Secretary to review a State application 
     through the peer review process and conduct a site visit for 
     a State educational agency in the first year. The House 
     recedes, with an amendment to add ``except during the period 
     of when a grant is being developed'' after ``Such peer review 
     process shall include at least 1 site visit to each State.'' 
     (p. 147, #156)
       Approval of Plan: Both the House and Senate bills require 
     the Secretary to approve a state's plan after reviewing the 
     peer reviewers' comments. There are some differences in what 
     the bills require the Secretary to consider. The House adds 
     ``holds promise of enabling all students to achieve at high 
     levels'', meets the requirements of subsections (a) through 
     (k), and allows schools, LEAs, and communities the 
     flexibility to implement plans. The Senate version adds that 
     the plan should have been submitted within two years after an 
     SEA got its first allotment and if it ``holds reasonable 
     promise of helping all students.'' The Senate recedes, with 
     an amendment to keep its provision of a two-year deadline and 
     replacing ``enabling'' in the House provision with 
     ``helping''. (p. 147, #157)
       Disapproval: The House bill, but not the Senate bill, 
     requires that each State plan include a process for regularly 
     reviewing and updating standards and assessments. The Senate 
     recedes, with an amendment replacing ``regularly'' with 
     ``periodically'' and adding ``or strategies'' after 
     ``opportunity to learn standards''. (p. 148, #158)

                           Amendments to plan

       In General: The House bill refers to ``Each State''; the 
     Senate bill refers to ``Each State educational agency''. The 
     House recedes. (p. 148, no #)
       Review: The House bill requires the Secretary to review 
     major amendments to the State plan through the same process 
     used to review the original plan--i.e., peer review as 
     described in (n)(1), criteria as described in (n)(2), and an 
     opportunity for revision and a hearing as described in 
     (n)(3).
       The Senate bill also requires the Secretary to review any 
     major amendment to the State improvement plan, but only 
     specifies that the Secretary shall not disapprove any such 
     amendment before offering the State educational agency an 
     opportunity for revision and a hearing (the equivalent of 
     (n)(3) in the House bill). The Senate bill does not require 
     the Secretary to conduct a peer review for amendments to the 
     plan. The House recedes. (p. 149, #159)
       Preexisting State Plans and Panel: The House bill refers to 
     a plan that ``otherwise meets the requirements of this 
     section''; the Senate bill refers to a plan that ``meets the 
     intent and purposes of section 302.'' The House recedes, with 
     an amendment replacing ``of section 302'' with ``of this 
     section''. (p. 149, #159a)
       Preexisting State Plans and Panel: The House bill says the 
     Secretary may approve preexisting plans; the Senate bill says 
     the Secretary shall approve such preexisting plans if they 
     meet all the requirements listed. The Senate recedes. (p. 
     149, #160)
       The Senate bill, but not the House bill, requires that the 
     preexisting plan ensures broad-based participation of 
     representatives from education, political, community groups, 
     and other appropriate groups. The Senate recedes. (p. 149, 
     #161)
       Special Rule: The House bill refers to meeting the 
     ``requirements of this section''; the Senate bill refers to 
     meeting the ``intent and purposes of section 302''. The 
     Senate recedes, with an amendment replacing ``requirements'' 
     with ``intents and purposes''. (p. 150, #159a)
       Special Rule: The House bill says the Secretary ``may''; 
     the Senate bill says the Secretary ``shall''. The Senate 
     recedes. (p. 150, #161a)
       The House bill allows the Secretary to treat the panel as 
     ``meeting the requirements of this title''; the Senate bill 
     allows the Secretary to treat the panel as ``meeting such 
     requirements for all purposes of this title''. The Senate 
     recedes. (p. 150, #159aa)
       The House bill refers to ``statewide involvement of 
     educators, parents, students, advocacy groups, and other 
     interested members of the public''; the Senate bill refers to 
     ``substantial public and educator involvement''. The Senate 
     recedes. (p. 150, #162)
       The Senate bill, but not the House bill, allows the 
     Secretary to approve, at the request of the Governor and the 
     State educational agency, an existing panel if the Secretary 
     determines that the existing panel is serving a similar 
     purpose and if the composition of the panel would ensure 
     broad-based input from various education, political, 
     community and other appropriate representatives. The Senate 
     recedes. (p. 151, #163)

              Secretarial review of applications; payments

       First Year: The House bill refers to ``the renewal 
     application of the State will be able to develop''; the 
     Senate bill refers to ``the State will be able to develop''. 
     The Senate recedes. (p. 152, no #)
       Second Through Fifth Years: The Senate bill, but not the 
     House bill, requires that in order for a State to have its 
     renewal application approved, it must implement its State 
     improvement plan not later than the end of the second year of 
     participation. The Senate recedes. (p. 152, #164)

                           State use of funds

       First Year: The House bill, but not the Senate bill, 
     requires that, if appropriations for section 304(b) is at 
     least $50,000,000, States receiving a grant use at least 75 
     percent of such funds for subgrants to local educational 
     agencies to allow such agency to develop or implement local 
     improvement plans or for professional development activities; 
     and a State may use the remainder of such funds for State 
     activities under section 306. If appropriations for section 
     304(b) are less than $50,000,000, then a State is not 
     required to make subgrants to local educational agencies. The 
     Senate recedes, with an amendment setting the percentage at 
     60 percent. (p. 153, #165)
       First Year: The Senate bill sets the trigger at $200 
     million, and then States must use at least 75% of funds for 
     subgrants. The Senate bill also says that if funds 
     appropriated are greater than $100,000,000 but less than 
     $200,000,000, then the State shall use at least 50 percent of 
     such funds for local educational agency subgrants; if funds 
     appropriated are less than $100,000,000, then a State may 
     make subgrant grants to local educational agencies. The 
     Senate recedes. (p. 154, #165)
       Succeeding Years: The House bill requires that States 
     receiving an allotment for any year after the first year of 
     participation use 90 percent of such funds for subgrants to 
     local educational agencies to implement local and State 
     improvement plans and for professional development 
     activities; the Senate bill requires that 85 percent of such 
     funds be used for subgrants. The Senate recedes. (p. 155, 
     #166)
       Succeeding Years: Senate adds ``related service personnel'' 
     to educators. The Senate recedes. (p. 155, #166a)
       Succeeding Years: The House bill says that, if the State 
     uses its funds for developing or adopting standards, it must 
     do so through consortia of States ``and'' in conjunction with 
     NESIC. The Senate bill says that, if the State uses its funds 
     for developing or adopting standards, it must do so through a 
     consortia of States ``or'' in conjunction with NESIC. The 
     House recedes. (p. 156, #167)
       Succeeding Years: The House bill, but not the Senate bill, 
     includes limited-English proficient students. The Senate 
     recedes. (p. 157, #168)
       Succeeding Years: The Senate bill, but not the House bill, 
     includes as an allowable activity supporting innovative and 
     proven methods of enhancing a teacher's ability to identify 
     student learning needs, etc., including significantly 
     reducing class size and promoting instruction in chess. The 
     House recedes, with an amendment to strike the provision 
     regarding chess, ending the provision with ``creative 
     resolution methods.'' (p. 157, #169)
       Succeeding Years: The Senate bill includes organizations 
     serving young children and includes training for parents. The 
     House recedes. (p. 157, #171)
       Succeeding Years: The House bill refers to ``promoting 
     public magnet schools, public `charter schools', and other 
     mechanisms for increasing choice among public schools''; the 
     Senate bill refers to ``promoting mechanisms for increasing 
     public school choice, including information and referral 
     programs which provide parents information on available 
     choices and other initiatives to promote the establishment of 
     innovative new public schools, including magnet schools and 
     charter schools''. The Senate recedes, with an amendment to 
     include the Senate provision about information and referral 
     programs. (p. 158, #172)
       Succeeding Years: The Senate bill adds provisions for 
     supporting activities related to start-up costs or evaluation 
     costs associated with contracts between LEAs and private 
     management contracts. The House recedes, with an amendment 
     striking ``start-up costs or'' from the provision. It is the 
     intent of the conferees that private companies engaging in 
     these types of contracts must pay for start-up costs. (p. 
     158, #173)
       Succeeding Years: The Senate bill also allows programs for 
     mentoring and for programs that restore discipline and reduce 
     violence. The House recedes. (p. 158, #174)
       Succeeding Years: The Senate bill, but not the House bill, 
     includes a special rule regarding any new public school that 
     is established under this title. The House recedes. (p. 159, 
     #175)


        SUBGRANTS FOR LOCAL REFORM AND PROFESSIONAL DEVELOPMENT

                Subgrants for local educational agencies

       In General: The House bill, but not the Senate bill, allows 
     States to make subgrants to consortia of local education 
     agencies. The Senate recedes.
       In General: The House bill says that State subgrants to 
     LEAs must be consistent with sections 308 (a) (1) and 
     308(b)(1) (A)--these sections indicate how much of the money 
     a State receives must be used for subgrants. The Senate bill 
     says that SEA subgrants to LEAs must be used to carry out the 
     authorized activities described in paragraph (4)--this 
     paragraph describes how an LEA can use its subgrant and how 
     the subgrant must be allocated. The Senate recedes, with an 
     amendment specifying the cross-references to authorized 
     activities.
       In General: The House bill, but not the Senate bill, 
     requires the State to make at least one subgrant to a rural 
     local educational agency and at least one subgrant to an 
     urban local educational agency. The Senate recedes, with an 
     amendment adding ``where appropriate''.
       Application Required: The House bill includes an additional 
     first paragraph that refers to LEAs wishing to receive a 
     subgrant ``under this title'' (not subsection). This 
     paragraph also requires LEAs to include in their application 
     assurances that they intend to develop a plan that meets the 
     requirements of this section.
       The House bill (in paragraph 3) requires LEAs to submit a 
     ``local plan''; the Senate bill requires an ``application.'' 
     (The House bill also requires an ``application'' in paragraph 
     2 above.) The Senate recedes, with an amendment adding ``for 
     one year only'' after ``under this title''.
       Application Required: The Senate bill includes related 
     services personnel, secondary students, early childhood 
     educators, and community-based organizations. The Senate 
     recedes.
       Application Required: The House bill includes advocacy 
     groups. The Senate recedes.
       Application Required: The House bill, but not the Senate 
     bill, requires the local panel to establish the procedures 
     regarding the operation of the panel, including the 
     designation of the chairperson. The Senate recedes.
       Application Required: The House bill requires, in the first 
     year, a ``comprehensive local plan'' that is consistent with 
     the State improvement plan (which is either approved or under 
     development); the Senate bill requires a ``comprehensive 
     local improvement plan'' that LEAs must include in the 
     application submitted for the second year of participation. 
     The Senate recedes, with an amendment replacing ``includes a 
     comprehensive local plan for'' with ``shall address'' at the 
     beginning of the provision, and inserting ``reflecting the 
     priorities of'' after ``benchmarks,'' and before 
     ``consistent''.
       Application Required: The House bill requires a strategy 
     for implementing opportunity to learn standards; the Senate 
     bill requires a strategy for ensuring that all students have 
     a fair opportunity to learn. The House recedes.
       Application Required: The House bill requires a strategy 
     for ``generating and strengthening parental and community 
     involvement''; the Senate bill requires a strategy for 
     ``generating and maintaining parental and community 
     involvement''. The Senate recedes, with an amendment 
     including ``maintaining'' along with ``generating and 
     strengthening'' parental and community involvement.
       Application Required: The House bill, but not the Senate 
     bill, requires the local plan to promote 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. The Senate recedes.
       Application Required: The House bill, but not the Senate 
     bill, requires the local plan to describe a process of broad-
     based community participation in the development, 
     implementation, and evaluation of the local plan. The Senate 
     recedes.
       Application Required: Both bills require a description of 
     how the LEA help individual schools develop plans. The Senate 
     bill includes ``and implement.'' The House bill says 
     ``relevant'' elements; the Senate bill says ``each'' element. 
     The Senate recedes, with an amendment to include ``and 
     implement'' after ``develop'' with regard to comprehensive 
     school improvement plans.
       Application Required: The House bill refers to ``public and 
     private agencies''; the Senate bill refers to ``public and 
     private nonprofit agencies''. The House recedes (p. 164, no 
     #)
       Application Required: The House bill refers to 
     ``coordinated services''; the Senate bill refers to 
     ``coordinated nonsectarian services''. The House recedes. (p. 
     164, no #)
       Application Required: The House bill requires that a local 
     educational agency submit its plan to the State for approval 
     together with the modifications and comments from the local 
     panel regarding such plan. The Senate bill only requires 
     participation of the broad-based panel in the development of 
     the application and plan. The LEA is allowed to make 
     modifications it deems appropriate. (see side by side 161) 
     The Senate recedes. (p. 165, #187)
       Monitoring: The House bill requires that the panel monitor 
     the effectiveness of the local plan; the Senate bill has the 
     LEA monitor its plan's progress to inform the panel of 
     progress. In both bills, the panel may make recommendations 
     to the LEA for revisions, and report to the public. The House 
     recedes. (p. 165, #188)
       Monitoring: In the Senate bill, the LEA must make 
     assurances that the plan does not result in significant 
     increase in paperwork for teachers. The House recedes. (p. 
     165, #188)
       Monitoring: The House bill, but not the Senate bill, 
     includes community members in the list of people to be 
     consulted. The Senate recedes. (p. 165, #189)
       Authorized Activities: The Senate bill, but not the House 
     bill, allows local districts to use a portion of their 
     planning money to establish innovative new public schools. 
     The House recedes, with an amendment charging replacing 
     ``shall'' with ``may'' after ``the subgrant'' and before 
     ``use''. (p. 166, #190)
       Authorized Activities: The House bill, but not the Senate 
     bill, includes the phrase ``which are tailored to meet the 
     needs of their particular student populations''. The Senate 
     recedes, with an amendment to include ``State content and 
     performance standards'' at the end of the provision. (p. 167, 
     #191)
       Authorized Activities: The House bill, but not the Senate 
     bill, requires that a local educational agency use not more 
     than 5 percent of its annual allotment under this Act for 
     administrative expenses. The Senate recedes. (p. 167, #192)
       Authorized Activities: The House bill, but not the Senate 
     bill, requires the State educational agency to give priority 
     to awarding subgrants to consortia of local educational 
     agencies or to 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. The 
     Senate recedes, with an amendment to replace ``priority'' 
     with ``special consideration''. (p. 168, #193)

subgrants for preservice teacher education and professional development 
                               activities

       In General: Both bills require SEA to make peer reviewed 
     subgrants for progressional development to consortia, but the 
     Senate would also allow a single LEA to receive such a grant. 
     The Senate recedes, with an amendment so that it reads: 
     ``(1)(A) Each State educational agency shall make subgrants 
     to a local educational agency or a consortium of LEAs, in 
     cooperation with institutions of higher education, nonprofit 
     organizations, or any combination thereof''. The Senate 
     recedes, with an amendment replacing ``consortia of local 
     educational agencies,'' with ``a local educational agency or 
     a consortium of local educational agencies, in cooperation 
     with''. (p. 168, #194)
       In General: The House bill lists ``private nonprofit 
     organizations'' among the groups of which consortia are 
     developed; the Senate bill lists ``nonprofit education 
     organizations''. The Senate recedes, with an amendment to 
     strike ``private''. (p. 168, no #)
       In General: The Senate bill adds reheated services 
     personnel education programs. The House recedes, with an 
     amendment that inserts ``and related services personnel 
     working with educators'' in subsection (ii) after 
     ``professional development activities for educators''. (p. 
     168, #194a)
       In General: The House bill requires that--(1) a consortium 
     that applies for a preservice grant must include at least one 
     local educational agency and at least one institution of 
     higher education; (2) a consortium that applies for an 
     inservice grant must include at least one local educational 
     agency. The Senate bill requires that a consortium that 
     applies for either kind of grant must include at least one 
     local educational agency. Note: The Senate bill, unlike the 
     House bill, also allows individual LEAs to receive grants on 
     their own. Also, there are drafting differences (``to apply 
     for'' vs. ``to be eligible to receive''). The House recedes. 
     (p. 169, #197)
       In General: The Senate bill requires that State educational 
     agencies give a priority to awarding subgrants to a local 
     educational agency or consortium that serves a greater number 
     of percentage of disadvantaged students that the statewide 
     average or a consortium that has a demonstrated record of 
     working with schools, including consortia that prepare and 
     screen teacher interns in professional development school 
     sites, that focus on upgrading teachers knowledge of content 
     areas or target teachers of students with limited English 
     proficiency or students with disabilities. The House recedes, 
     with an amendment striking item (b)(ii) and replacing it with 
     the following (ii) a local educational agency or consortium 
     that forms partnerships with collegiate educators to 
     establish professional development sties; and (iii) a local 
     educational agency or consortium that--(I) focuses on 
     upgrading teachers' knowledge of content areas; or (II) 
     targets preparation and continued professional development of 
     teachers of students with limited-English proficiency and 
     students with disabilities. (p. 169, #198)
       In General: Throughout this application section, the House 
     bill refers to ``a consortium''; the Senate bill refers to 
     ``a local educational agency or a consortium''. The Senate 
     adds related services personnel. The House recedes, with an 
     amendment starting the provision with ``A local educational 
     agency in cooperation with or a consortium in cooperation 
     with''. (p. 170, no#)
       In General: The House bill, but not the Senate bill, allows 
     subgrant funds to be used for costs related to release time 
     for teachers to participate in professional development 
     activities. The Senate recedes. (p. 172, #199)
       In General: The House bill allows inclusion of related 
     services personnel in professional development activities, as 
     appropriate; the Senate bill requires that related services 
     personnel be included in professional development activities 
     under paragraph (B). The Senate recedes. (p. 172, no #)
       In General: The House bill, but not the Senate bill, 
     requires State educational agencies to place a priority on 
     awarding subgrants to local educational agencies that form 
     partnerships with collegiate educators to establish 
     professional development schools. This provision is similar 
     to Senate provision in (b)(1)(B) iii p. 169 & 170. The House 
     recedes, with an amendment striking item (b)(ii) and 
     replacing it with the following: (ii) a local educational 
     agency or consortium that forms partnerships with collegiate 
     educators to establish professional development sites; and 
     (iii) a local educational agency or consortium that--(I) 
     focuses on upgrading teachers' knowledge of content areas; or 
     (II) targets preparation and continued professional 
     development of teachers of students with limited-English 
     proficiency and students with disabilities. (p. 172, #200)


                          special award rules

       In General: The House bill requires that 50 percent of 
     subgrant funds be made to local educational agencies that 
     have a greater percentage or number of disadvantaged students 
     than the statewide average; the Senate bill requires that 65 
     percent of subgrants funds be awarded to those local 
     educational agencies. The Senate recedes. It is the intent of 
     the conferees for states to ensure that school districts 
     serving numbers or concentrations of low-income students 
     higher than the state average receive a share of local grant 
     funds that is at least proportionate to their share of the 
     total student population in the state. Too often, competitive 
     grant programs end up serving those schools with political 
     connections or the best grant writing team, rather than the 
     schools that have the greatest need for improvement. This 
     provision is intended to ensure that states provide the kind 
     of support and assistance that is necessary so that all 
     districts can develop quality innovative school reform 
     proposals. This fifty-percent provision is intended as a 
     floor, not a ceiling. (p. 173, #201)


                availability of information and training

       Availability: The House bill, but not the Senate bill, 
     provides for a waiver of the private school participation 
     language if a State or local educational agency is either 
     prohibited from providing for the equitable participation of 
     private school teachers and administrators, or if the SEA or 
     LEA has failed to provide or is unwilling to provide for 
     their participation. In these cases, the Secretary shall 
     arrange for training consistent with State goals and 
     standards. Waivers are subject to section 1017 in ESEA. The 
     Senate recedes. (p. 175, #202)


            waivers of statutory and regulatory requirements

                            Waiver authority

       In General: The Senate bill, but not the House bill, 
     requires local educational agencies seeking a waiver to 
     provide parents, community groups, and advocacy or civil 
     rights groups with an opportunity to comment on the proposed 
     waiver. The House recedes. (p. 177, #204)
       Application: The House bill allows an LEA not receiving 
     assistance under this Act but is undertaking school reform 
     efforts that meet the state plan's objectives to request a 
     waiver. The Senate bill has a similar provision, but says ``a 
     state approved reform plan.'' The Senate recedes, with an 
     amendment including schools. (p. 177, #205)
       Application: The House bill includes a requirement that the 
     Secretary state the expected outcome from the granting of the 
     waiver request and requires that the State identify the 
     numbers and types of students to be impacted, a timetable for 
     implementing the waiver, and a process for monitoring 
     implementation. The Senate recedes. (p. 177, #206)
       Application: The Senate bill has the SEA submit LEA or 
     school requests that it has approved to the Secretary. The 
     House recedes. (p. 177, #207)
       Application: The Senate bill, but not the House bill, also 
     allows any state with a state reform plan to request waivers. 
     The Senate recedes. (p. 177, #208)

                                Duration

       Duration: The House bill, but not the Senate bill, requires 
     the Secretary's decision to be printed in the Federal 
     Register and disseminated by the State educational agency. 
     (p. 178, #209)
       In General: The House bill requires the waivers to be for a 
     period not to exceed 3 years; the Senate bill requires the 
     waivers to be for a period not to exceed 5 years. The Senate 
     recedes, with an amendment establishing the period not to 
     exceed 4 years. (p. 179, #210)
       Waivers Not Authorized: In the list of waivers not 
     authorized, the House version has ``or'' between the first 
     four and the fifth while the Senate version has ``and''. Leg. 
     Counsel: It is the understanding of both bills that none of 
     the requirements listed may be waived. (p. 180, #211)
       Waivers Not Authorized: The Senate bill, but not the House 
     bill, does not allow waivers unless the underlying purposes 
     of the statutory requirements continue to be met to the 
     satisfaction of the Secretary. The House recedes. (p. 180, 
     #212)
       Results-Oriented Accountability: The Senate bill specifies 
     that when the Secretary makes the determination that 
     performance justifies an extension of a waiver, that 
     determination should be based on achieving the outcomes 
     described in the application. The House recedes, with an 
     amendment striking ``Results-Oriented'' in the title and 
     replacing ``outcomes'' with ``desired results''. (p. 181a, 
     #213)
       Flexibility Demonstration: The Senate bill contains a 
     flexibility demonstration pilot for up to 6 states. In this 
     pilot, the Secretary would delegate to states the authority 
     to grant waivers for the same programs as in (b) included 
     programs. The House recedes, with amendments replacing 
     ``any'' with ``one or more'' so that the Secretary can allow 
     States to waive one or more federal regulations, replacing 
     ``shall'' with ``may'' so that the Secretary may carry out an 
     educational flexibility program; and change ``State'' to 
     ``State educational agency'' throughout the provisions 
     outlining the program. (p. 181aa, #214)


                            progress reports

       State Reports to the Secretary: The House bill adds ``and 
     increasing student learning,'' to local goals and plans. The 
     Senate recedes. (p. 181e, #215)
       Secretary's Report to Congress: The Senate bill includes 
     reporting requirements on the waivers, including 
     recommendations to Congress on which statutes impede reform 
     and should be changed. The House recedes. (p. 182, #216a)


     technical and other assistance regarding school finance equity

       Technical Assistance: The Senate bill includes a provision 
     for technical assistance regarding school finance equity. 
     This provision would provide help to states that request it 
     on models and methods for equalizing resources within a 
     state. The House recedes. (p. 182b, #217)


                          national leadership

       Technical Assistance and Integration of Standards: The 
     House bill requires the Secretary to carry out the national 
     leadership activities through OERI; the Senate bill allows 
     the Secretary to carry out some of the national leadership 
     activities, and requires the Secretary to do others. The 
     House recedes, with an amendment stating that any of these 
     activities that are research-based shall be administered by 
     the Office on Educational Research and Improvement. (p. 183, 
     #218)
       Required by the House:
       (1) technical assistance to SEAs and LEAs on school 
     planning (optional in Senate)
       (2) grants to tribal agencies (optional in Senate)
       (3) support for demonstration projects that unite LEAs and 
     outside collaborators
       The House recedes. (p. 183, #219)
       Data and Dissemination: Both the House and Senate require 
     dissemination on systemic improvement although the emphasis 
     is different. Senate requires dissemination through existing 
     systems in Department of Education. The House recedes, with 
     an amendment adding ``and how it affects student learning'' 
     after ``evaluate systemic education improvement''. (p. 183, 
     #220)
       Data and Dissemination: The Senate bill, but not the House 
     bill, allows the Secretary to support model projects to 
     integrate multiple content standards. The House recedes. (p. 
     185, #221)
       Innovative Programs; Assessment; Evaluation: Both bills 
     have provisions regarding grants and assistance the Secretary 
     shall provide to urban and rural areas. The differences 
     between the provisions are as follows:
       (1) In the House bill, the grants and assistance are 
     intended to assist urban and rural LEAs in developing and 
     implementing local school improvement plans. In the Senate 
     bill, the grants and assistance are for innovative and 
     experimental programs in systemic education reform that are 
     not being undertaken through grants under section 309(a) 
     [Subgrants to LEAs]. Note: The House bill says that grants 
     must be made ``consistent with the provisions of section 
     209(a)''. The Senate recedes, with the amendment that local 
     educational agencies getting money under this provision 
     cannot get money under section 309(a). (p. 185, 1st #222)
       (2) In the House bill, grants and assistance may go to 
     LEAs; the Senate bill says LEAs, schools, or consortia 
     thereof. The House recedes, with an amendment to remove 
     schools from the Senate provision. (p. 185, 2nd #222)
       (3) Both bills say that grants and assistance must go to 
     urban and rural LEAs (or, in the Senate bill, consortia, as 
     described in note 2 above). The House bill says that the LEAs 
     must have large numbers or concentrations of poor children or 
     LEP children. The Senate bill says that the Secretary must 
     give special consideration or priority to LEAs (or schools or 
     consortia) that serve large numbers or concentrations or poor 
     children, including LEP children. The Senate recedes. (p. 
     185, 3rd #222)
       (4) The House bill reserves ``at least 50%'' of the 
     national leadership funds for this subsection; the Senate 
     bill reserves ``not more than 50%'' of the national 
     leadership funds. Note: In the Senate bill, these reserved 
     funds may also be used to provide grants and contracts for 
     assessment development (see page 84a of side-by-side) The 
     Senate recedes. (p. 185, 4th #222)
       Innovative Programs; Assessment; Evaluation: The House 
     bill, but not the Senate bill, requires the Secretary to use 
     not less than $1,000,000 of the funds reserved for national 
     leadership activities to survey coordinated services programs 
     that have been found to be successful in helping students and 
     families and in improving student outcomes. The Secretary is 
     also required to disseminate information about such programs 
     to schools that plan to develop coordinate service programs. 
     The Senate recedes, with an amendment to replace ``survey'' 
     with ``replicate''. (p. 186, #223)


 assistance to the outlying areas and to the secretary of the interior

                             Outlying Areas

       In General: The House bill requires that funds reserved 
     under section 304(a)(1)(A) for the outlying areas be 
     distributed among such areas by the Secretary according to 
     the relative need; the Senate bill requires that funds 
     reserved under section 304(a)(1)(A) shall be made available 
     to, and expended by the outlying areas under such conditions 
     and in such manner as the Secretary determines will best meet 
     the purposes of this title. The Senate recedes. (p. 186, 
     #223a)

                       Secretary of the Interior

       Secretary: Both the House bill and the Senate bill have 
     similar provisions regarding the use of funds reserved to the 
     Secretary of Interior, but the House bill includes a series 
     of detailed provisions regarding Bureau of Indian Affairs 
     programs funded under this title. The Senate recedes (p. 187, 
     #224)
       Secretary: The House bill, but not the Senate bill, 
     contains minimum assurances that must be contained in the 
     agreement between the Secretary and the Secretary of 
     Interior. The Senate recedes. (p. 187, #224a)
       Voluntary Submission: The House bill, but not the Senate 
     bill, requires that the provisions regarding State submission 
     of standards and assessment systems to NESIC apply to the 
     Bureau. The Senates recedes. (p. 189, #224b)
       Plan Specifics: The House bill, but not the Senate bill, 
     contains specific provisions that must be included in the 
     reform and improvement plans. The Senate recedes. (p. 189, 
     #224c)
       Panel: The House bill, but not the Senate bill, requires 
     the Secretary of Interior to establish a panel to develop the 
     plan for system-wide reform and improvement (the House bill 
     delineates the membership of that panel). The Senate recedes. 
     (p. 189, #224d)


                           bia cost analysis

       In General: The House bill, but not the Senate bill, 
     requires the Secretary of Interior to reserve an amount not 
     to exceed $500,000 for the National Academy of Science, to do 
     an analysis of the costs associated with meeting the academic 
     and home-living residential standards of the Bureau of Indian 
     Affairs. The Senate recedes. (p. 194, #224e)


        clarification regarding state standards and assessments

       Clarification: The Senate bill, but not the House bill, 
     clarifies that standards, assessments, and systems of 
     assessments described in the State improvement plan do not 
     have to be certified by NESIC. The House recedes, with an 
     assessment replacing ``, assessments, and systems of 
     assessments'' with ``State assessments''. (p. 196, #225)


state planning for improving student achievement through integration of 
                     technology into the curriculum

       Purpose: The Senate bill, but not the House bill, includes 
     a $10,000,000 program for States to plan effectively to 
     improve student learning through the use of technology in all 
     schools in the State. The House recedes, with an amendment to 
     change the program to a $5 million authorization for 1994. 
     (p. 197, #226)


                           program authorized

       Authority: The Senate bill, but not the House bill, allows 
     a State to submit, as part of its application under section 
     305, a request for a grant to develop a systemic statewide 
     plan to increase the use of state-of-art technology in 
     schools. The House receded. (p. 197, #226a)
       Formula: The Senate bill, but not the House bill, would 
     provide each State making a request for a grant an amount 
     determined in the same basis as amounts are determined under 
     subsections (b) and (c) of section 304, except that each 
     State shall receive 1 and \1/2\ percent of the amount 
     appropriated for this program or $75,000, whichever is 
     greater. The House recedes, with an amendment establishing 
     the State minimum at $75,000. (p. 198, #226b)
       Duration: The Senate bill, but not the House bill, provides 
     for the duration of a grant under this section to be for 2 
     years. The Senate recedes. (p. 198, #226c)
       Plan Objectives: The Senate bill, but not the House bill, 
     contains a listing of plan objectives that each systemic 
     statewide plan must have. The House recedes. (p. 198, #226d)
       Plan Requirements: The Senate bill, but not the House bill, 
     contains minimum requirements that must be included in each 
     systemic statewide plan. The House recedes, with an amendment 
     including an additional requirement that shall read as 
     follows: ``(15) describe how the SEA will facilitate 
     collaboration between the State Literacy Resource Centers (20 
     USC 1208aa), LEAs, and adult and family literacy providers, 
     to ensure that technology can be used by adult and family 
     literacy programs during after school hours.''. (p. 199, 
     #226e)
       Reports: The Senate bill, but not the House bill, requires 
     State educational agencies receiving grants under this 
     section to submit a report to the Secretary within 1 year of 
     the date that an agency submits its systemic statewide plan 
     to the Secretary. The House recedes. (p. 202, #226f)
       Reports: The Senate bill, but not the House bill, contains 
     requirements regarding what should be included in the State 
     reports. The House recedes. (p. 202, #226g)
       Authorization of Appropriations: The Senate bill, but not 
     the House bill, authorizes $10,000,000 for fiscal year 1994, 
     and such sums as may be necessary for fiscal year 1995 to 
     carry out this section. The House recedes, with an amendment 
     changing the authorization to $5 million. (p. 203, #226h)


                             miscellaneous

       Khalid Abdul Mohammed: The Senate bill includes a sense of 
     the Senate provision condemning the speech made by Khalid 
     Abdul Mohammed at Kean College on November 29, 1993. The 
     Senate recedes. (p. 204b, #226i)
       The Senate amendment contains three provisions relating to 
     voluntary prayer or mediation in public schools. Section 405 
     provided for the cut-off of all federal education funds to 
     state or local educational agencies that have a policy that 
     prevents constitutionally protected prayer in public schools. 
     Section 418 provided that federal education funds shall not 
     be denied to state or local educational agencies because they 
     have adopted a constitutional policy relative to prayer in 
     public schools. Section 406 expressed the sense of the Senate 
     that schools should encourage a period of daily silence. The 
     House bill contained no provision. The House recedes with an 
     amendment providing that funds authorized to be appropriated 
     by the Act may not be used by state or local educational 
     agencies to adopt policies that prevent voluntary prayer and 
     meditation in public schools.
       Students do not shed their right to religious liberty at 
     the schoolhouse gate, just as they do not lose other 
     constitutional rights. In addition, private reflection is 
     valuable in permitting children to draw strength from their 
     personal values and beliefs so that they are prepared to 
     learn and grow. Children would do well to take time each day 
     to consider what they hope to accomplish and how their 
     actions will affect themselves and others around them.
       This section promotes these important values by providing 
     that funds made available under this Act may not be used to 
     adopt policies designed to prevent students from engaging in 
     constitutionally protected prayer or silent reflection. The 
     conferees do not intend that this section confer new legal 
     rights. Instead, the section respects our long tradition of 
     local control over educational decisions, while ensuring that 
     funds made available under this Act are not spent preventing 
     the exercise of cherished constitutional rights.
       Funding for the Individuals with Disabilities Education 
     Act: The Senate bill includes a provision expressing the 
     sense of the Senate that the Federal government should fully 
     fund IDEA, through the reallocation on funds within the 
     current budget monetary constraints. The House recedes, with 
     an amendment specifying the expenditure would originate from 
     the reallocation of non-educational funds. (p. 204d, #226m)
       National Board for Professional Teaching Standards: The 
     Senate bill includes a provision regarding the National Board 
     for Professional Teaching Standards. The House recedes. (p. 
     204e, #226n)
       Forgiveness of Certain Overpayments: The Senate bill 
     includes a provision (Sec. 405) correcting a Department of 
     Education error in Chapter One allocations to Colfax County, 
     New Mexico. The House recedes. (p. 204f, #226o)
       Study of Goals 2000 and Students with Disabilities: The 
     Senate bill includes a provision of requiring the Secretary 
     of Education to make arrangements with the National Academy 
     of Sciences to conduct a study of the inclusion of children 
     with disabilities in Goals 200 school reform activities. The 
     House recedes, with an amendment stating that funding come 
     from funds available to the Secretary for research related to 
     individuals with disabilities, the Secretary shall make 
     available, and to give the option to make arrangements with 
     the National Academy of Sciences or the National Academy of 
     Education. (p. 204g, #226p)
       Mentoring, Peer Counseling and Peer Tutoring: The Senate 
     bill includes a provision expressing the sense of the 
     Congress that federal education programs should include 
     authorizations for mentoring, peer counseling, and peer 
     tutoring programs. The Senate recedes. (p. 204j, #226q)
       Content and Performance Standards: The Senate bill includes 
     a provision expressing the Sense of the Senate regarding the 
     importance of high academic standards in state reform plans. 
     The Senate recedes. (p. 204k, #226r)
       State-Sponsored Higher Education Trust Fund Savings Plan: 
     The Senate bill includes a provision expressing the Sense of 
     the Senate that Federal tax laws should not preclude States 
     from promoting higher education savings plans. The Senate 
     recedes. (p. 204l, #226s)
       Amendments to Summer Youth Employment and Training Program: 
     The Senate bill includes a provision amending the Summer 
     Youth Employment and Training Program. The House recedes. (p. 
     204m, #226t)
       Protection of Pupils: The Senate bill includes a provision 
     which amends Section 439 of the General Education Provisions 
     Act regarding students' right to privacy. The House recedes. 
     It is the intent of the conferees that the language in 
     Section 439, part a, referring to ``any applicable program'' 
     applies to programs funded in whole or in part by the 
     Department of Education. It is not intended to cover, nor 
     does it cover, programs funded through other Departments or 
     Agencies of the Federal government. It is also the intent of 
     the conferees that full discretion is left to the local 
     school district in deciding how to comply with the law. There 
     are other federal education laws that require that certain 
     notice be given to parents (FERPA) for example), and a school 
     has discretion to determine their methodology. (p. 204o, 
     #226u)
       Contraceptive Devices: The Senate bill includes a provision 
     instructing the Departments of Education and Health and Human 
     Services to ensure that all federally funded programs which 
     provide for the distribution of contraceptive devices to 
     unemancipated minors encourage, to the extent practical, 
     family participation in such programs. The House recedes. It 
     is the intent of the conferees to make clear that, while 
     family involvement is to be encouraged, to the extent 
     practical, in federally funded programs which provide for the 
     distribution of contraceptive devices to emancipated minors, 
     nothing shall be construed to mandate parental consent or 
     parental notification in accessing or utilizing these 
     services. (p. 204r, #226v)


                              definitions

       Definitions: The House bill defines the terms ``all student 
     and all children'' in the same definition and uses the term 
     ``students'' throughout the definition; the Senate bill 
     separates the definitions of the terms ``all children'' and 
     ``all students'', but uses the same definition for both, and 
     also uses the term ``children'' and the term ``all students'' 
     in the appropriate definitions. The House bill, but not the 
     Senate bill, includes American Indians, Alaska Natives, 
     Native Hawaiians, and migrant children. The House bill refers 
     to ``school-aged children who have dropped out''; the Senate 
     bill refers to ``students who have dropped out of school''. 
     The Senate recedes, with the amendment that eliminates one of 
     the two references to ``migrant children'' and replaces every 
     instance of ``students'' or ``children'' with ``students and 
     children''. (p. 239, #227)
       Definitions: The House bill defines the term ``assessment 
     system'' to mean 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; the Senate bill 
     defines the term ``assessment'' to mean the overall process 
     and instrument used to measure student attainment of content 
     standards, except that such term need not include the 
     discrete items that comprise each assessment. The House 
     recedes, with an amendment changing the term to ``State 
     assessment'' and defining the term as ``means measures of 
     student performance which includes at least one instrument of 
     evaluation, and may include other measures of student 
     performance, for a specific purpose and use which are 
     intended to evaluate the progress of all students in the 
     State toward learning the material in State content standards 
     in one or more subject areas;'' (p. 240, #228)
       Definitions: The House bill, but not the Senate bill, 
     defines the terms ``community'', ``public'', and ``advocacy 
     group,'' all in one definition. The Senate recedes. (p. 240, 
     no #)
       Definitions: The House bill includes the definitions of the 
     terms ``local educational agency'' and ``State educational 
     agency'' within the same definition and defines them as they 
     are defined in section 1471 of ESEA; the Senate bill has 
     separate definitions of the terms ``local educational 
     agency'' and ``State educational agency'', and defines local 
     educational agency to have the same meaning as under section 
     1471(12) of ESEA except that the term may include a public 
     school council if such council is mandated by State law, and 
     defines State educational agency as having the same meaning 
     as under section 1471 (23) of ESEA. The Senate recedes. (p. 
     241, #229)
       Definitions: The House bill defines ``opportunity to learn 
     standards'' as 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; the Senate bill defines 
     opportunity to learn as the conditions of teaching and 
     learning necessary for all students to have a fair 
     opportunity to learn, including ways of measuring the extent 
     to which such standards are being met. The Senate recedes to 
     the House definition of OTL standards, with the understanding 
     that there be no definition in the act of the term 
     ``opportunity to learn strategies.'' The conferees chose not 
     to include a definition of the term ``opportunity to learn 
     strategies'' in order to acknowledge that the nature of such 
     strategies will vary from state to state.
       Definitions: The Senate bill, but not the House bill, 
     includes the Freely Associated States in the definition of 
     outlying areas. The House recedes. (p. 242, #231)
       Definitions: The House bill refers to ``school'', but has a 
     later provision specify that only public schools should 
     receive assistance under title III; the Senate bill refers to 
     ``public school''. The House recedes. (p. 242. #231a)
       Definitions: The House bill, but not the Senate bill, 
     includes the proviso of ``except as otherwise provided'' in 
     its definition of ``State'', and includes the outlying areas 
     in that definition. The Senate recedes. (p. 242, #232)


                              Limitations

       Assessments: The House bill, but not the Senate bill, 
     prohibits funds provided under titles II or III to be used to 
     undertake assessments that will be used for high stakes 
     purposes for a period of five years from the date of 
     enactment of this Act. The conference agreement preserves the 
     five-year restriction on high stakes uses for title II 
     assessments, but it modifies the title III restriction to say 
     that assessments developed with Title III funds may be used 
     for high stakes decisions only if students have been prepared 
     in the content for which they are being assessed.


             assessment of educational progress activities

       Assessment: The House bill, but not the Senate bill, 
     includes an amendment to the Carl D. Perkins Vocational and 
     Applied Technology Act to allow a State educational agency to 
     use items and data from NAEP for the purpose of evaluating a 
     course of study related to vocational education. The Senate 
     recedes.


                    compliance with buy American act

       Compliance: The House bill, but not the Senate bill, 
     requires that 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 the Buy 
     American Act. The Senate recedes, with an amendment making 
     the provision a Sense of the Congress provision.


            sense of congress; requirement regarding notice

       Purchase of American-Made Equipment and Products: The House 
     bill, but not the Senate bill, includes a sense of the 
     Congress that funds provided under this Act, when used for 
     purchasing products, should purchase American made equipment 
     and products, and requires the head of each Federal agency 
     providing such assistance to notify each recipient of this 
     statement. The Senate recedes.


                        Prohibition of contracts

       Prohibition: The House bill, but not the Senate bill, 
     requires that if a court of law determines that person 
     intentionally affixed a ``Made in America'' inscription on a 
     foreign-made product, then that person shall be ineligible to 
     receive funds under this Act. The Senate recedes, with an 
     amendment making the provision a Sense of the Congress 
     provision.


                 parental information resource centers

       The House bill, but not the Senate amendment, includes a 
     provision called Parental Information and Resource Centers. 
     It authorizes the Secretary to make annual grants to 
     nonprofit organizations to providing training and information 
     to parents of children aged birth to 5 years, and children 
     enrolled in participating schools, to individuals who work 
     with such parents. The grants should be distributed 
     geographically throughout the United States, include funds to 
     establish, expand, and operate Parents as Teachers programs.
       The Senate amendment, but not the House bill, includes a 
     provision authorizing the Parents As Teachers Program.
       The Senate amendment, but not the House bill, includes a 
     section amending ESEA to allow 20% of a State's Even Start 
     funds to be used to fund the Home Instruction Program for 
     Preschool Youngsters (HIPPY).
       On these three provisions, the Senate recedes, with an 
     amendment including funding for Parents as Teachers and HIPPY 
     programs in a modified provision called Parental Assistance.


                      environmental tobacco smoke

       The Senate amendment includes Title XII regarding 
     Environmental Tobacco Smoke, which provides that within 180 
     days after enactment the Administrator of the Environmental 
     Protection Agency (EPA) would issue guidelines for 
     instituting and enforcing a non-smoking policy at each indoor 
     facility where children's services are provided. The term 
     ``children'' is defined to mean persons who have not attained 
     the age of 18. Children's services include health services 
     and other direct services routinely provided to children, 
     including educational services that are funded, directly or 
     indirectly, by federal funds. The policy would, at a minimum, 
     prohibit smoking in each portion of an indoor facility where 
     such services are provided that is not ventilated separately 
     from other portions of the facility. The title would provide 
     for technical assistance and civil penalties.
       The House has no comparable provision.
       The conference agreement adopts the Senate title with some 
     revisions aimed at making the specified prohibitions self-
     executing. The agreement deleted from the Senate bill 
     provisions mandating guidelines. The objective is to make it 
     unnecessary to issue either guidelines or regulations. 
     Indeed, the agreement does not include any provision 
     authorizing guidelines or regulation. The conferees 
     understand that in the context of enforcement, the Secretary 
     of Health and Human Services may need to develop guidelines. 
     Presumably, that would be a public process. The revisions 
     provide for enforcement by the Secretary of Health and Human 
     Services.
       An ``indoor facility'' is defined as an enclosed building.
       The conference agreement prohibits smoking within any 
     indoor facility, or portion thereof, owned or leased or 
     contracted for and utilized by the children's service 
     provider to provide health, day care, or Head Start services 
     to children or for the use of the employees of such provider. 
     Where the health or day care or Head Start service is 
     provided in a building that also has other uses, such as for 
     law offices, retail establishments, or even for the making of 
     steel of the building of cars, the prohibitions would not 
     apply to those portions of the facility. However, any portion 
     of the facility is covered to the extent it is routinely or 
     regularly used by employees of the service provider.
       The prohibitions apply for enforcement purposes to the 
     person who provides the children's services. Any enforcement 
     action would be against that person. The conferees intend 
     that the official who controls the operation of the facility 
     would be responsible for complying with the prohibitions.
       The conference agreement does not apply to health programs 
     for which Titles 18 or 19 of the Social Security Act are the 
     sole sources of funding. However, programs such as Community 
     or Migrant Health Centers which receive funds under the 
     Public Health Services Act as well as Title 19 of the Social 
     Security Act are covered by this agreement.
       The conference agreement provides that the provision by 
     federal agencies of routine or regular kindergarten, 
     elementary, or secondary education or library services within 
     the United States is to be governed by the facility-wide 
     prohibition in the first sentence of section 1204(c), while 
     the provision of such services by federal agencies outside 
     the United States is to be governed by the prohibition in the 
     second sentence of 1204(c).
       One test of covered children's services is that they are 
     provided by the service provider in an indoor facility whose 
     services are funded, after the effective date of the title, 
     with federal grant, loan, loan guarantee, or contract monies, 
     either directly or through a state or local government, from 
     either the Secretary of Education or the Secretary of Health 
     and Human Services or from, in the case of clinics under the 
     Child Nutrition Act of 1966, the Secretary of Agriculture. In 
     the latter case, the conferees specifically referred to 
     section 17 of the Child Nutrition Act and the Code of Federal 
     Regulations to make it clear that it covers clinics and it 
     does not include any food establishments (that are not 
     clinics) where vouchers under that Act are redeemed. The 
     second test is that the service provider provides the 
     services in an indoor facility that is operated, constructed, 
     or maintained with such funds provided after the effective 
     date of the title from such Secretaries. Where these tests 
     are met and the services identified above are provided to 
     children, the applicable provisions apply.
       In order to give the widest possible notice, the revisions 
     provide that the prohibitions must be published by the 
     Secretary of Health and Human Services in the Federal 
     Register. Ninety days after publication, they will be 
     effective. The Secretary is to consult with all the affected 
     agencies. The conferees afford the Secretary up to 270 days 
     to do this ministerial act. They intend that the Secretary 
     act early in this period in order to provide the full 90-day 
     lead time. If the Secretary delays, the prohibitions are 
     automatically effective at the end of 270 days.
       Enforcement is by either civil penalty or administrative 
     compliance order, or both. The amendment spells out the 
     procedures.


                            gun-free schools

       The Senate amendment, but not the House bill, contains 
     provisions amending the Elementary and Secondary Education 
     Act requiring local educational agencies to adopt a policy to 
     expel for at least one year students found to have brought a 
     gun to school. The policy may authorize the superintendent to 
     modify the expulsion on a case-by-case basis.
       The House recedes. It is the intent of the conferees that 
     local educational agencies adopt their own polices regarding 
     the legitimate and illegitimate possession of guns by 
     students on public school property based on the particular 
     circumstances of the district and its public schools. The 
     expulsion required under the amendment should be considered a 
     minimum sanction for the violation of that particular school 
     district's policy regarding gun possession and is not meant 
     to be the only alternative for the treatment of a violator. 
     Further, the amendment should be interpreted as applying to 
     expulsion from the regular school program. It would not 
     preclude the student violator's attendance in alternative 
     educational programs or receipt of educational services 
     outside the regular school program during the period of the 
     expulsion.


                          midnight basketball

       The Senate bill includes a provision authorizing the 
     establishment of a Midnight Basketball program in the 
     Department of housing and Urban Development. The House bill 
     includes no such provision. The House recedes.


               youth violence in schools and communities

       The Senate bill includes a provision regarding Youth 
     Violence in Schools and Communities. The House includes no 
     such provision. The Senate recedes. However, it is the intent 
     of the conferees to request that the Secretary of Education 
     and the Attorney General jointly undertake a study of the 
     scope of disciplinary measures available under State and 
     Federal law to school districts and schools for dealing with 
     violent behavior on school premises, and the types and 
     sources of information, concerning, among other things, prior 
     convictions and pending arrests for violent offenses, that 
     schools and school districts should have access to in order 
     to minimize violent behavior on school premises. The study 
     shall identify any changes in law necessary to provide 
     schools and school districts with necessary information.


  general provisions regarding the office of educational research and 
                              improvement

       The House bill, but not the Senate bill, includes in its 
     title ``development, dissemination and excellence'' along 
     with ``research''.
       The Senate recedes with an amendment to incorporate 
     ``improvement'' into the title to read, ``Educational 
     Research, Development, Dissemination and Improvement.''
       The table of contents reflect differences of the bills.
       The table will be redrawn to reflect the final bill.
       The House bill, but not the Senate bill, lists findings.
       The Senate recedes with editorial and clarifying changes to 
     the text and adds ``minorities`' to the list of youths 
     identified as educational research targets.
       The Senate bill, but not the House bill removes OERI from 
     the General Education Provisions Act.
       The House recedes.
       The House and Senate bills contain similar language 
     contained in ``policy/mission'' of House bill and ``purpose'' 
     of Senate bill.
       The Senate recedes with an amendment to define the mission 
     of the Office as one of expanding knowledge about education, 
     promoting excellence and equity, promoting the use of 
     research and monitoring the state of education.
       Both bills authorize the Office to carry out the stated 
     purposes. The Senate bill provides greater detail on the 
     types of activities authorized. The House bill states that 
     OERI will be guided by the priorities established by the 
     Board.
       The House recedes with an amendment to require that the 
     Office be guided by a long-range plan which is developed by 
     the Assistant Secretary, working collaboratively with the 
     Board, and approved by the Board. It is the intent of the 
     conferees that should there be disagreement between the 
     Assistant Secretary and the Board during the development of 
     the long-range plan on discrete items, final disposition of 
     such items shall rest with the Assistant Secretary during the 
     development process.
       The Senate bill describes the functions of the Assistant 
     Secretary as follows: provides for broad involvement in the 
     planning of OERI activities, free from partisan influence; 
     provides for standards for research; provides for a long-term 
     agenda developed in consultation with the Board; provides 
     information and technical assistance to States; and includes 
     teacher advisory boards for all programs. The House has 
     comparable provisions elsewhere in the bill.
       The House recedes with an amendment to require the 
     Assistant Secretary to develop a long-range plan, working 
     collaboratively with the Board, which must subsequently be 
     approved by the Board.
       The House and Senate bills contain similar provisions 
     concerning the administrative structure of the Office.
       The conference substitute conforms the section to the final 
     bill.
       The House bill, but not the Senate bill, requires that 
     certain research areas of the Institutes receive priority 
     within OERI.
       The House recedes.
       Both bills contain similar provisions concerning the 
     appointment of employees, with the added provisions in the 
     House bill concerning public notice of vacancies and of 
     opportunities to compete for such positions; and the 
     requirement that such employees provide expertise that is not 
     otherwise available among permanent employees.
       The Senate recedes with an amendment requiring a public 
     notice of vacancies of 30 days.
       The House bill, but not the Senate bill, provides that the 
     Assistant Secretary may publish reports without prior 
     clearance once quality assurances have been met.
       The Senate recedes.
       Both bills require biennial reports be submitted to the 
     Congress on the activities of the Office, the House bill by 
     December 30th, the Senate bill by January 15th. The House 
     bill spells out in more detail than the Senate bill what the 
     report shall contain.
       The Senate recedes with a conforming change.
       The House bill provides for the coordination of education 
     research within the Department and among the federal 
     agencies. The bill requires the Assistant Secretary to 
     compile and update an inventory of all federal education 
     research. The Senate bill requires the Assistant Secretary to 
     coordinate research activities within the Department of 
     Education.
       The Senate recedes with an amended first paragraph on 
     coordination as follows, ``With the advice and assistance of 
     the Board, the Assistant Secretary shall work cooperatively 
     with the Secretary and the other Assistant Secretaries of the 
     Department to establish and maintain an ongoing program of 
     activities designed to improve the coordination of education, 
     research, development, and dissemination activities within 
     the Department and within the Federal government . . .'' The 
     Secretary's report on federal research and development 
     activities is amended to strike the word ``all''.
       Both bills require the awards be made with the principles 
     of peer review, in the House bill for awards above $100,000 
     and in the Senate bill for all awards, except for where it 
     would be ``clearly inappropriate''. The House bill requires 
     further that the Assistant Secretary establish standards for 
     the evaluation of research and standards for the review 
     panels.
       The Senate recedes on the following sections of the 
     contents of standards specified in the House bill: section 
     (A) relating to a system of peer review, subsection (B)(iii) 
     relating to a description of general procedures to be used in 
     peer reviews, subsections (i) and (ii) of (C) concerning 
     specific procedures to be used in evaluations, subsection 
     (D)(i) and subsection (E)(i), concerning evaluations of 
     performance.
       The Senate bill requires that the Assistant Secretary 
     develop standards. The House bill requires the same, but 
     requires further that the proposed standards for evaluating 
     research be published for comment and then be submitted to 
     the Board for approval. The Senate bill requires that all 
     awards be made through an open competition and peer review.
       The conference substitute amends the section to merge all 
     language in both bills.
       The House and Senate bills have similar provisions 
     concerning the Assistant Secretary's role on public 
     involvement, long-range plans and research that is free from 
     partisan influence. The House bill requires further that the 
     Assistant Secretary be guided by the Research Priorities Plan 
     and requires the Assistant Secretary to report by sex in the 
     collection of data.
       The conference substitute amends the section to merge all 
     language in both bills.
       The Senate bill, but not the House bill, requires an 
     independent evaluation of the activities of OERI.
       The House recedes with clarifying changes and an amendment 
     which requires the Assistant Secretary to report the results 
     of the evaluation within four years of enactment.


                              definitions

       The House bill but not the Senate bill defines ``at-risk'' 
     student.
       The Senate recedes with an amendment to include ``race'' 
     among the categories and to drop from the definition the 
     phrase, ``greater potential for dropping out of school'', and 
     insert instead, ``reduced academic expectations.'' The 
     conferees specifically included students ``who because of . . 
     . race . . . face a greater risk of low educational 
     achievement or reduced academic expectations (emphasis 
     added)'' in the definition of at-risk student. It is the 
     entent of the conferees that the Institute on At-Risk 
     Students examine the causes and methods to improve, low 
     identification and service of gifted and talented minorities.
       Both bills have Boards, but the House bill includes in its 
     definition ``policy'' and the Senate bill includes 
     ``advisory''.
       The Senate recedes.
       Both bills have similar definitions for ``research'', but 
     the Senate bill adds ``applying tested knowledge gain to 
     specific settings''.
       The House recedes.
       Both bills contain similar definitions for ``development.''
       The Senate recedes.
       Both bills contain similar definitions for ``technical 
     assistance.''
       The House recedes.
       Both bills contain similar definitions for 
     ``dissemination'' with the addition of technical assistance 
     and the provision of comparative evaluations under the House 
     bill.
       The House recedes with an amendment to incorporate the idea 
     that dissemination includes the provision of technical 
     assistance.
       The House bill, but not the Senate bill, includes a 
     definition for ``national education dissemination system''.
       The Senate recedes.
       The House bill, but not the Senate bill, includes a 
     definition for ``national research institute''.
       The Senate recedes.
       The House bill, but not the Senate bill, includes a 
     definition of the United States and State.
       The Senate recedes with an amendment to include the Virgin 
     Islands and the outlying territories. We intend that the labs 
     should continue to serve the outlying territories beginning 
     in fiscal year 1996.
       The Senate bill, but not the House bill includes a 
     definition for the term ``field-initiated research.''
       The House recedes.


                             appropriations

       The House bill authorizes appropriations from fiscal year 
     1994 through fiscal year 1998 and the Senate bill makes the 
     authorization from fiscal year 1995 through fiscal year 1995.
       The House recedes.

------------------------------------------------------------------------
                                         House                 Senate   
------------------------------------------------------------------------
Institute/Directorates......  Fiscal year 1994, $37m (at-   ............
                               risk).                                   
                              Fiscal year 1995, $100m       $100m total 
                               total.                                   
------------------------------------------------------------------------


                                                                        
                                            Minimum amount              
                             -------------------------------------------
                                                            Senate at or
                                    House above $70m         below $70m 
------------------------------------------------------------------------
$20m (at-risk)..............  10%.........................  10%         
$20m (assessment)...........  30%.........................  25%         
$20m (governance)...........  10%.........................  5%          
$20m (early child)..........  10%.........................  10%         
$20m (lifelong).............  10%.........................  5%          
                                                                        
------------------------------------------------------------------------
                                            Maximum amount              
                                                                        
------------------------------------------------------------------------
Crosscut....................  10%.........................  10%         
Office of Dissemination.....  Fiscal year 1994, $22m......  ............
                              Fiscal year 1995 such sums..  $5m         
                              ERIC ($7.175m)..............  $10m        
Regional labs...............  Fiscal year 1994, $37m......              
                              Fiscal year 1995, ``such      $41m        
                               sums''.                                  
Teacher research              Fiscal year 1994, $30m......  ............
 dissemination.                                                         
                              Fiscal year 1995 ``such       $10m        
                               sums''.                                  
------------------------------------------------------------------------

       The conference substitute provides $68 million prior to 
     implementation of the Institutes in fiscal year 1995. It 
     combines the Student Assessment and At-Risk Institutes into a 
     single line item funded in Fiscal Year 1996 at $60 million 
     with the requirement that each of the Institutes receives 50% 
     of the funds appropriated in any year. The substitute 
     provides for separate authorizations of appropriations for 
     the remaining three Institutes beginning in fiscal year 1996, 
     with $15 million for the Early Childhood Institute, $10 
     million for the Institute on Governance and $15 million for 
     the Institute on Lifelong Learning. The substitute allows the 
     Assistant Secretary to use up to 10% of funds appropriated 
     for the combined Institutes for synthesis and coordination, 
     provided that no single Institute shall have more than one-
     third of its funds used for this purpose. The substitute 
     incorporates the House proposal for the Office of 
     Dissemination and the Senate proposal for the regional 
     laboratories and $20 million for the Teacher Research 
     Dissemination program, from which .2% may be used for peer 
     review.
       The House bill, but not the Senate bill, authorizes $30 
     million for Community Partnerships.
       The Senate recedes.
       The Senate bill, but not the House bill, authorizes $10 
     million for fiscal year 1995 for National Diffusion State 
     Facilitators.
       The Senate recedes.
       The Senate bill, but not the House bill, authorizes $10 
     million for fiscal year 1995 for the National Education 
     Library. House bill assumes expenses to be covered under 
     Salaries and Expenses of the Department.
       The Senate recedes.
       The House bill, but not the Senate bill, makes available 2% 
     of appropriations for institutes/dissemination or $1 million 
     (whichever is less) available for Board.
       The Senate recedes with an amendment to allow funds to be 
     used for expenses of the Board and consensus building 
     activities by the Assistant Secretary.
       The House bill requires that 95% of the funds from the 
     amounts provided to the Institutes and to the programs under 
     the Office of Dissemination be made available through grants 
     or contracts. The Senate bill applies the same provision to 
     only those funds available through the Directorates.
       The Senate recedes.
       The House bill, but not the Senate bill, makes 
     appropriations for fiscal year 1995 and beyond contingent on 
     appointment of Board.
       The Senate recedes with an amendment to change the 
     effective date to fiscal year 1996.
       The House bill, but not the Senate bill, authorizes a grant 
     of $5 million for fiscal year 1995 for a State-by-State poll.
       The Senate recedes with a clarifying change and amendment 
     to allow the grant for ``any'' fiscal year.
       The Senate bill, but not the House bill, authorizes the 
     Office to act for all agencies when more than one federal 
     agency supports a single project.
       The House recedes.
       Both bills have language to require that existing contracts 
     for the regional labs and grants for the research centers 
     fulfill the time for which they were granted. The Senate bill 
     also adds a funding mechanism to carry out the provision.
       The House recedes with a clarifying change.
       The Senate bill, but not the House bill, sets forth 
     provisions regarding the continuation of legal documents, 
     proceedings, suits and actions.
       The Senate recedes.
       The House bill, but not the Senate bill, specifies required 
     qualifications for the position of Assistant Secretary.
       The Senate recedes with an amendment to include 
     ``practitioners'' and to modify a phrase to give ``due 
     consideration to the recommendations from the Board.''
       The Senate bill, but not the House bill, provides for 
     funding of field readers.
       The House recedes.


       national educational research policy and priorities board

       The House bill establishes a Board within the Office to 
     develop priorities for guiding the work of the Office; to 
     review the standards for the conduct and evaluation of 
     research; to oversee the implementation of its recommended 
     priorities. The House bill requires further that the Board 
     establish a long-range research priorities plan and provide 
     biennial evaluative summaries of the research and development 
     activities carried out by the federal government during the 
     proceeding two years. The Senate bill establishes an advisory 
     board. The bill requires the Board to provide oversight of 
     the Office, and requires the Board to report recommendations 
     for improvement to the Nation.
       The Senate recedes to clauses (b) (1) and (2) of the House 
     bill with an amendment to strike, ``acting through the 
     Assistant Secretary'', and to change the function of the 
     Board to ``approve'' rather than ``determine'' the long-range 
     plan. The House recedes on all provisions in the Senate bill, 
     requiring that they be moved to the section concerning the 
     duties of the Assistant Secretary.
       The House bill requires the Assistant Secretary, every two 
     years, to publish the proposed research priorities of the 
     Office for comment and to submit the proposed priorities and 
     comments to the Congress. The Senate bill requires the 
     Secretary to submit a 6-year research priorities plan to the 
     Congress, along with a progress report, every two years for 
     meeting that plan.
       The conference substitute merges all aspects of each bill.
       The Senate bill, but not the House bill, requires the 
     Assistant Secretary to publish the proposed research agenda 
     of the directorates and allow for public comment every two 
     years.
       The House recedes.
       The House bill, but not the Senate bill, requires the Board 
     to make recommendations for the position of the Assistant 
     Secretary and for the positions of directors of Institutes. 
     It also requires the Board to approve standards for the 
     conduct and evaluation of research.
       The Senate recedes.
       The House bill requires the Board to appoint standing 
     subcommittees for each institute. The Senate bill gives the 
     Board authority to establish committees.
       The Senate recedes with an amendment to make the 
     establishment of subcommittees permissive.
       The House bill, but not the Senate bill, makes certain 
     requirements on the composition of subcommittees.
       The House recedes.
       The House bill, but not the Senate bill, gives the Board 
     the authority to hire staff. It establishes rates of pay. It 
     provides the Board such powers as the authority to review 
     grants and contracts made by the Office, to enter into 
     contracts, to convene workshops. The Senate bill gives the 
     Assistant Secretary the authority to hire staff which the 
     Board can assign.
       The Senate recedes with an amendment to authorize the Board 
     to appoint an executive director and require that additional 
     staff be provided by the Office.
       Both bills require consideration be given to gender and 
     race in the selection of Board members. The Senate bill also 
     requires the consideration of classroom teachers.
       The Senate recedes.
       Both bills impose certain limitations on Board members. The 
     House bill also includes language prohibiting ``conflict of 
     interest.''
       The conference substitute merges all provisions.
       Both bills establish minimum qualifications for membership 
     on the Board.
       The conference substitute merges all provisions.
       The House bill establishes an 18-member Board. The Senate 
     bill establishes a 9-member Board.
       The conference substitute provides for a 15 member board.
       The House bill specifies that the composition of the Board 
     shall include researchers nominated by the National Academy 
     of Sciences and the National Academy of Education and 7 other 
     categories of people. The Senate bill requires the Secretary 
     to consider nominations from a wide variety.
       The conference substitute establishes three categories from 
     which 5 nominees each shall be selected. The categories are 
     (1) school practitioners, (2) nominees made by the National 
     Academy of Sciences, and (3) other individuals knowledgeable 
     about education.
       The House bill, but not the Senate bill, defines the 
     conditions under which nominations may be considered from the 
     National Academy of Sciences/Education.
       The Senate recedes with a clarifying amendment.
       The House bill, but not the Senate bill, requires the 
     Secretary to solicit and to consider recommendations for 
     Board membership from specified organizations.
       The Senate recedes with a technical change.
       The House bill, but not the Senate bill, lists additional 
     nonvoting members from Federal agencies who may serve on the 
     Board.
       The Senate recedes.
       Both bills select the chair in the same manner. The House 
     bill provides the chair a two-year renewable term.
       The House recedes with an amendment to keep the two-year 
     renewable term.
       The House bill gives Board members 5-year terms, renewable 
     for another 5 years followed by a break of the same length 
     before serving again. The Senate bill applies the same 
     conditions to its 6-year terms.
       The House recedes.
       The House bill, but not the Senate bill, specifies the 
     Board shall meet by a date certain, followed by quarterly 
     meetings. A quorum is constituted in same fashion under both 
     bills.
       The Senate recedes with an amendment to strike the initial 
     meeting date.
       The House bill, but not the Senate bill, requires that the 
     Board comply with the Sunshine Act.
       The Senate recedes.


                      national research institutes

       The House bill establishes 5 Institutes; the Senate bill 
     establishes 5 Directorates.
       The Senate recedes with an amendment to insert the 
     conference agreements on the titles of each Institute. A 
     technical change is also made to conform to the bill.
       Both bills require that the Assistant Secretary appoint a 
     Director for each Institute. The House bill requires 
     additionally that nominations from the Board be considered.
       The Senate recedes.
       The House bill, but not the Senate bill, limits each 
     director to a renewable 3-year term.
       The House recedes.
       Both bills make directors report directly to the Assistant 
     Secretary and charges them to work with each other.
       The conference substitute merges these provisions. The 
     managers of the conference wish to note that the Committee 
     believes that the directors of the Institutes and the Office 
     of Dissemination in the Office of Educational Research and 
     Improvement should be in the Senior Executive Service. It is 
     important that OERI be advised by persons selected by virtue 
     of their professional qualifications and expertise in 
     research, practice, dissemination, and statistics.
       Both bills authorize the same types of activities, but the 
     House bill adds ``regional laboratories'' and the Senate adds 
     ``consortia''. The House bill provides this authority to the 
     Assistant Secretary. The Senate bill provides the authority 
     to the directorates.
       The conference substitute merges both bills.
       The House bill requires funding of at least $2 million per 
     year for R&D centers. They must be funded for a least 6, but 
     not more than 10, years. The Senate bill requires that the 
     directorates reserve at least \1/3\ of their funds for R&D 
     centers, funded at a minimum of $1.1 million per year. They 
     must be funded for at least 5 years, renewable for another 5.
       The conference substitute requires a minimum of $1.5 
     million per center with a funding cycle of 5 years renewable 
     for an additional 5 years.
       The Senate bill, but not the House bill, makes provisions 
     concerning the eligibility of existing R&D centers to receive 
     grants.
       The House recedes.
       The House bill, but not the Senate bill, authorizes public-
     private partnerships funded up to 50% with federal funds. It 
     also authorizes funds for other solicited and unsolicited 
     proposals and for dissertation grants.
       The Senate recedes with an amendment to strike the public-
     private partnerships.
       Both bills authorize grants for fellowships. The House bill 
     gives meritorious 3-year fellowships to individuals 
     traditionally under represented in research. The bill 
     requires a level of funding comparable to those offered by 
     the NSF.
       The conference substitute merges both bills making them 
     permissive authorities.
       The House bill, but not the Senate bill, requires a balance 
     between applied and basic research in the institutes.
       The Senate recedes.
       The House bill requires a minimum of 15%, the Senate bill 
     requires 33\1/3\%, be reserved by the Institutes/Directorates 
     for field-initiated studies.
       The conference substitute requires a minimum of 20% be 
     reserved in fiscal years 1996 through 1997, and that 25% be 
     reserved in fiscal years 1998, and 1999.
       The Senate bill, but not the House bill, authorizes 
     directorates to conduct research on schools funded by the 
     Bureau of Indian Affairs.
       The House recedes with a conforming change.
       The Senate bill, but not the House bill, requires 
     directorates to conduct basic and applied research in all 
     levels of education in the core subjects.
       The House recedes with clarifying changes.
       The Senate bill, but not the House bill, requires the 
     directorates to serve as a database on model programs in the 
     public and private sector.
       The Senate recedes with an amendment placing this function 
     within the Office of Reform Assistance and Dissemination.
       The Senate bill, but not the House bill, requires the 
     directorates to disseminate their research to the classroom.
       The Senate recedes.
       The House bill promotes cross-cutting issues, the Senate 
     bill promotes synthesis, of work of the institutes/
     directorates. The House bill requires the cross-cutting 
     issues be consistent with research priorities of the Board 
     and the areas selected by the Assistant Secretary. The Senate 
     bill requires synthesis be developed across the directorates 
     in all levels of education. The House authorizes cross-
     cutting to also include collaboration with entities other 
     than the institutes.
       The conference substitute merge all provisions.
       The House bill, but not the Senate bill requires that 
     procedures regarding public notice, peer review and 
     evaluation standards be followed before a grant or contract 
     may be made.
       The Senate recedes.
       Both bills specify similar criteria to be used for the 
     review of research centers. The Senate bill specifies how 
     research will be disseminated. Both bills differ on the 
     amount of time required of the director of the research 
     center to be spent on center activities--with the House bill 
     requiring ``adequate time'' and the Senate bill requiring 
     ``full-time.''
       The conference substitute requires that center directors 
     and support staff devote a majority of their time to center 
     activities.
       The House bill, but not the Senate bill, requires the 
     Assistant Secretary to submit any grant or contract proposal 
     in excess of $500,000 to the Board for comment before being 
     issued.
       The Senate recedes.
       The House bill, but not the Senate bill, requires the 
     Assistant Secretary to maintain initiatives to increase the 
     participation of historically under represented groups in 
     research.
       The Senate recedes.
       The House bill, but not the Senate bill, gives the 
     Assistant Secretary the authority to use outside experts, to 
     use services and equipment made available through other 
     public entities and to accept unconditional gifts.
       The Senate recedes with an amendment striking ``gift'' 
     authority.
       The House bill, but not the Senate bill, sets forth 
     findings for each of the institutes.
       The Senate recedes with clarifying and editorial changes.
       Both bills provide overlapping areas of research in the At-
     Risk Institute, but the House bill adds (1) research on how 
     parents and communities can help students achieve (2) 
     research on culturally sensitive assessments and research on 
     gender equity; the Senate bill adds (1) research on effective 
     institutional practices and (2) research on students with 
     disabilities.
       The House recedes to Senate provision (1), (3), (4), (7) 
     and (8) and the Senate recedes to House provisions (A)(i), 
     (ii), (iv), (v), (vi), and (b).
       Both bills provide overlapping areas of research in the 
     National Institute for Innovation in Educational Governance, 
     Finance, Policy-making and Management. The House bill, but 
     not the Senate bill includes research on: choice, financial 
     incentives for achievement, expanded role for teachers, 
     increased involvement of parents, increased representation of 
     women and minorities, coordinated services, school to work. 
     The Senate bill includes research on: inner workings of 
     schooling, policy decisions at all levels, amount of dollars 
     spent on classroom instruction, use of technology and adult 
     education needs.
       The conference substitute merges the two bills and includes 
     ``public school choice.''
       The House bill, but not the Senate bill, requires research 
     on educational leadership.
       The House recedes.
       The House, but not the Senate bill requires research on 
     educational choice.
       The House recedes with a provision making research on 
     public school choice permissive.
       Both bills describe the similar authorized activities of 
     the National Institute for Early Childhood Development and 
     Education. The House bill authorizes research on learning 
     within families with a special emphasis on character 
     development. The Senate bill references research on 
     instruction that considers differing cultural experiences of 
     children.
       The conference substitute merges the provisions.
       The House bill, but not the Senate bill, requires that the 
     Early Childhood Institute place an emphasis on research of 
     at-risk children, girls and children with disabilities. It 
     also requires that the research be aimed at improving other 
     federal programs for young children.
       The Senate recedes with an amendment striking the required 
     emphasis.
       Both bills describe similar activities to be conducted 
     under the National Institute on Curriculum, Assessment, and 
     Student Achievement. The Senate bill, but not the House bill, 
     also includes research on standards of what students should 
     know. The House bill describes in greater detail than the 
     Senate bill, research on testing and requires that the 
     research comply with the Standards for Educational and 
     Psychological Tests.
       The Senate recedes with an amendment striking the standards 
     of assessment requirement and the definition of development.
       The House and Senate bill describe similar activities to be 
     conducted under the National Institute for Postsecondary 
     Education, Libraries, and Lifelong Learning. The House bill 
     requires collaboration with many other federal entities. The 
     House bill is more descriptive than the Senate bill and 
     includes in its description of areas of research, research of 
     effective models in corrective settings and models in 
     libraries. It requires that research be conducted on the 
     effectiveness of various postsecondary education institutions 
     in serving undeserved populations. The Senate bill enumerates 
     5 areas in which research shall occur.
       The conference substitute merges the House and Senate 
     provisions.
       The House bill, but not the Senate bill, requires the 
     Assistant Secretary to coordinate a research program on 
     teacher education.
       The Senate recedes with modification.
       The House bill, but not the Senate bill, requires the 
     Assistant Secretary to coordinate a research program on 
     technology in education.
       The House recedes.
       The House bill, but not the Senate bill, requires OERI to 
     be reorganized into administrative units which parallel the 
     institute structure.
       The House recedes.
       The House bill, but not the Senate bill, requires that all 
     5 institutes be established by October 1994.
       The Senate recedes, changing the date to 1995.


                national education dissemination system

       The House bill, but not the Senate bill, includes a 
     ``findings'', ``purpose'' and ``definition of educational 
     program'' for its Office of Dissemination.
       The Senate recedes with technical changes.
       Both bills establish an office of dissemination and reform 
     within OERI. The Senate bill requires that the office be 
     headed by a director with experience in dissemination.
       The conference substitute incorporates the requirement that 
     the office include programs or activities which are 
     enumerated in the Senate bill under (1) and in the House bill 
     under ``Additional Duties''.
       Both bills require that specific duties be performed within 
     the dissemination office. The House bill requires the Office 
     to identify programs for dissemination and to assist programs 
     in their assessment. It also requires assistance for the 
     implementation of promising programs and requires research on 
     models for dissemination. The Senate bill requires the Office 
     to establish a depository for Department of Education 
     products, to coordinate all OERI dissemination functions, to 
     help link schools with labs, and to report to the Assistant 
     Secretary on the products or services most frequently 
     requested.
       The conference substitute merges all provisions.
       The House bill, but not the Senate bill, establishes a 
     program for identifying, designating, and disseminating 
     successful educational programs for dissemination.
       The Senate recedes with technical changes.
       The House bill, but not the Senate bill, requires the 
     Assistant Secretary to keep entities apprised of 
     dissemination programs and to make assistance available when 
     needed.
       The House recedes.
       Both bills establish ERIC with similar intent, but 
     differing language. The Senate adds the requirement that the 
     Assistant Secretary develop a coherent policy for 
     abstractions from literature. The House bill allows the 
     clearinghouses to produce a variety of written formats to 
     update its users on education research.
       The House recedes on (1) with an amendment to incorporate 
     ``16 educational resource information clearinghouses'' and on 
     paragraph (2)(A). The Senate recedes on (2).
       The House bill, but not the Senate bill, requires the 
     Assistant Secretary to coordinate the activities of listed 
     entities involved with dissemination.
       The Senate recedes.
       The House bill, but not the Senate bill, requires the 
     Assistant Secretary to perform various functions to help 
     ensure the information stored for dissemination is 
     comprehensive.
       The Senate recedes.
       The House bill, but not the Senate bill, prohibits matter 
     stored in or retrieved from the Clearinghouse from being 
     copyrighted.
       The Senate recedes.
       The House bill, but not the Senate bill, authorizes the 
     Assistant Secretary to award grants and contracts to conduct 
     dissemination activities using technology. Smartline is among 
     those activities authorized.
       The Senate recedes with an amendment changing the term 
     ``smartline'' to ``electronic networking'' in order to be 
     more descriptive of the activities authorized.
       The Senate bill, but not the House bill, authorizes NDN 
     state facilitators to provide information on model or 
     demonstration projects without program effectiveness panel 
     approval.
       The Senate recedes.
       Both bills establish regional educational labs, but the 
     Senate bill renames them. The House bill requires the 
     Assistant Secretary to award funds through contracts.
       The conference substitute takes the title of the Senate 
     bill, with the House provisions regarding contracts, 
     modifying the language to reflect the agreement to allow up 
     to 12 labs.
       The Senate bill, but not the House bill, expands the number 
     of labs from 10 to not more than 20.
       The conference substitute allows up to 12 labs with the 
     following conditions: (1) creation of new labs if at all, 
     should take place in fiscal year 1996 as part of the 
     recompetition of all labs; (2) provide a 60-day public 
     comment period regarding where new regions should be formed; 
     (3) in order for a new region to be formed, must be letters 
     of support for new configuration from the Chief State Schools 
     Officers and the State Boards of Education that would 
     comprise a new region; (4) minimum of four contiguous states 
     to form a new region, excluding those entities outside the 
     continental United States; (5) the amount of assistance 
     allocated to each laboratory shall reflect the total number 
     of children within the region served by such laboratory, as 
     well as the cost of providing services within the region. 
     Section 941(h) requires that the existing laboratory regions 
     be maintained except under the circumstances and conditions 
     set forth in the legislation. These existing regions are: (i) 
     Connecticut, Maine, Massachusetts, New Hampshire, New York, 
     Puerto Rico, Rhode Island, Vermont, Virgin Islands; (ii) 
     Delaware, District of Columbia, Maryland, New Jersey, 
     Pennsylvania; (iii) Kentucky, Tennessee, Virginia, West 
     Virginia; (iv) Alabama, Florida, Georgia, Mississippi, North 
     Carolina, South Carolina; (v) Illinois, Indiana, Iowa, 
     Michigan, Minnesota, Ohio, Wisconsin; (vi) Arkansas, 
     Louisiana, New Mexico, Oklahoma, Texas; (vii) Colorado, 
     Kansas, Missouri, Nebraska, North Dakota, South Dakota, 
     Wyoming; (viii) Arizona, California, Nevada, Utah; (ix) 
     Alaska, Idaho, Montana, Oregon, Washington; (x) American 
     Samoa, Guam, Hawaii, the Northern Mariana Islands, and Palau.
       The Senate bill changes the definition of lab. The House 
     bill codifies the regulatory definition of a lab.
       The House recedes with clarification.
       The Senate bill, but not the House bill, allows the 
     Assistant Secretary to support a new regional lab once 
     appropriations reach $40 million, to be funded at a minimum 
     of $2 million and it describes the procedure for forming a 
     new region.
       The conference substitute requires a trigger year to be 
     fiscal year 1996 with $2 million above the amount provided in 
     that year.
       Both bills describe many overlapping required duties. The 
     Senate bill also emphasizes the labs' role of disseminating 
     products to help students reach challenging standards. The 
     House bill emphasizes using labs for assisting schools with 
     systemic improvements and requires labs to provide support 
     and technical assistance to the NDN state facilitators.
       The House recedes with an amendment to insert 
     ``implementing broad-based, systemic school improvement 
     strategies.''
       Both bills require labs to form networks among themselves, 
     with the House bill more descriptive. The House bill requires 
     the governing Board to establish the newtork.
       The Senate recedes.
       Both bills have similar language concerning the 
     coordination of the labs with the Institutes/Directorates. 
     The House bill requires attention to rural schools and 
     educators.
       The Senate recedes.
       Both bills require the establishment of a governing board. 
     The Senate bill adds the requirement that boards include 
     teachers and education researchers.
       The conference substitute merges all provisions.
       The House bill requires the work of the labs to be 
     determined by its governing board. The Senate bill requires 
     the work of the lab to be determined by statute and by the 
     board in consultation with the Secretary. In addition, the 
     Senate bill holds the governing board accountable for the 
     quality of work performed.
       The conference substitute merges all provisions with a 
     redraft of the Senate bill's first paragraph to read as 
     follows, ``subject to the requirements of this section, 
     engage in an on-going dialogue with the Assistant Secretary 
     concerning its goals, activities and priorities.''
       The House bill, but not the Senate bill, requires the Board 
     to comply with standards of the House bill.
       The Senate recedes.
       Both bills require coordination with other entities, but 
     the Senate bill focuses that coordination exclusively on 
     Technical Assistance Centers.
       The Senate recedes.
       The House bill, but not the Senate bill, requires 
     competitions for lab contracts to be announced in several 
     publications.
       The Senate recedes.
       Both bills require evaluations of the work of labs. The 
     Senate requires them every 3 years. The House requires them 
     periodically, and requires that the review be done by an 
     independent entity.
       The House recedes.
       Both bills make similar requirements concerning an 
     application by an entity desiring to become a lab.
       The Senate recedes.
       Both bills make similar requirements concerning the ability 
     of labs to be eligible to receive other assistance from the 
     Office. The Senate bill would also allow labs to become 
     involved in international projects or endeavors.
       The House recedes.
       The Senate bill, but not the House bill, authorizes the 
     Assistant Secretary to enter into agreements with labs to use 
     their funds for additional purposes.
       The House recedes.
       The Senate bill, but not the House bill, requires labs to 
     submit a plan for the Assistant Secretary's approval. The 
     Senate bill requires that the expiration of labs' contracts 
     coincide with the reauthorization cycle.
       The House recedes with an amendment to strike the provision 
     concerning the expiration of labs contracts and to place the 
     provision in statement of managers language.
       The Senate bill, but not the House bill, provides that 
     nothing in the bill shall be construed to modify existing 
     contracts for the labs.
       The House recedes.
       The House bill, but not the Senate bill, authorizes Goals 
     2000 partnerships.
       The Senate recedes.
       Both bills have a teacher research dissemination program 
     with differing title and identical findings.
       The House recedes.
       The House bill requires a contract for the teacher research 
     dissemination program be given to regional labs in 
     partnership with another entity. The Senate bill allows the 
     Assistant Secretary to provide funds through grants, 
     contracts or cooperative agreements, and makes a variety of 
     institutions eligible.
       The House recedes.
       The House bill requires the Assistant Secretary to 
     correlate the amount of funding for each teacher 
     dissemination contract with the number of schools, students, 
     etc. served. Contracts are for 3 years. The Senate bill 
     requires the Secretary to give priority to entities which 
     have received federal funds for research and dissemination.
       The House recedes.
       Both bills describe some overlapping activities of the 
     teacher dissemination program which may be funded along with 
     other areas unique to each bill. For example, the House bill 
     authorizes the teacher dissemination program to train 
     teachers in applied research, to offer sabbaticals, to train 
     teachers in change management.
       The Senate recedes with an amendment to include Senate 
     language in the House provisions.
       The House bill makes certain requirements of those who have 
     participated in the teacher dissemination program. No 
     comparable Senate provision.
       The House recedes.
       Both bills use different language for the similar purpose 
     concerning applications to receive assistance.
       The House recedes.
       Both bills contain overlapping requirements for 
     applications. The House requires, the Senate allows, 
     participants to be offered stipends. The House requires that 
     following participation of a teacher, funds be provided to 
     his school districts for an additional 2 years for program 
     continuity.
       The House recedes.
       The House bill, but not the Senate bill, describes 
     selection procedures for teacher participants.
       The House recedes.
       Both bills require an evaluation of the teacher 
     dissemination program, within 3 years and by an independent 
     evaluator in the House bill, within 5 years and through a 
     report in the Senate bill.
       The Senate recedes with an amendment to change the number 
     of years to ``four.''
       The House bill, but not the Senate bill, allows the 
     Assistant Secretary to reserve up to $250,000 for evaluations 
     of the program.
       The House recedes.
       The Senate bill, but not the House bill, provides for 
     coordination of activities of this program with those of the 
     programs of the Elementary and Secondary Education Act.
       The House recedes.


                   the national library of education

       Both bills establish a National Education Library, within 
     OERI by the House bill, within the Department of Education by 
     the Senate bill.
       The House recedes.
       The Senate bill, but not the House bill, gives an in-depth 
     description of the library with a mission statement.
       The House recedes.
       Both bills list overlapping functions of the library. The 
     House bill requires the library to establish an information 
     and referral service on federal programs accessible through a 
     toll-free number; it requires the library to provide 
     comprehensive reference services; and it requires the library 
     to foster cooperative arrangements with other libraries.
       The conference substitute merges all provisions.
       The House bill requires the Library to be headed by an 
     executive director, trained in library science, to serve for 
     renewable 5-year terms. The Senate bill requires a librarian 
     to be selected after the Secretary solicits nominations, with 
     no fixed term.
       The Senate recedes with an amendment to strike the House 
     provision authorizing the administrator of the Library to 
     serve for a renewable term of 5 years.
       The House bill, but not the Senate bill, requires the 
     Assistant Secretary to appoint a task force to develop a plan 
     for implementing the Library.
       The Senate recedes.
       The House bill, but not the Senate bill, requires that 
     certain functions within the Department of Education be 
     transferred to the Library.
       The Senate recedes.
       The House bill, but not the Senate bill, requires a policy 
     be developed governing the Library's collections.
       The Senate recedes.
       The House bill, but not the Senate bill, requires 
     cataloging and preservation activities.
       The Senate recedes.


                          ADDITIONAL PROGRAMS

       The Senate bill, but not the House bill, authorizes the 
     ``international education program'' to study effective 
     practices in other countries and to provide for educational 
     exchanges. The authorization of appropriations for the 
     combined activities is $11 million for fiscal year 1995 and 
     ``such sums'' for fiscal year 1996 through fiscal year 1999.
       The House recedes with an amendment striking in section 
     921(c)(1)(A) ``The Secretary shall carry out'' and inserting 
     in lieu thereof ``The Secretary, with the concurrence of the 
     Director of the United States Information Agency and with the 
     foreign policy guidance of the Secretary of State, shall 
     carry out''.
       The committee of conference notes that the U.S. Government 
     has already begun extensive education and exchange programs 
     with the independent states of the former Soviet Union and 
     Central and Eastern Europe. These programs are conducted 
     under the authorities of the Mutual Educational and Cultural 
     Exchange Act of 1961, the FREEDOM Support Act, and the SEED 
     Act. The committee of conference expects that the program of 
     international educational exchange authorized under this 
     section will be consistent with and not duplicate, and be 
     carried out under the same authorities and guidelines, of the 
     ongoing programs in the region. In carrying out the purposes 
     of this section, the committee of conference expects the 
     Secretary of Education, the Secretary of State, and the 
     Director of the United States Information Agency to work 
     closely to ensure efficient uses of resources for 
     international education programs for the NIS and Central and 
     Eastern Europe.
       In order to monitor the coordination and implementation of 
     programs authorized under this section, the committee of 
     conference expects the Secretary of Education, the Secretary 
     of State, and the Director of the United States Information 
     Agency to submit to the Committees on Foreign Affairs and on 
     Education and Labor of the House and the Committees of 
     Foreign Relations and on Labor and Human Resources of the 
     Senate periodic reports on activities and programs conducted 
     under this section.
       The Senate bill, but not the House bill, amends the Perkins 
     Vocational and Applied Technology Act to add higher education 
     data to that which the National Occupational Information 
     Coordinating Committee currently collects.
       The House recedes.
       The Senate bill, but not the House bill, amends the 
     Elementary and Secondary Education Act to authorize a formula 
     driven program to State Educational Agencies to provide state 
     and local educational agencies with funds to provide science 
     equipment in elementary schools. $10m is authorized to be 
     appropriated in fiscal year 1995, with such sums from fiscal 
     year 1996 through fiscal year 1997.
       The Senate recedes.
       The Senate bill, but not the House bill, authorizes the 
     Secretary of Education to enter into a contract for 
     television-based projects to help improve literacy among 
     elementary school children. $5m is authorized to be 
     appropriated in fiscal year 1995, with such sums in fiscal 
     year 1996 through fiscal year 1997.
       The Senate recedes.
       The Senate bill, but not the House bill, amends the Star 
     Schools Assistance Act to change the amount reserved from any 
     appropriations for a study of the Star Schools to the 
     ``lesser'' of, rather than the ``greater'' of 5% or $500,000.
       The House recedes.
       The Senate bill, but not the House bill, amends the ESEA to 
     remove the Office of Comprehensive School Health Education 
     from the Secretary's Office and place it in the Office of the 
     Assistant Secretary of Elementary and Secondary Education and 
     to authorize the Office to act as liaison to HHS for the 
     purpose of coordinating school health activities.
       The House recedes.
       The Senate bill, but not the House bill, authorizes a 
     competitive grant program, ``the minority-focused civics 
     education program'' to be administered by the Dept. of 
     Education. $5m is authorized to be appropriated in fiscal 
     year 1995 with ``such sums'' for fiscal year 1996 through 
     fiscal year 1998.
       The House recedes.
       The Senate bill, but not the House bill, authorizes a new 
     program, ``Parents As Teachers'' to assist families with 
     children aged zero through three, funded at $20 million in 
     fiscal year 1993, with ``such sums'' in fiscal year 1994 
     through fiscal year 1997.
       The Senate recedes.
       The Senate bill, but not the House bill, amends the 
     Elementary and Secondary Education Act to authorize a State 
     which receives a grant under section 1052 to reserve 20% of 
     its funds to establish a Home Instruction Program for 
     Preschool Youngsters.
       The Senate recedes.
       The Senate bill, but not the House bill, provides that 
     under this Act the definitions for the following terms shall 
     be the same as those under current law: ``elementary 
     school'', ``institution of higher education'', ``local 
     educational agency'', ``Elementary and Secondary Education 
     Act'', ``secondary school'', ``Secretary'' and ``State 
     educational agency''.
       The House recedes.

                    Title VII--The Safe Schools Act

       1. The Senate included the Safe Schools Act as part of 
     Goals 2000; the House bill is drafted as a freestanding 
     provision. The conference agreement makes the Safe Schools 
     provision Title VII of Goals 2000: Educate America Act.
       2. The Senate amendment provides for 2-year grants; the 
     House bill provides for 1-year grants. The conference 
     agreement provides for 2-year grants.
       3. The House bill directs the Secretary to develop a 
     written safe schools model. The Senate recedes with an 
     amendment moving this project to the National Leadership 
     activity section.
       4. The House bill provides a 1-year $50 million 
     authorization. The Senate provides a 2-year authorization--
     $75 million in the first year, $100 million in the second. 
     The Senate recedes.
       5. The Senate sets aside 10% of funds for national 
     leadership activities with 50% of that designated for a Model 
     City Project. The House sets aside 5%. The conference 
     agreement provides for a set aside of 5% of funds for 
     national leadership activities with one-half of the 5% 
     designated for a model city project.
       6. The Senate provides a funding priority for districts 
     that qualify for Chapter 1 concentration grants, that 
     demonstrate local commitment to the project, and incorporate 
     a high level of youth participation in related activities. 
     The conference agreement provides for funds to be distributed 
     to programs that demonstrate a local commitment to the 
     project and that incorporate a high level of youth 
     participation.
       7. The House bill includes a requirement for the 
     development of educational materials in the second most 
     predominate language of the schools and communities. The 
     conference agreement provides that materials be developed in 
     the second most predominate language ``other than English''.
       8. The Senate requires that Safe Schools activities be 
     coordinated with Goals 2000 activities; the House requires 
     that Safe Schools activities be coordinated with all federal 
     education funds. The Senate recedes.
       9. The House bill includes additional application 
     requirements: description of how Safe Schools activities will 
     be integrated with Drug-free Schools activities; description 
     of coordination with other federal violence prevention 
     activities; (Senate provides for Secretary to coordinate in 
     separate section.) description of parental participation 
     efforts. The Senate recedes.
       10. The Senate includes a requirement that LEAs' applying 
     for grants have a policy prohibiting sexual contact between 
     school personnel and students. The Senate recedes.
       11. The Senate requires the submission of a long-term 
     school safety plan in the second year of the grant. The House 
     recedes.
       12. The House use of funds is permissive; the Senate 
     requires funds to be used in specific areas. The House 
     recedes.
       13. The House includes additional areas for coordination. 
     The Senate recedes.
       14. Throughout the bill, the House uses the term, 
     ``combat,'' to describe general activities and the Senate 
     uses the terms, ``address,'' ``reduce,'' and ``prevent.'' The 
     House recedes.
       15. The Senate amendment, but not the House bill, includes 
     training as a use of funds. The House recedes.
       16. The House bill, but not the Senate amendment, includes 
     activities to promote parental involvement as a use of funds. 
     The Senate recedes.
       17. The Senate rewords the paragraph on community education 
     programs and includes technology-based programs. The House 
     recedes.
       18. The House bill, but not the Senate amendment, includes 
     coordination with juvenile justice programs. The Senate 
     recedes.
       19. The House bill, but not the Senate amendment, includes 
     the development of materials. The Senate recedes.
       20. The House bill, but not the Senate amendment, includes 
     mentoring and community service programs. The Senate recedes.
       21. The Senate includes several other use of funds: minor 
     remodelling, metal detectors, reimbursement of law 
     enforcement. The conference agreement deletes ``remodelling'' 
     and adding language specifying that assistance for these 
     measures is only available through the United States 
     Department of Education if it is not available in other 
     departments.
       22. The Senate limits spending on security-related measures 
     to 10%. The conference agreement provides for security-
     related measures to be funded at no more than 5%.
       23. The Senate bill includes dissemination as a leadership 
     activity; the House includes the production and distribution 
     of video-based projects. The conference agreement combines 
     the two activities together.
       24. The Senate amendment, but not the House bill, provides 
     that the National Center on Educational Statistics to collect 
     data on school violence. The House recedes.
       25. The House requires a report to Congress. The conference 
     agreement provides for the report to be sent to the House 
     Committee on Education and Labor and the Senate Committee on 
     Labor and Human Resources.
       26. The Senate includes language providing for coordination 
     with other federal efforts. The House recedes with an 
     amendment replacing ``Attorney General, through'' and the 
     ``Secretary of Education, as a member of''.
       27. The Senate amendment, but not the House bill, includes 
     an effective date. The House recedes.

     From the Committee on Education and Labor, for consideration 
     of the House amendment (except title II) to the Senate 
     amendment, and the Senate amendment (except secs. 901-14), 
     and modifications committed to conference:
     William D. Ford,
     Dale E. Kildee,
     George Miller,
     Tom Sawyer,
     Major R. Owens,
     Jolene Unsoeld,
     Jack Reed,
     Tim Roemer,
     Patsy Mink,
     Eliot L. Engel,
     Xavier Becerra,
     Gene Green,
     Lynn C. Woolsey,
     Karan English,
     Ted Strickland,
     Donald M. Payne,
     Carlos Romero-Barcelo,
     Bill Goodling,
     Steve Gunderson,
     Susan Molinari
     From the Committee on Education and Labor, for consideration 
     of title II of the House amendment to the Senate amendment, 
     and secs. 901-14 of the Senate amendment, and modifications 
     committed to conference:
     William D. Ford,
     Major R. Owens,
     Donald M. Payne,
     Robert C. Scott,
     Tom Sawyer,
     Bill Goodling,
     Cass Ballenger,
     Bill Barrett,
     Harris W. Fawell,
     As additional conferees from the Committee on Energy and 
     Commerce, for consideration of title XII of the Senate 
     amendment, and modifications committed to conference:
     John D. Dingell,
     Henry A. Waxman,
     Mike Synar,
     Carlos J. Moorhead,
     Thomas J. Bliley, Jr.,
     As additional conferees from the Committee on Foreign 
     Affairs, for consideration of section 921 of the Senate 
     amendment, and modifications committed to conference:
     Lee H. Hamilton,
     Howard L. Berman,
     Tom Lantos,
     Ben Gilman,
                                Managers on the Part of the House.

     Edward M. Kennedy,
     Claiborne Pell,
     Howard M. Metzenbaum,
     Paul Simon,
     Christopher Dodd,
     Tom Harkin,
     Barbara A. Mikulski,
     Jeff Bingaman
     Paul Wellstone,
     Harris Wofford,
     Nancy Landon Kassebaum,
     James M. Jeffords,
     Dave Durenberger,
     Managers on the Part of the Senate.

                          ____________________