[Congressional Record Volume 140, Number 43 (Tuesday, April 19, 1994)]
[House]
[Page H]
From the Congressional Record Online through the Government Printing Office [www.gpo.gov]


[Congressional Record: April 19, 1994]
From the Congressional Record Online via GPO Access [wais.access.gpo.gov]

 
                     CONFERENCE REPORT ON H.R. 2884

  Mr. FORD of Michigan submitted the following conference report and 
statement on the bill (H.R. 2884), to establish a national framework 
for the development of school-to-work opportunities systems in all 
States, and for other purposes:

                  Conference Report (H. Rept. 103-480)

                        [To accompany H.R. 2884]

       The committee of conference on the disagreeing votes of the 
     two Houses on the amendment of the Senate to the bill (H.R. 
     2884), to establish a national framework for the development 
     of School-to-Work Opportunities systems in all States, and 
     for other purposes, having met, after full and free 
     conference, have agreed to recommend and do recommend to 
     their respective Houses as follows:
       That the House recede from its disagreement 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 Senate 
     amendment, insert the following:

     SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

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

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

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

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

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

                  Subtitle A--State Development Grants

Sec. 201. Purpose.
Sec. 202. Authorization.
Sec. 203. Application.
Sec. 204. Approval of application.
Sec. 205. Use of amounts.
Sec. 206. Maintenance of effort.
Sec. 207. Reports.

                Subtitle B--State Implementation Grants

Sec. 211. Purpose.
Sec. 212. Authorization.
Sec. 213. Application.
Sec. 214. Review of application.
Sec. 215. Use of amounts.
Sec. 216. Allocation requirement.
Sec. 217. Limitation on administrative costs.
Sec. 218. Reports.

 Subtitle C--Development and Implementation Grants for School-to-Work 
                       Programs for Indian Youths

Sec. 221. Authorization.
Sec. 222. Requirements.

     TITLE III--FEDERAL IMPLEMENTATION GRANTS TO LOCAL PARTNERSHIPS

Sec. 301. Purposes.
Sec. 302. Authorization.
Sec. 303. Application.
Sec. 304. Use of amounts.
Sec. 305. Conformity with approved State plan.
Sec. 306. Reports.
Sec. 307. High poverty area defined.

                      TITLE IV--NATIONAL PROGRAMS

Sec. 401. Research, demonstration, and other projects.
Sec. 402. Performance outcomes and evaluation.
Sec. 403. Training and technical assistance.
Sec. 404. Capacity building and information and dissemination network.
Sec. 405. Reports to Congress.
Sec. 406. Funding.

        TITLE V--WAIVER OF STATUTORY AND REGULATORY REQUIREMENTS

Sec. 501. State and local partnership requests and responsibilities for 
              waivers.
Sec. 502. Waiver authority of Secretary of Education.
Sec. 503. Waiver authority of Secretary of Labor.
Sec. 504. Combination of Federal funds for high poverty schools.
Sec. 505. Combination of Federal funds by States for school-to-work 
              activities.

                      TITLE VI--GENERAL PROVISIONS

Sec. 601. Requirements.
Sec. 602. Sanctions.
Sec. 603. State authority.
Sec. 604. Prohibition on Federal mandates, direction, and control.
Sec. 605. Authorization of appropriations.

                       TITLE VII--OTHER PROGRAMS

     Subtitle A--Reauthorization of Job Training for the Homeless 
Demonstration Program Under the Stewart B. McKinney Homeless Assistance 
                                  Act

Sec. 701. Reauthorization.

                     Subtitle B--Tech-Prep Programs

Sec. 711. Tech-prep education.

               Subtitle C--Alaska Native Art and Culture

Sec. 721. Short title.
Sec. 722. Alaska Native art and culture.

                        Subtitle D--Job Training

Sec. 731. Amendment to Job Training Partnership Act to provide 
              allowances for child care costs to certain individuals 
              participating in the Job Corps.

                    TITLE VIII--TECHNICAL PROVISIONS

Sec. 801. Effective date.
Sec. 802. Sunset.

     SEC. 2. FINDINGS.

       Congress finds that--
       (1) three-fourths of high school students in the United 
     States enter the workforce without baccalaureate degrees, and 
     many do not possess the academic and entry-level occupational 
     skills necessary to succeed in the changing United States 
     workplace;
       (2) a substantial number of youths in the United States, 
     especially disadvantaged students, students of diverse 
     racial, ethnic, and cultural backgrounds, and students with 
     disabilities, do not complete high school;
       (3) unemployment among youths in the United States is 
     intolerably high, and earnings of high school graduates have 
     been falling relative to earnings of individuals with more 
     education;
       (4) the workplace in the United States is changing in 
     response to heightened international competition and new 
     technologies, and such forces, which are ultimately 
     beneficial to the Nation, are shrinking the demand for and 
     undermining the earning power of unskilled labor;
       (5) the United States lacks a comprehensive and coherent 
     system to help its youths acquire the knowledge, skills, 
     abilities, and information about and access to the labor 
     market necessary to make an effective transition from school 
     to career-oriented work or to further education and training;
       (6) students in the United States can achieve high academic 
     and occupational standards, and many learn better and retain 
     more when the students learn in context, rather than in the 
     abstract;
       (7) while many students in the United States have part-time 
     jobs, there is infrequent linkage between--
       (A) such jobs; and
       (B) the career planning or exploration, or the school-based 
     learning, of such students;
       (8) the work-based learning approach, which is modeled 
     after the time-honored apprenticeship concept, integrates 
     theoretical instruction with structured on-the-job training, 
     and this approach, combined with school-based learning, can 
     be very effective in engaging student interest, enhancing 
     skill acquisition, developing positive work attitudes, and 
     preparing youths for high-skill, high-wage careers;
       (9) Federal resources currently fund a series of 
     categorical, work-related education and training programs, 
     many of which serve disadvantaged youths, that are not 
     administered as a coherent whole; and
       (10) in 1992 approximately 3,400,000 individuals in the 
     United States age 16 through 24 had not completed high school 
     and were not currently enrolled in school, a number 
     representing approximately 11 percent of all individuals in 
     this age group, which indicates that these young persons are 
     particularly unprepared for the demands of a 21st century 
     workforce.

     SEC. 3. PURPOSES AND CONGRESSIONAL INTENT.

       (a) Purposes.--The purposes of this Act are--
       (1) to establish a national framework within which all 
     States can create statewide School-to-Work Opportunities 
     systems that--
       (A) are a part of comprehensive education reform;
       (B) are integrated with the systems developed under the 
     Goals 2000: Educate America Act and the National Skill 
     Standards Act of 1994; and
       (C) offer opportunities for all students to participate in 
     a performance-based education and training program that 
     will--
       (i) enable the students to earn portable credentials;
       (ii) prepare the students for first jobs in high-skill, 
     high-wage careers; and
       (iii) increase their opportunities for further education, 
     including education in a 4-year college or university;
       (2) to facilitate the creation of a universal, high-quality 
     school-to-work transition system that enables youths in the 
     United States to identify and navigate paths to productive 
     and progressively more rewarding roles in the workplace;
       (3) to utilize workplaces as active learning environments 
     in the educational process by making employers joint partners 
     with educators in providing opportunities for all students to 
     participate in high-quality, work-based learning experiences;
       (4) to use Federal funds under this Act as venture capital, 
     to underwrite the initial costs of planning and establishing 
     statewide School-to-Work Opportunities systems that will be 
     maintained with other Federal, State, and local resources;
       (5) to promote the formation of local partnerships that are 
     dedicated to linking the worlds of school and work among 
     secondary schools and postsecondary educational institutions, 
     private and public employers, labor organizations, 
     government, community-based organizations, parents, students, 
     State educational agencies, local educational agencies, and 
     training and human service agencies;
       (6) to promote the formation of local partnerships between 
     elementary schools and secondary schools (including middle 
     schools) and local businesses as an investment in future 
     workplace productivity and competitiveness;
       (7) to help all students attain high academic and 
     occupational standards;
       (8) to build on and advance a range of promising school-to-
     work activities, such as tech-prep education, career 
     academies, school-to-apprenticeship programs, cooperative 
     education, youth apprenticeship, school-sponsored 
     enterprises, business-education compacts, and promising 
     strategies that assist school dropouts, that can be developed 
     into programs funded under this Act;
       (9) to improve the knowledge and skills of youths by 
     integrating academic and occupational learning, integrating 
     school-based and work-based learning, and building effective 
     linkages between secondary and postsecondary education;
       (10) to encourage the development and implementation of 
     programs that will require paid high-quality, work-based 
     learning experiences;
       (11) to motivate all youths, including low-achieving 
     youths, school dropouts, and youths with disabilities, to 
     stay in or return to school or a classroom setting and strive 
     to succeed, by providing enriched learning experiences and 
     assistance in obtaining good jobs and continuing their 
     education in postsecondary educational institutions;
       (12) to expose students to a broad array of career 
     opportunities, and facilitate the selection of career majors, 
     based on individual interests, goals, strengths, and 
     abilities;
       (13) to increase opportunities for minorities, women, and 
     individuals with disabilities, by enabling individuals to 
     prepare for careers that are not traditional for their race, 
     gender, or disability; and
       (14) to further the National Education Goals set forth in 
     title I of the Goals 2000: Educate America Act.
       (b) Congressional Intent.--It is the intent of Congress 
     that the Secretary of Labor and the Secretary of Education 
     jointly administer this Act in a flexible manner that--
       (1) promotes State and local discretion in establishing and 
     implementing statewide School-to-Work Opportunities systems 
     and School-to-Work Opportunities programs; and
       (2) contributes to reinventing government by--
       (A) building on State and local capacity;
       (B) eliminating duplication in education and training 
     programs for youths by integrating such programs into 1 
     comprehensive system;
       (C) maximizing the effective use of resources;
       (D) supporting locally established initiatives;
       (E) requiring measurable goals for performance; and
       (F) offering flexibility in meeting such goals.

     SEC. 4. DEFINITIONS.

       As used in this Act:
       (1) All aspects of an industry.--The term ``all aspects of 
     an industry'' means all aspects of the industry or industry 
     sector a student is preparing to enter, including planning, 
     management, finances, technical and production skills, 
     underlying principles of technology, labor and community 
     issues, health and safety issues, and environmental issues, 
     related to such industry or industry sector.
       (2) All students.--The term ``all students'' means both 
     male and female students from a broad range of backgrounds 
     and circumstances, including disadvantaged students, students 
     with diverse racial, ethnic, or cultural backgrounds, 
     American Indians, Alaska Natives, Native Hawaiians, students 
     with disabilities, students with limited-English proficiency, 
     migrant children, school dropouts, and academically talented 
     students.
       (3) Approved state plan.--The term ``approved State plan'' 
     means a statewide School-to-Work Opportunities system plan 
     that is submitted by a State under section 213, is determined 
     by the Secretaries to include the program components 
     described in sections 102 through 104 and otherwise meet the 
     requirements of this Act, and is consistent with the State 
     improvement plan for the State, if any, under the Goals 2000: 
     Educate America Act.
       (4) Career guidance and counseling.--The term ``career 
     guidance and counseling'' means programs--
       (A) that pertain to the body of subject matter and related 
     techniques and methods organized for the development in 
     individuals of career awareness, career planning, career 
     decisionmaking, placement skills, and knowledge and 
     understanding of local, State, and national occupational, 
     educational, and labor market needs, trends, and 
     opportunities;
       (B) that assist individuals in making and implementing 
     informed educational and occupational choices; and
       (C) that aid students to develop career options with 
     attention to surmounting gender, race, ethnic, disability, 
     language, or socioeconomic impediments to career options and 
     encouraging careers in nontraditional employment.
       (5) Career major.--The term ``career major'' means a 
     coherent sequence of courses or field of study that prepares 
     a student for a first job and that--
       (A) integrates academic and occupational learning, 
     integrates school-based and work-based learning, establishes 
     linkages between secondary schools and postsecondary 
     educational institutions;
       (B) prepares the student for employment in a broad 
     occupational cluster or industry sector;
       (C) typically includes at least 2 years of secondary 
     education and at least 1 or 2 years of postsecondary 
     education;
       (D) provides the students, to the extent practicable, with 
     strong experience in and understanding of all aspects of the 
     industry the students are planning to enter;
       (E) results in the award of--
       (i) a high school diploma or its equivalent, such as--

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

       (ii) a certificate or diploma recognizing successful 
     completion of 1 or 2 years of postsecondary education (if 
     appropriate); and
       (iii) a skill certificate; and
       (F) may lead to further education and training, such as 
     entry into a registered apprenticeship program, or may lead 
     to admission to a 2- or 4-year college or university.
       (6) Community-based organizations.--The term ``community-
     based organizations'' has the meaning given such term in 
     section 4(5) of the Job Training Partnership Act (29 U.S.C. 
     1503(5)).
       (7) Elementary school.--The term ``elementary school'' 
     means a day or residential school that provides elementary 
     education, as determined under State law.
       (8) Employer.--The term ``employer'' includes both public 
     and private employers.
       (9) Governor.--The term ``Governor'' means the chief 
     executive of a State.
       (10) Local educational agency.--The term ``local 
     educational agency'' means a public board of education or 
     other public authority legally constituted within a State for 
     either administrative control or direction of, or to perform 
     a service function for, public elementary or secondary 
     schools in a city, county, township, school district, or 
     other political subdivision of a State, or such combination 
     of school districts or counties as are recognized in a State 
     as an administrative agency for its public elementary or 
     secondary schools. Such term includes any other public 
     institution or agency having administrative control and 
     direction of a public elementary or secondary school.
       (11) Local partnership.--The term ``local partnership'' 
     means a local entity that is responsible for local School-to-
     Work Opportunities programs and that--
       (A) consists of employers, representatives of local 
     educational agencies and local postsecondary educational 
     institutions (including representatives of area vocational 
     education schools, where applicable), local educators (such 
     as teachers, counselors, or administrators), representatives 
     of labor organizations or nonmanagerial employee 
     representatives, and students; and
       (B) may include other entities, such as--
       (i) employer organizations;
       (ii) community-based organizations;
       (iii) national trade associations working at the local 
     levels;
       (iv) industrial extension centers;
       (v) rehabilitation agencies and organizations;
       (vi) registered apprenticeship agencies;
       (vii) local vocational education entities;
       (viii) proprietary institutions of higher education (as 
     defined in section 481(b) of the Higher Education Act of 1965 
     (20 U.S.C. 1088(b)) that continue to meet the eligibility and 
     certification requirements under title IV of such Act (20 
     U.S.C. 1070 et seq.);
       (ix) local government agencies;
       (x) parent organizations;
       (xi) teacher organizations;
       (xii) vocational student organizations;
       (xiii) private industry councils established under section 
     102 of the Job Training Partnership Act (29 U.S.C. 1512);
       (xiv) federally recognized Indian tribes, Indian 
     organizations, and Alaska Native villages within the meaning 
     of the Alaska Native Claims Settlement Act (43 U.S.C. 1601 et 
     seq.); and
       (xv) Native Hawaiian entities.
       (12) Postsecondary educational institution.--The term 
     ``postsecondary educational institution'' 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 title IV of such Act (20 
     U.S.C. 1070 et seq.).
       (13) Registered apprenticeship agency.--The term 
     ``registered apprenticeship agency'' means the Bureau of 
     Apprenticeship and Training in the Department of Labor or a 
     State apprenticeship agency recognized and approved by the 
     Bureau of Apprenticeship and Training as the appropriate body 
     for State registration or approval of local apprenticeship 
     programs and agreements for Federal purposes.
       (14) Registered apprenticeship program.--The term 
     ``registered apprenticeship program'' means a program 
     registered by a registered apprenticeship agency.
       (15) Related services.--The term ``related services'' 
     includes the types of services described in section 602(17) 
     of the Individuals with Disabilities Education Act (20 U.S.C. 
     1401(17)).
       (16) Rural community with low population density.--The term 
     ``rural community with low population density'' means a 
     county, block number area in a nonmetropolitan county, or 
     consortium of counties or of such block number areas, that 
     has a population density of 20 or fewer individuals per 
     square mile.
       (17) School dropout.--The term ``school dropout'' means a 
     youth who is no longer attending any school and who has not 
     received a secondary school diploma or a certificate from a 
     program of equivalency for such a diploma.
       (18) School site mentor.--The term ``school site mentor'' 
     means a professional employed at a school who is designated 
     as the advocate for a particular student, and who works in 
     consultation with classroom teachers, counselors, related 
     services personnel, and the employer of the student to design 
     and monitor the progress of the School-to-Work Opportunities 
     program of the student.
       (19) School-to-work opportunities program.--The term 
     ``School-to-Work Opportunities program'' means a program that 
     meets the requirements of this Act, other than a program 
     described in section 401(a).
       (20) Secondary school.--The term ``secondary school'' 
     means--
       (A) a nonprofit day or residential school that provides 
     secondary education, as determined under State law, except 
     that it does not include any education provided beyond grade 
     12; and
       (B) a Job Corps center under part B of title IV of the Job 
     Training Partnership Act (29 U.S.C. 1691 et seq.).
       (21) Secretaries.--The term ``Secretaries'' means the 
     Secretary of Education and the Secretary of Labor.
       (22) Skill certificate.--The term ``skill certificate'' 
     means a portable, industry-recognized credential issued by a 
     School-to-Work Opportunities program under an approved State 
     plan, that certifies that a student has mastered skills at 
     levels that are at least as challenging as skill standards 
     endorsed by the National Skill Standards Board established 
     under the National Skill Standards Act of 1994, except that 
     until such skill standards are developed, the term ``skill 
     certificate'' means a credential issued under a process 
     described in the approved State plan.
       (23) State.--The term ``State'' means each of the several 
     States, the District of Columbia, the Commonwealth of Puerto 
     Rico, the Commonwealth of the Northern Mariana Islands, 
     American Samoa, Guam, the Virgin Islands, the Federated 
     States of Micronesia, the Republic of the Marshall Islands, 
     and the Republic of Palau.
       (24) State educational agency.--The term ``State 
     educational agency'' means the officer or agency primarily 
     responsible for the State supervision of public elementary 
     and secondary schools.
       (25) Workplace mentor.--The term ``workplace mentor'' means 
     an employee or other individual, approved by the employer at 
     a workplace, who possesses the skills and knowledge to be 
     mastered by a student, and who instructs the student, 
     critiques the performance of the student, challenges the 
     student to perform well, and works in consultation with 
     classroom teachers and the employer of the student.

     SEC. 5. FEDERAL ADMINISTRATION.

       (a) Joint Administration.--
       (1) In general.--Notwithstanding the Department of 
     Education Organization Act (20 U.S.C. 3401 et seq.), the 
     General Education Provisions Act (20 U.S.C. 1221 et seq.), 
     the Act entitled ``An Act To Create a Department of Labor'', 
     approved March 4, 1913 (29 U.S.C. 551 et seq.), and section 
     166 of the Job Training Partnership Act (29 U.S.C. 1576), the 
     Secretaries shall jointly provide for, and shall exercise 
     final authority over, the administration of this Act, and 
     shall have final authority to jointly issue whatever 
     procedures, guidelines, and regulations, in accordance with 
     section 553 of title 5, United States Code, the Secretaries 
     consider necessary and appropriate to administer and enforce 
     the provisions of this Act.
       (2) Submission of plan.--Not later than 120 days after the 
     date of enactment of this Act, the Secretaries shall prepare 
     a plan for the joint administration of this Act and submit 
     such plan to Congress for review and comment.
       (b) Acceptance of Gifts.--The Secretaries are authorized, 
     in carrying out this Act, to accept, purchase, or lease in 
     the name of the Department of Labor or the Department of 
     Education, and employ or dispose of in furtherance of the 
     purposes of this Act, any money or property, real, personal, 
     or mixed, tangible or intangible, received by gift, devise, 
     bequest, or otherwise.
       (c) Use of Voluntary and Uncompensated Services.--
     Notwithstanding section 1342 of title 31, United States Code, 
     the Secretaries are authorized to accept voluntary and 
     uncompensated services in furtherance of the purposes of this 
     Act.
     TITLE I--SCHOOL-TO-WORK OPPORTUNITIES BASIC PROGRAM COMPONENTS

     SEC. 101. GENERAL PROGRAM REQUIREMENTS.

       A School-to-Work Opportunities program under this Act 
     shall--
       (1) integrate school-based learning and work-based 
     learning, as provided for in sections 102 and 103, integrate 
     academic and occupational learning, and establish effective 
     linkages between secondary and postsecondary education;
       (2) provide participating students with the opportunity to 
     complete career majors;
       (3) incorporate the program components provided in sections 
     102 through 104;
       (4) provide participating students, to the extent 
     practicable, with strong experience in and understanding of 
     all aspects of the industry the students are preparing to 
     enter; and
       (5) provide all students with equal access to the full 
     range of such program components (including both school-based 
     and work-based learning components) and related activities, 
     such as recruitment, enrollment, and placement activities, 
     except that nothing in this Act shall be construed to provide 
     any individual with an entitlement to services under this 
     Act.

     SEC. 102. SCHOOL-BASED LEARNING COMPONENT.

       The school-based learning component of a School-to-Work 
     Opportunities program shall include--
       (1) career awareness and career exploration and counseling 
     (beginning at the earliest possible age, but not later than 
     the 7th grade) in order to help students who may be 
     interested to identify, and select or reconsider, their 
     interests, goals, and career majors, including those options 
     that may not be traditional for their gender, race, or 
     ethnicity;
       (2) initial selection by interested students of a career 
     major not later than the beginning of the 11th grade;
       (3) a program of study designed to meet the same academic 
     content standards the State has established for all students, 
     including, where applicable, standards established under the 
     Goals 2000: Educate America Act, and to meet the requirements 
     necessary to prepare a student for postsecondary education 
     and the requirements necessary for a student to earn a skill 
     certificate;
       (4) a program of instruction and curriculum that integrates 
     academic and vocational learning (including applied 
     methodologies and team-teaching strategies), and incorporates 
     instruction, to the extent practicable, in all aspects of an 
     industry, appropriately tied to the career major of a 
     participant;
       (5) regularly scheduled evaluations involving ongoing 
     consultation and problem solving with students and school 
     dropouts to identify their academic strengths and weaknesses, 
     academic progress, workplace knowledge, goals, and the need 
     for additional learning opportunities to master core academic 
     and vocational skills; and
       (6) procedures to facilitate the entry of students 
     participating in a School-to-Work Opportunities program into 
     additional training or postsecondary education programs, as 
     well as to facilitate the transfer of the students between 
     education and training programs.

     SEC. 103. WORK-BASED LEARNING COMPONENT.

       (a) Mandatory Activities.--The work-based learning 
     component of a School-to-Work Opportunities program shall 
     include--
       (1) work experience;
       (2) a planned program of job training and work experiences 
     (including training related to preemployment and employment 
     skills to be mastered at progressively higher levels) that 
     are coordinated with learning in the school-based learning 
     component described in section 102 and are relevant to the 
     career majors of students and lead to the award of skill 
     certificates;
       (3) workplace mentoring;
       (4) instruction in general workplace competencies, 
     including instruction and activities related to developing 
     positive work attitudes, and employability and participative 
     skills; and
       (5) broad instruction, to the extent practicable, in all 
     aspects of the industry.
       (b) Permissible Activities.--Such component may include 
     such activities as paid work experience, job shadowing, 
     school-sponsored enterprises, or on-the-job training.

     SEC. 104. CONNECTING ACTIVITIES COMPONENT.

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

     SEC. 201. PURPOSE.

       The purpose of this subtitle is to assist States in 
     planning and developing comprehensive statewide School-to-
     Work Opportunities systems.

     SEC. 202. AUTHORIZATION.

       (a) Grants to States.--
       (1) In general.--On the application of the Governor on 
     behalf of a State in accordance with section 203, the 
     Secretaries may provide a development grant to the State in 
     such amounts as the Secretaries determine to be necessary to 
     enable such State to complete planning and development of a 
     comprehensive statewide School-to-Work Opportunities system.
       (2) Amount.--The amount of a development grant under this 
     section may not exceed $1,000,000 for any fiscal year.
       (3) Completion.--The Secretaries may provide such grant to 
     complete development of a statewide School-to-Work 
     Opportunities systems initiated with funds received under the 
     Job Training Partnership Act (29 U.S.C. 1501 et seq.) or the 
     Carl D. Perkins Vocational and Applied Technology Education 
     Act (20 U.S.C. 2301 et seq.).
       (b) Grants to Territories.--In providing grants under this 
     section to the Commonwealth of the Northern Mariana Islands, 
     American Samoa, Guam, the Virgin Islands, the Federated 
     States of Micronesia, the Republic of the Marshall Islands, 
     or the Republic of Palau, the Secretaries shall use amounts 
     reserved under section 605(b)(1).

     SEC. 203. APPLICATION.

       (a) In General.--The Secretaries may not provide a 
     development grant under section 202 to a State unless the 
     Governor of the State, on behalf of the State, submits to the 
     Secretaries an application, at such time, in such form, and 
     containing such information as the Secretaries may reasonably 
     require.
       (b) Contents.--Such application shall include--
       (1) a timetable and an estimate of the amount of funding 
     needed to complete the planning and development necessary to 
     implement a comprehensive statewide School-to-Work 
     Opportunities system for all students;
       (2) a description of how--
       (A) the Governor;
       (B) the State educational agency;
       (C) the State agency officials responsible for economic 
     development;
       (D) the State agency officials responsible for employment;
       (E) the State agency officials responsible for job 
     training;
       (F) the State agency officials responsible for 
     postsecondary education;
       (G) the State agency officials responsible for vocational 
     education;
       (H) the State agency officials responsible for vocational 
     rehabilitation;
       (I) the individual assigned by the State under section 
     111(b)(1) of the Carl D. Perkins Vocational and Applied 
     Technology Education Act (20 U.S.C. 2321(b)(1));
       (J) other appropriate officials, including the State human 
     resource investment council established in accordance with 
     title VII of the Job Training Partnership Act (29 U.S.C. 1792 
     et seq.), if the State has established such a council; and
       (K) representatives of the private sector;

     will collaborate in the planning and development of the 
     statewide School-to-Work Opportunities system;
       (3) a description of the manner in which the State has 
     obtained and will continue to obtain the active and continued 
     participation, in the planning and development of the 
     statewide School-to-Work Opportunities system, of employers 
     and other interested parties, such as locally elected 
     officials, secondary schools and postsecondary educational 
     institutions (or related agencies), business associations, 
     industrial extension centers, employees, labor organizations 
     or associations of such organizations, teachers, related 
     services personnel, students, parents, community-based 
     organizations, rehabilitation agencies and organizations, 
     Indian tribes, registered apprenticeship agencies, vocational 
     educational agencies, vocational student organizations, and 
     human service agencies;
       (4) a description of the manner in which the State will 
     coordinate planning activities with any local school-to-work 
     programs, including programs funded under title III, if any;
       (5) a designation of a fiscal agent to receive and be 
     accountable for funds provided from a grant under section 
     202; and
       (6) a description of how the State will provide 
     opportunities for students from low-income families, low-
     achieving students, students with limited English 
     proficiency, students with disabilities, students living in 
     rural communities with low population densities, school 
     dropouts, and academically talented students to participate 
     in School-to-Work Opportunities programs.
       (c) Coordination With Goals 2000: Educate America Act.--A 
     State seeking assistance under both this subtitle and the 
     Goals 2000: Educate America Act may--
       (1) submit a single application containing plans that meet 
     the requirements of such subtitle and such Act and ensure 
     that the plans are coordinated and not duplicative; or
       (2) if such State has already submitted its application for 
     funds under the Goals 2000: Educate America Act, submit its 
     application under this subtitle as an amendment to the Goals 
     2000: Educate America Act application if such amendment meets 
     the requirements of this subtitle and is coordinated with and 
     not duplicative of the Goals 2000: Educate America Act 
     application.

     SEC. 204. APPROVAL OF APPLICATION.

       The Secretaries may approve an application submitted by a 
     State under section 203 only if the State demonstrates in 
     such application that the activities proposed to be 
     undertaken by the State to develop a statewide School-to-Work 
     Opportunities system are consistent with the State 
     improvement plan for the State, if any, under the Goals 2000: 
     Educate America Act.

     SEC. 205. USE OF AMOUNTS.

       The Secretaries may not provide a development grant under 
     section 202 to a State unless the State agrees that the State 
     will use all amounts received from such grant for activities 
     to develop a statewide School-to-Work Opportunities system, 
     which may include--
       (1) identifying or establishing an appropriate State 
     structure to administer the statewide School-to-Work 
     Opportunities system;
       (2) identifying secondary and postsecondary school-to-work 
     programs in existence on or after the date of the enactment 
     of this Act that might be incorporated into such system;
       (3) identifying or establishing broad-based partnerships 
     among employers, labor, education, government, and other 
     community-based organizations and parent organizations to 
     participate in the design, development, and administration of 
     School-to-Work Opportunities programs;
       (4) developing a marketing plan to build consensus and 
     support for such programs;
       (5) promoting the active involvement of business (including 
     small- and medium-sized businesses) in planning, developing, 
     and implementing local School-to-Work Opportunities programs, 
     and in establishing partnerships between business and 
     elementary schools and secondary schools (including middle 
     schools);
       (6) identifying ways that local school-to-work programs in 
     existence on or after the date of the enactment of this Act 
     could be coordinated with the statewide School-to-Work 
     Opportunities system;
       (7) supporting local planning and development activities to 
     provide guidance, training and technical assistance for 
     teachers, employers, mentors, counselors, administrators, and 
     others in the development of School-to-Work Opportunities 
     programs;
       (8) identifying or establishing mechanisms for providing 
     training and technical assistance to enhance the development 
     of the statewide School-to-Work Opportunities system;
       (9) developing a training and technical support system for 
     teachers, employers, mentors, counselors, related services 
     personnel, and others that includes specialized training and 
     technical support for the counseling and training of women, 
     minorities, and individuals with disabilities for high-skill, 
     high-wage careers in nontraditional employment;
       (10) initiating pilot programs for testing key components 
     of the program design of programs under the statewide School-
     to-Work Opportunities system;
       (11) developing a State process for issuing skill 
     certificates that is, to the extent feasible, consistent with 
     the skill standards certification systems endorsed under the 
     National Skill Standards Act of 1994;
       (12) designing challenging curricula, in cooperation with 
     representatives of local partnerships, that take into account 
     the diverse learning needs and abilities of the student 
     population served by the statewide School-to-Work 
     Opportunities system;
       (13) developing a system for labor market analysis and 
     strategic planning for local targeting of industry sectors or 
     broad occupational clusters that can provide students with 
     placements in high-skill workplaces;
       (14) analyzing the post-high school employment experiences 
     of recent high school graduates and school dropouts;
       (15) preparing the plan described in section 213(d);
       (16) working with localities to develop strategies to 
     recruit and retain all students in programs under this Act 
     through collaborations with community-based organizations, 
     where appropriate, and other entities with expertise in 
     working with such students;
       (17) coordinating recruitment of out-of-school, at-risk, 
     and disadvantaged youths with those organizations and 
     institutions that have a successful history of working with 
     such youths; and
       (18) providing technical assistance to rural areas in 
     planning, developing, and implementing local School-to-Work 
     Opportunities programs that meet the needs of rural 
     communities with low population densities.

     SEC. 206. MAINTENANCE OF EFFORT.

       (a) In General.--A State may receive a development grant 
     under section 202 for a fiscal year only if the State 
     provides assurances, satisfactory to the Secretaries, that--
       (1) the amount of State funds expended per student by the 
     State for school-to-work activities of the type described in 
     title I for the preceding fiscal year was not less than 90 
     percent of the amount so expended for the second preceding 
     fiscal year; or
       (2) the aggregate amount of State funds expended by the 
     State for such activities for the preceding fiscal year was 
     not less than 90 percent of the amount so expended for the 
     second preceding fiscal year.
       (b) Waiver.--
       (1) Determination.--The Secretaries may jointly waive the 
     requirements described in subsection (a) for a State that 
     requests such a waiver if the Secretaries determine that such 
     a waiver would be equitable due to--
       (A) exceptional or uncontrollable circumstances such as a 
     natural disaster; or
       (B) a precipitous decline in the financial resources of the 
     State.
       (2) Request.--To be eligible to receive such a waiver, a 
     State shall submit a request at such time, in such form, and 
     containing such information as the Secretaries may require.

     SEC. 207. REPORTS.

       The Secretaries may not provide a development grant under 
     section 202 to a State unless the State agrees that the State 
     will submit to the Secretaries such reports as the 
     Secretaries may reasonably require, relating to the use of 
     amounts from such grant, except that the Secretaries may not 
     require more than 1 such report during any 3-month period.
                Subtitle B--State Implementation Grants

     SEC. 211. PURPOSE.

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

     SEC. 212. AUTHORIZATION.

       (a) Grants to States.--On the application of the Governor 
     on behalf of a State in accordance with section 213, the 
     Secretaries may provide an implementation grant to the State 
     in such amounts as the Secretaries determine to be necessary 
     to enable such State to implement a comprehensive statewide 
     School-to-Work Opportunities system.
       (b) Grants to Territories.--In providing grants under this 
     section to the Commonwealth of the Northern Mariana Islands, 
     American Samoa, Guam, the Virgin Islands, the Federated 
     States of Micronesia, the Republic of the Marshall Islands, 
     or the Republic of Palau, the Secretaries shall use amounts 
     reserved under section 605(b)(1).
       (c) Period of Grant.--The provision of payments under a 
     grant under subsection (a) shall not exceed 5 fiscal years 
     and shall be subject to the annual approval of the 
     Secretaries and subject to the availability of appropriations 
     for the fiscal year involved to make the payments.
       (d) Limitation.--A State shall be eligible to receive only 
     1 implementation grant under subsection (a).

     SEC. 213. APPLICATION.

       (a) In General.--
       (1) Submission by governor on behalf of state.--Subject to 
     paragraph (2), the Secretaries may not provide an 
     implementation grant under section 212 to a State unless the 
     Governor of the State, on behalf of the State, submits to the 
     Secretaries an application, at such time, in such form, and 
     containing such information as the Secretaries may reasonably 
     require.
       (2) Review and comment by certain individuals and 
     entities.--If, after a reasonable effort, the Governor is 
     unable in accordance with subsection (d)(4) to obtain the 
     support of the individuals and entities described in 
     subparagraphs (A) through (J) of subsection (b)(4) for the 
     State plan described in subsection (d), then the Governor 
     shall--
       (A) provide such individuals and entities with copies of 
     such application;
       (B) allow such individuals and entities to submit to the 
     Governor, not later than the end of the 30-day period 
     beginning on the date on which the Governor provides such 
     individuals and entities with copies of such application 
     under subparagraph (A), comments on those portions of the 
     plan that address matters that, under State or other 
     applicable law, are under the jurisdiction of such 
     individuals or entities; and
       (C) include any such comments in the application in 
     accordance with subsection (b)(5).
       (b) Contents.--Such application shall include--
       (1) a plan for a comprehensive, statewide School-to-Work 
     Opportunities system that meets the requirements of 
     subsection (d);
       (2) a description of the manner in which the State will 
     allocate funds made available through such a grant to local 
     partnerships under section 215(b)(7);
       (3) a request, if the State decides to submit such a 
     request, for 1 or more waivers of certain statutory or 
     regulatory requirements, as provided for under title V;
       (4) a description of the manner in which--
       (A) the Governor;
       (B) the State educational agency;
       (C) the State agency officials responsible for economic 
     development;
       (D) the State agency officials responsible for employment;
       (E) the State agency officials responsible for job 
     training;
       (F) the State agency officials responsible for 
     postsecondary education;
       (G) the State agency officials responsible for vocational 
     education;
       (H) the State agency officials responsible for vocational 
     rehabilitation;
       (I) the individual assigned for the State under section 
     111(b)(1) of the Carl D. Perkins Vocational and Applied 
     Technology Education Act (20 U.S.C. 2321(b)(1));
       (J) other appropriate officials, including the State human 
     resource investment council established in accordance with 
     title VII of the Job Training Partnership Act (29 U.S.C. 1792 
     et seq.), if the State has established such a council; and
       (K) representatives of the private sector;

     collaborated in the development of the application;
       (5) the comments submitted to the Governor under subsection 
     (a)(2), where applicable; and
       (6) such other information as the Secretaries may require.
       (c) Coordination With Goals 2000: Educate America Act.--A 
     State seeking assistance under both this subtitle and the 
     Goals 2000: Educate America Act may--
       (1) submit a single application containing plans that meet 
     the requirements of such subtitle and such Act and ensure 
     that the plans are coordinated and not duplicative; or
       (2) if such State has already submitted its application for 
     funds under the Goals 2000: Educate America Act, submit its 
     application under this subtitle as an amendment to the Goals 
     2000: Educate America Act application if such amendment meets 
     the requirements of this subtitle and is coordinated with and 
     not duplicative of the Goals 2000: Educate America Act 
     application.
       (d) State Plan.--A State plan referred to in subsection 
     (b)(1) shall--
       (1) designate the geographical areas, including urban and 
     rural areas, to be served by local partnerships that receive 
     grants under 215(b), which geographic areas shall, to the 
     extent feasible, reflect local labor market areas;
       (2) describe the manner in which the State will stimulate 
     and support local School-to-Work Opportunities programs and 
     the manner in which the statewide School-to-Work 
     Opportunities system will be expanded over time to cover all 
     geographic areas in the State, including urban and rural 
     areas;
       (3) describe the procedure by which the individuals and 
     entities described in subsection (b)(4) will collaborate in 
     the implementation of the School-to-Work Opportunities 
     system;
       (4) demonstrate the support of individuals and entities 
     described in subparagraphs (A) through (J) of subsection 
     (b)(4) for the plan, except in the case where the Governor is 
     unable to obtain the support of such individuals and entities 
     as provided in subsection (a)(2);
       (5) describe the manner in which the State has obtained and 
     will continue to obtain the active and continued involvement, 
     in the statewide School-to-Work Opportunities system, of 
     employers and other interested parties such as locally 
     elected officials, secondary schools and postsecondary 
     educational institutions (or related agencies), business 
     associations, industrial extension centers, employees, labor 
     organizations or associations of such organizations, 
     teachers, related services personnel, students, parents, 
     community-based organizations, rehabilitation agencies and 
     organizations, registered apprenticeship agencies, local 
     vocational educational agencies, vocational student 
     organizations, State or regional cooperative education 
     associations, and human service agencies;
       (6) describe the manner in which the statewide School-to-
     Work Opportunities system will coordinate with or integrate 
     local school-to-work programs in existence on or after the 
     date of the enactment of this Act, including programs 
     financed from State and private sources, with funds available 
     from such related Federal programs as programs under--
       (A) the Adult Education Act (20 U.S.C. 1201 et seq.);
       (B) the Carl D. Perkins Vocational and Applied Technology 
     Education Act (20 U.S.C. 2301 et seq.);
       (C) the Elementary and Secondary Education Act of 1965 (20 
     U.S.C. 2701 et seq.);
       (D) the Higher Education Act of 1965 (20 U.S.C. 1001 et 
     seq.);
       (E) part F of title IV of the Social Security Act (42 
     U.S.C. 681 et seq.);
       (F) the Goals 2000: Educate America Act;
       (G) the National Skills Standards Act of 1994;
       (H) the Individuals with Disabilities Education Act (20 
     U.S.C. 1400 et seq.);
       (I) the Job Training Partnership Act (29 U.S.C. 1501 et 
     seq.);
       (J) 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.);
       (K) the Rehabilitation Act of 1973 (29 U.S.C. 701 et seq.); 
     and
       (L) the National and Community Service Act of 1990 (42 
     U.S.C. 12501 et seq.);
       (7) describe the strategy of the State for providing 
     training for teachers, employers, mentors, counselors, 
     related services personnel, and others, including specialized 
     training and technical support for the counseling and 
     training of women, minorities, and individuals with 
     disabilities for high-skill, high-wage careers in 
     nontraditional employment, and provide assurances of 
     coordination with similar training and technical support 
     under other provisions of law;
       (8) describe how the State will adopt, develop, or assist 
     local partnerships to adopt or develop model curricula and 
     innovative instructional methodologies, to be used in the 
     secondary, and where possible, the elementary grades, that 
     integrate academic and vocational learning and promote career 
     awareness, and that are consistent with academic and skill 
     standards established pursuant to the Goals 2000: Educate 
     America Act and the National Skill Standards Act of 1994;
       (9) describe how the State will expand and improve career 
     and academic counseling in the elementary and secondary 
     grades, which may include linkages to career counseling and 
     labor market information services outside of the school 
     system;
       (10) describe the strategy of the State for integrating 
     academic and vocational education;
       (11) describe the resources, including private sector 
     resources, the State intends to employ in maintaining the 
     statewide School-to-Work Opportunities system when funds 
     under this Act are no longer available;
       (12) describe the extent to which the statewide School-to-
     Work Opportunities system will include programs that will 
     require paid high-quality, work-based learning experiences, 
     and the steps the State will take to generate such paid 
     experiences;
       (13) describe the manner in which the State will ensure 
     effective and meaningful opportunities for all students in 
     the State to participate in School-to-Work Opportunities 
     programs;
       (14) describe the goals of the State and the methods the 
     State will use, such as awareness and outreach, to ensure 
     opportunities for young women to participate in School-to-
     Work Opportunities programs in a manner that leads to 
     employment in high-performance, high-paying jobs, including 
     nontraditional employment, and goals to ensure an environment 
     free from racial and sexual harassment;
       (15) describe how the State will ensure opportunities for 
     low achieving students, students with disabilities, school 
     dropouts, and academically talented students to participate 
     in School-to-Work Opportunities programs;
       (16) describe the process of the State for assessing the 
     skills and knowledge required in career majors, and the 
     process for awarding skill certificates that is, to the 
     extent feasible, consistent with the skills standards 
     certification systems endorsed under the National Skill 
     Standards Act of 1994;
       (17) describe the manner in which the State will ensure 
     that students participating in the programs are provided, to 
     the greatest extent possible, with flexibility to develop new 
     career goals over time and to change career majors;
       (18) describe the manner in which the State will, to the 
     extent feasible, continue programs funded under title III in 
     the statewide School-to-Work Opportunities system;
       (19) describe how the State will serve students from rural 
     communities with low population densities;
       (20) describe how local School-to-Work Opportunities 
     programs, including those funded under title III, if any, 
     will be integrated into the statewide School-to-Work 
     Opportunities system;
       (21) describe the performance standards that the State 
     intends to meet in establishing and carrying out the 
     statewide School-to-Work Opportunities system, including how 
     such standards relate to those performance standards 
     established under other related programs;
       (22) designate a fiscal agent to receive and be accountable 
     for funds provided from a grant under section 212; and
       (23) describe the procedures to facilitate the entry of 
     students participating in a School-to-Work Opportunities 
     program into additional training or postsecondary education 
     programs, as well as to facilitate the transfer of the 
     students between education and training programs.

     SEC. 214. REVIEW OF APPLICATION.

       (a) Considerations.--In evaluating applications submitted 
     under section 213, the Secretaries shall--
       (1) give priority to applications that describe the highest 
     levels of concurrence by the individuals and entities 
     described in section 213(b)(4) with the State plan for the 
     statewide School-to-Work Opportunities system;
       (2) give priority to applications that require paid, high-
     quality work-based learning experiences as an integral part 
     of such system; and
       (3) take into consideration the quality of the application, 
     including the replicability, sustainability, and innovation 
     of School-to-Work Opportunities programs described in the 
     application.
       (b) Approval Criteria.--The Secretaries--
       (1) shall approve only those applications submitted under 
     section 213 that demonstrate the highest levels of 
     collaboration by the individuals and entities described in 
     section 213(b)(4) in the development and implementation of 
     the statewide School-to-Work system;
       (2) shall approve an application submitted under section 
     213 only if the State provides the assurances described in 
     section 206(a) (relating to maintenance of effort) in 
     accordance with such section, except that this requirement 
     may be waived in accordance with section 206(b); and
       (3) may approve an application submitted under section 213 
     only if the State demonstrates in the application--
       (A) that other Federal, State, and local resources will be 
     used to implement the proposed State plan;
       (B) the extent to which such plan would limit 
     administrative costs and increase amounts spent on delivery 
     of services to students enrolled in programs under this Act;
       (C) that the State, where appropriate, will ensure the 
     establishment of a partnership in at least 1 urban and 1 
     rural area in the State; and
       (D) that the State plan contained in such application is 
     consistent with the State improvement plan for the State, if 
     any, under the Goals 2000: Educate America Act.
       (c) Actions.--
       (1) In general.--In reviewing each application submitted 
     under section 213, the Secretaries shall determine whether 
     the application and the plan described in such application 
     meet the approval criteria in subsection (b).
       (2) Actions after affirmative determination.--If the 
     determination under paragraph (1) is affirmative, the 
     Secretaries may take 1 or more of the following actions:
       (A) Provide an implementation grant under section 212 to 
     the State submitting the application.
       (B) Approve the request of the State, if any, for a waiver 
     in accordance with the procedures set forth in title V.
       (3) Action after nonaffirmative determination.--If the 
     determination under paragraph (1) is not affirmative, the 
     Secretaries shall inform the State of the opportunity to 
     apply for development funds under subtitle A in accordance 
     with such subtitle.
       (d) Use of Funds for Review of Applications.--The 
     Secretaries may use amounts reserved under section 605(b)(4) 
     for the review of applications submitted under section 213.

     SEC. 215. USE OF AMOUNTS.

       (a) In General.--The Secretaries may not provide an 
     implementation grant under section 212 to a State unless the 
     State agrees that the State will use all amounts received 
     from such grant to implement the statewide School-to-Work 
     Opportunities system in accordance with this section.
       (b) Subgrants to Local Partnerships.--
       (1) Authority.--
       (A) In general.--Except as provided in subparagraph (B), 
     the State shall provide subgrants to local partnerships, 
     according to criteria established by the State, for the 
     purpose of carrying out School-to-Work Opportunities 
     programs.
       (B) Prohibition.--The State shall not provide subgrants to 
     local partnerships that have received implementation grants 
     under title III, except that this prohibition shall not apply 
     with respect to local partnerships that are located in high 
     poverty areas, as such term is defined in section 307.
       (2) Application.--A local partnership that seeks a subgrant 
     to carry out a local School-to-Work Opportunities program, 
     including a program initiated under section 302, shall submit 
     an application to the State that--
       (A) describes how the program will include the program 
     components described in sections 102, 103, and 104 and 
     otherwise meet the requirements of this Act;
       (B) sets forth measurable program goals and outcomes;
       (C) describes the local strategies and timetables of the 
     local partnership to provide opportunities for all students 
     in the area served to participate in a School-to-Work 
     Opportunities program;
       (D) describes the extent to which the program will require 
     paid high-quality, work-based learning experiences, and the 
     steps the local partnerships will take to generate such paid 
     experiences;
       (E) describes the process that will be used to ensure 
     employer involvement in the development and implementation of 
     the local School-to-Work Opportunities program;
       (F) provides assurances that, to the extent practicable, 
     opportunities provided to students to participate in a 
     School-to-Work Opportunities program will be in industries 
     and occupations offering high-skill, high-wage employment 
     opportunities;
       (G) provides such other information as the State may 
     require; and
       (H) is submitted at such time and in such form as the State 
     may require.
       (3) Disapproval of application.--If the State determines 
     that an application submitted by a local partnership does not 
     meet the criteria under paragraph (2), or that the 
     application is incomplete or otherwise unsatisfactory, the 
     State shall--
       (A) notify the local partnership of the reasons for the 
     failure to approve the application; and
       (B) permit the local partnership to resubmit a corrected or 
     amended application.
       (4) Allowable activities.--A local partnership shall expend 
     funds provided through subgrants under this subsection only 
     for activities undertaken to carry out local School-to-Work 
     Opportunities programs, and such activities may include, for 
     each such program--
       (A) recruiting and providing assistance to employers, 
     including small- and medium-size businesses, to provide the 
     work-based learning components described in section 103;
       (B) establishing consortia of employers to support the 
     School-to-Work Opportunities program and provide access to 
     jobs related to the career majors of students;
       (C) supporting or establishing intermediaries (selected 
     from among the members of the local partnership) to perform 
     the activities described in section 104 and to provide 
     assistance to students or school dropouts in obtaining jobs 
     and further education and training;
       (D) designing or adapting school curricula that can be used 
     to integrate academic, vocational, and occupational learning, 
     school-based and work-based learning, and secondary and 
     postsecondary education for all students in the area served;
       (E) providing training to work-based and school-based staff 
     on new curricula, student assessments, student guidance, and 
     feedback to the school regarding student performance;
       (F) establishing, in schools participating in the School-
     to-Work Opportunities program, a graduation assistance 
     program to assist at-risk students, low-achieving students, 
     and students with disabilities, in graduating from high 
     school, enrolling in postsecondary education or training, and 
     finding or advancing in jobs;
       (G) providing career exploration and awareness services, 
     counseling and mentoring services, college awareness and 
     preparation services, and other services (beginning at the 
     earliest possible age, but not later than the 7th grade) to 
     prepare students for the transition from school to work;
       (H) providing supplementary and support services, including 
     child care and transportation, when such services are 
     necessary for participation in a local School-to-Work 
     Opportunities program;
       (I) conducting or obtaining an in-depth analysis of the 
     local labor market and the generic and specific skill needs 
     of employers to identify high-demand, high-wage careers to 
     target;
       (J) integrating school-based and work-based learning into 
     job training programs that are for school dropouts and that 
     are in existence on or after the date of the enactment of 
     this Act;
       (K) establishing or expanding school-to-apprenticeship 
     programs in cooperation with registered apprenticeship 
     agencies and apprenticeship sponsors;
       (L) assisting participating employers, including small- and 
     medium-size businesses, to identify and train workplace 
     mentors and to develop work-based learning components;
       (M) promoting the formation of partnerships between 
     elementary schools and secondary schools (including middle 
     schools) and local businesses as an investment in future 
     workplace productivity and competitiveness;
       (N) designing local strategies to provide adequate planning 
     time and staff development activities for teachers, school 
     counselors, related services personnel, and school site 
     mentors, including opportunities outside the classroom that 
     are at the worksite;
       (O) enhancing linkages between after-school, weekend, and 
     summer jobs, career exploration, and school-based learning; 
     and
       (P) obtaining the assistance of organizations and 
     institutions that have a history of success in working with 
     school dropouts and at-risk and disadvantaged youths in 
     recruiting such school dropouts and youths to participate in 
     the local School-to-Work Opportunities program.
       (5) Local partnership compact.--The State may not provide a 
     subgrant under paragraph (1) to a local partnership unless 
     the partnership agrees that the local partnership will 
     establish a process by which the responsibilities and 
     expectations of students, parents, employers, and schools are 
     clearly established and agreed upon at the point of entry of 
     the student into a career major program of study.
       (6) Administrative costs.--The local partnership may not 
     use more than 10 percent of amounts received from a subgrant 
     under paragraph (1) for any fiscal year for administrative 
     costs associated with activities in carrying out, but not 
     including, activities under paragraphs (4) and (5) for such 
     fiscal year.
       (7) Allocation requirements.--
       (A) First year.--In the 1st fiscal year for which a State 
     receives amounts from a grant under section 212, the State 
     shall use not less than 70 percent of such amounts to provide 
     subgrants to local partnerships under paragraph (1).
       (B) Second year.--In the 2d fiscal year for which a State 
     receives amounts from a grant under section 212, the State 
     shall use not less than 80 percent of such amounts to provide 
     subgrants to local partnerships under paragraph (1).
       (C) Third year and succeeding years.--In the 3d fiscal year 
     for which a State receives amounts from a grant under section 
     212, and in each succeeding year, the State shall use not 
     less than 90 percent of such amounts to provide subgrants to 
     local partnerships under paragraph (1).
       (c) Additional State Activities.--In carrying out the 
     statewide School-to-Work Opportunities system, the State may 
     also--
       (1) recruit and provide assistance to employers to provide 
     work-based learning for all students;
       (2) conduct outreach activities to promote and support 
     collaboration, in School-to-Work Opportunities programs, by 
     businesses, labor organizations, and other organizations;
       (3) provide training for teachers, employers, workplace 
     mentors, school site mentors, counselors, related services 
     personnel, and other parties;
       (4) provide labor market information to local partnerships 
     that is useful in determining which high-skill, high-wage 
     occupations are in demand;
       (5) design or adapt model curricula that can be used to 
     integrate academic, vocational, and occupational learning, 
     school-based and work-based learning, and secondary and 
     postsecondary education, for all students in the State;
       (6) design or adapt model work-based learning programs and 
     identify best practices for such programs;
       (7) conduct outreach activities and provide technical 
     assistance to other States that are developing or 
     implementing School-to-Work Opportunities systems;
       (8) reorganize and streamline school-to-work programs in 
     the State to facilitate the development of a comprehensive 
     statewide School-to-Work Opportunities system;
       (9) identify ways that local school-to-work programs in 
     existence on or after the date of the enactment of this Act 
     could be integrated with the statewide School-to-Work 
     Opportunities system;
       (10) design career awareness and exploration activities 
     (beginning at the earliest possible age, but not later than 
     the 7th grade), such as job shadowing, job site visits, 
     school visits by individuals in various occupations, and 
     mentoring;
       (11) design and implement school-sponsored work 
     experiences, such as school-sponsored enterprises and 
     community development projects;
       (12) promote the formation of partnerships between 
     elementary schools and secondary schools (including middle 
     schools) and local businesses as an investment in future 
     workplace productivity and competitiveness;
       (13) obtain the assistance of organizations and 
     institutions that have a history of success in working with 
     school dropouts and at-risk and disadvantaged youths in 
     recruiting such school dropouts and youths to participate in 
     the statewide School-to-Work Opportunities system;
       (14) conduct outreach to all students in a manner that most 
     appropriately meets their needs and the needs of their 
     communities; and
       (15) provide career exploration and awareness services, 
     counseling and mentoring services, college awareness and 
     preparation services, and other services (beginning at the 
     earliest possible age, but not later than the 7th grade) to 
     prepare students for the transition from school to work.

     SEC. 216. ALLOCATION REQUIREMENT.

       The Secretaries shall establish the minimum and maximum 
     amounts available for an implementation grant under section 
     212, and shall determine the actual amount granted to any 
     State under such section, based on such criteria as the scope 
     and quality of the plan described in section 213(d) and the 
     number of projected participants in programs carried out 
     through the system.

     SEC. 217. LIMITATION ON ADMINISTRATIVE COSTS.

       A State that receives an implementation grant under section 
     212 may not use more than 10 percent of the amounts received 
     through the grant for any fiscal year for administrative 
     costs associated with implementing the statewide School-to-
     Work Opportunities system for such fiscal year.

     SEC. 218. REPORTS.

       The Secretaries may not provide an implementation grant 
     under section 212 to a State unless the State agrees that the 
     State will submit to the Secretaries such reports as the 
     Secretaries may reasonably require, relating to the use of 
     amounts from such grant, except that the Secretaries may not 
     require more than 1 such report during any 3-month period.
 Subtitle C--Development and Implementation Grants for School-to-Work 
                       Programs for Indian Youths

     SEC. 221. AUTHORIZATION.

       (a) In General.--From amounts reserved under section 
     605(b)(2), the Secretaries shall provide grants to establish 
     and carry out School-to-Work Opportunities programs for 
     Indian youths that involve Bureau funded schools (as defined 
     in section 1139(3) of the Education Amendments of 1978 (25 
     U.S.C. 2019(3))).
       (b) Additional Authorities.--The Secretaries may carry out 
     subsection (a) through such means as the Secretaries find 
     appropriate, including--
       (1) the transfer of funds to the Secretary of the Interior; 
     and
       (2) the provision of financial assistance to Indian tribes 
     and Indian organizations.

     SEC. 222. REQUIREMENTS.

       In providing grants under section 221, the Secretaries 
     shall require recipients of such grants to comply with 
     requirements similar to those requirements imposed on States 
     under subtitles A and B of this title.
     TITLE III--FEDERAL IMPLEMENTATION GRANTS TO LOCAL PARTNERSHIPS

     SEC. 301. PURPOSES.

       The purposes of this title are--
       (1) to authorize the Secretaries to provide competitive 
     grants directly to local partnerships in order to provide 
     funding for communities that have built a sound planning and 
     development base for School-to-Work Opportunities programs 
     and are ready to begin implementing a local School-to-Work 
     Opportunities program; and
       (2) to authorize the Secretaries to provide competitive 
     grants to local partnerships to implement School-to-Work 
     Opportunities programs in high poverty areas of urban and 
     rural communities to provide support for a comprehensive 
     range of education, training, and support services for youths 
     residing in such areas.

     SEC. 302. AUTHORIZATION.

       (a) Grants to Local Partnerships.--
       (1) In general.--Subject to paragraph (2), the Secretaries 
     may provide implementation grants, in accordance with 
     competitive criteria established by the Secretaries, directly 
     to local partnerships in States in such amounts as the 
     Secretaries determine to be necessary to enable such 
     partnerships to implement School-to-Work Opportunities 
     programs.
       (2) Restrictions.--A local partnership--
       (A) shall be eligible to receive only 1 grant under this 
     subsection; and
       (B) shall not be eligible to receive a grant under this 
     subsection if such partnership is located in a State that--
       (i) has been provided an implementation grant under section 
     212; and
       (ii) has received amounts from such grant for any fiscal 
     year after the 1st fiscal year under such grant.
       (b) Grants to Local Partnerships in High Poverty Areas.--
       (1) In general.--Subject to paragraphs (2) and (3), the 
     Secretaries shall, from amounts reserved under section 
     605(b)(3), provide grants to local partnerships that are 
     located in high poverty areas in States in such amounts as 
     the Secretaries determine to be necessary to enable such 
     partnerships to implement School-to-Work Opportunities 
     programs in such areas.
       (2) Restriction.--A local partnership shall be eligible to 
     receive only 1 grant under this subsection.
       (3) Priority.--In providing grants under paragraph (1), the 
     Secretaries shall give priority to local partnerships that 
     have a demonstrated effectiveness in the delivery of 
     comprehensive vocational preparation programs with successful 
     rates in job placement through cooperative activities among 
     local educational agencies, local businesses, labor 
     organizations, and other organizations.
       (c) Period of Grant.--The provision of payments under a 
     grant under subsection (a) or (b) shall not exceed 5 fiscal 
     years and shall be subject to the annual approval of the 
     Secretaries and subject to the availability of appropriations 
     for the fiscal year involved to make the payments.

     SEC. 303. APPLICATION.

       (a) In General.--A local partnership that desires to 
     receive a Federal implementation grant under section 302 
     shall submit an application to the Secretaries at such time 
     and in such form as the Secretaries may require. The local 
     partnership shall submit the application to the State for 
     review and comment before submitting the application to the 
     Secretaries.
       (b) Time Limit for State Review and Comment.--
       (1) In general.--The State shall provide for review and 
     comment on the application under subsection (a) not later 
     than 30 days after the date on which the State receives the 
     application from the local partnership.
       (2) Submission without state review and comment.--If the 
     State does not provide review and comment within the 30-day 
     time period specified in paragraph (1), the local partnership 
     may submit the application to the Secretaries without first 
     obtaining such review and comment.
       (c) Contents.--The application described in subsection (a) 
     shall include a plan for local School-to-Work Opportunities 
     programs that--
       (1) describes the manner in which the local partnership 
     will meet the requirements of this Act;
       (2) includes the comments of the State on the plan, if any;
       (3) contains information that is consistent with the 
     information required to be submitted as part of a State plan 
     in accordance with paragraphs (5) through (17) and paragraph 
     (23) of section 213(d);
       (4) designates a fiscal agent to receive and be accountable 
     for funds under this section; and
       (5) provides such other information as the Secretaries may 
     require.
       (d) Use of Funds for Review of Applications.--The 
     Secretaries may use amounts reserved under section 605(b)(4) 
     for the review of applications submitted under subsection 
     (a).

     SEC. 304. USE OF AMOUNTS.

       The Secretaries may not provide an implementation grant 
     under section 302 to a local partnership unless the 
     partnership agrees that it will use all amounts from such 
     grant to carry out activities to implement a School-to-Work 
     Opportunities program, including the activities described in 
     section 215(b)(4).

     SEC. 305. CONFORMITY WITH APPROVED STATE PLAN.

       The Secretaries shall not provide a grant under section 302 
     to a local partnership in a State that has an approved State 
     plan unless the Secretaries determine, after consultation 
     with the State, that the plan submitted by the partnership is 
     in accordance with such approved State plan.

     SEC. 306. REPORTS.

       The Secretaries may not provide an implementation grant 
     under section 302 to a local partnership unless the 
     partnership agrees that the local partnership will submit to 
     the Secretaries such reports as the Secretaries may 
     reasonably require, relating to the use of amounts from such 
     grant, except that the Secretaries may not require more than 
     1 such report during any 3-month period.

     SEC. 307. HIGH POVERTY AREA DEFINED.

       For purposes of this title, the term ``high poverty area'' 
     means an urban census tract, a contiguous group of urban 
     census tracts, a block number area in a nonmetropolitan 
     county, a contiguous group of block number areas in a 
     nonmetropolitan county, or an Indian reservation (as defined 
     in section 403(9) of the Indian Child Protection and Family 
     Violence Prevention Act (25 U.S.C. 3202(9))), with a poverty 
     rate of 20 percent or more among individuals who have not 
     attained the age of 22, as determined by the Bureau of the 
     Census.
                      TITLE IV--NATIONAL PROGRAMS

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

       (a) In General.--The Secretaries shall conduct research and 
     development projects and establish a program of experimental 
     and demonstration projects, to further the purposes of this 
     Act.
       (b) Additional Use of Funds.--The Secretaries may provide 
     assistance for programs or services authorized under any 
     other provision of this Act that are most appropriately 
     administered at the national level and that will operate in, 
     or benefit, more than 1 State.

     SEC. 402. PERFORMANCE OUTCOMES AND EVALUATION.

       (a) In General.--The Secretaries, in collaboration with the 
     States, shall by grant, contract, or otherwise, establish a 
     system of performance measures for assessing State and local 
     programs regarding--
       (1) progress in the development and implementation of State 
     plans described in section 213(d) that include the basic 
     program components described in sections 102, 103, and 104 
     and otherwise meet the requirements of title I;
       (2) participation in School-to-Work Opportunities programs 
     by employers, schools, students, and school dropouts, 
     including information on the gender, race, ethnicity, 
     socioeconomic background, limited-English proficiency, and 
     disability of all participants and whether the participants 
     are academically talented students;
       (3) progress in developing and implementing strategies for 
     addressing the needs of students and school dropouts;
       (4) progress in meeting the goals of the State to ensure 
     opportunities for young women to participate in School-to-
     Work Opportunities programs, including participation in 
     nontraditional employment through such programs;
       (5) outcomes for participating students and school 
     dropouts, by gender, race, ethnicity, socioeconomic 
     background, limited-English proficiency, and disability of 
     the participants, and whether the participants are 
     academically talented students, including information on--
       (A) academic learning gains;
       (B) staying in school and attaining--
       (i) a high school diploma, or a general equivalency 
     diploma, or an alternative diploma or certificate for those 
     students with disabilities for whom such alternative diploma 
     or certificate is appropriate;
       (ii) a skill certificate; and
       (iii) a postsecondary degree;
       (C) attainment of strong experience in and understanding of 
     all aspects of the industry the students are preparing to 
     enter;
       (D) placement and retention in further education or 
     training, particularly in the career major of the student; 
     and
       (E) job placement, retention, and earnings, particularly in 
     the career major of the student; and
       (6) the extent to which the program has met the needs of 
     employers.
       (b) Evaluation.--Not later than September 30, 1998, the 
     Secretaries shall complete a national evaluation of School-
     to-Work Opportunities programs funded under this Act by 
     grants, contracts, or otherwise, that will track and assess 
     the progress of implementation of State and local programs 
     and their effectiveness based on measures such as those 
     measures described in subsection (a).
       (c) Reports to the Secretaries.--
       (1) In general.--Each State shall prepare and submit to the 
     Secretaries periodic reports, at such intervals as the 
     Secretaries may determine, containing information regarding 
     the matters described in paragraphs (1) through (6) of 
     subsection (a).
       (2) Federal programs.--Each State shall prepare and submit 
     reports to the Secretaries, at such intervals as the 
     Secretaries may determine, containing information on the 
     extent to which Federal programs that are in existence on the 
     date of submission of the report and that are implemented at 
     the State or local level may be duplicative, outdated, overly 
     restrictive, or otherwise counterproductive to the 
     development of comprehensive statewide School-to-Work 
     Opportunities systems.

     SEC. 403. TRAINING AND TECHNICAL ASSISTANCE.

       (a) Purpose.--The Secretaries shall work in cooperation 
     with the States, the individuals assigned under section 
     111(b)(1) of the Carl D. Perkins Vocational and Applied 
     Technology Education Act (20 U.S.C. 2321(b)(1)), employers 
     and their associations, secondary schools and postsecondary 
     educational institutions, student and teacher organizations, 
     labor organizations, and community-based organizations, to 
     increase their capacity to develop and implement effective 
     School-to-Work Opportunities programs.
       (b) Authorized Activities.--The Secretaries shall provide, 
     through grants, contracts, or otherwise--
       (1) training, technical assistance, and other activities 
     that will--
       (A) enhance the skills, knowledge, and expertise of the 
     personnel involved in planning and implementing State and 
     local School-to-Work Opportunities programs, such as training 
     of the personnel to assist students; and
       (B) improve the quality of services provided to individuals 
     served under this Act;
       (2) assistance to States and local partnerships involved in 
     carrying out School-to-Work Opportunities programs in order 
     to integrate resources available under this Act with 
     resources available under other Federal, State, and local 
     authorities;
       (3) assistance to States and such local partnerships, 
     including local partnerships in rural communities with low 
     population densities or in urban areas, to recruit employers 
     to provide the work-based learning component, described in 
     section 103, of School-to-Work Opportunities programs; and
       (4) assistance to States and local partnerships involved in 
     carrying out School-to-Work Opportunities programs to design 
     and implement school-sponsored enterprises.

     SEC. 404. CAPACITY BUILDING AND INFORMATION AND DISSEMINATION 
                   NETWORK.

       The Secretaries, acting 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)), the Educational 
     Resources Information Center Clearinghouses referred to in 
     the Educational Research, Development, Dissemination, and 
     Improvement Act of 1994, and the National Network for 
     Curriculum Coordination in Vocational and Technical Education 
     under section 402(c) of the Carl D. Perkins Vocational and 
     Applied Technology Education Act (20 U.S.C. 2402(c)), shall--
       (1) collect and disseminate information--
       (A) on successful School-to-Work Opportunities programs and 
     innovative school- and work-based curricula;
       (B) on research and evaluation conducted concerning school-
     to-work activities;
       (C) that will assist States and local partnerships in 
     undertaking labor market analysis, surveys, or other 
     activities related to economic development;
       (D) on skill certificates, skill standards, and related 
     assessment technologies; and
       (E) on methods for recruiting and building the capacity of 
     employers to provide work-based learning opportunities; and
       (2) facilitate communication and the exchange of 
     information and ideas among States and local partnerships 
     carrying out School-to-Work Opportunities programs.

     SEC. 405. REPORTS TO CONGRESS.

       (a) In General.--Not later than 24 months after the date of 
     the enactment of this Act, and every 12 months thereafter, 
     the Secretaries shall prepare and submit a report to the 
     Congress on all activities carried out pursuant to this Act.
       (b) Contents.--The Secretaries shall, at a minimum, include 
     in each such report--
       (1) information concerning the programs that receive 
     assistance under this Act;
       (2) a summary of the information contained in the State and 
     local partnership reports submitted under titles II and III 
     and section 402(c); and
       (3) information regarding the findings and actions taken as 
     a result of any evaluation conducted by the Secretaries.

     SEC. 406. FUNDING.

       The Secretaries shall use funds reserved under section 
     605(b)(4) to carry out activities under this title.
        TITLE V--WAIVER OF STATUTORY AND REGULATORY REQUIREMENTS

     SEC. 501. STATE AND LOCAL PARTNERSHIP REQUESTS AND 
                   RESPONSIBILITIES FOR WAIVERS.

       (a) State Request for Waiver.--A State may submit to the 
     Secretaries a request for a waiver of 1 or more requirements 
     of the provisions of law referred to in sections 502 and 503, 
     or of the regulations issued under such provisions, in order 
     to carry out the statewide School-to-Work Opportunities 
     system established by such State under subtitle B of title 
     II. The State may submit the request as a part of the 
     application described in section 213 (or as an amendment to 
     the application at any time after submission of the 
     application). Such request may include a request for 
     different waivers with respect to different areas within the 
     State.
       (b) Local Partnership Request for Waiver.--
       (1) In general.--A local partnership that seeks a waiver of 
     such a requirement shall submit an application for such 
     waiver to the State, and the State shall determine whether to 
     submit a request for a waiver to the Secretaries, as provided 
     in subsection (a).
       (2) Time limit.--
       (A) In general.--The State shall make a determination to 
     submit or not submit the request for a waiver under paragraph 
     (1) not later than 30 days after the date on which the State 
     receives the application from the local partnership.
       (B) Direct submission.--
       (i) In general.--If the State does not make a determination 
     to submit or not submit the request within the 30-day time 
     period specified in subparagraph (A), the local partnership 
     may submit the application to the Secretaries.
       (ii) Requirements.--In submitting such an application, the 
     local partnership shall obtain the agreement of the State 
     involved to comply with the requirements of section 
     502(a)(1)(C) or 503(a)(1)(C), as appropriate, and comply with 
     the other requirements of section 502 or 503, as appropriate, 
     and of subsections (c) and (d), that would otherwise apply to 
     a State submitting a request for a waiver. In reviewing such 
     an application, the Secretaries shall comply with the 
     requirements of such section and such subsections that would 
     otherwise apply to the Secretaries with respect to review of 
     such a request.
       (c) Waiver Criteria.--Any such request by the State shall 
     meet the criteria contained in section 502 or 503 and shall 
     specify the provisions or regulations referred to in such 
     sections with respect to which the State seeks a waiver.
       (d) Support by Appropriate State Agencies.--In requesting 
     such a waiver, the State shall provide evidence of support 
     for the waiver request by the State agencies or officials 
     with jurisdiction over the provisions or regulations that 
     would be waived.

     SEC. 502. WAIVER AUTHORITY OF SECRETARY OF EDUCATION.

       (a) Waiver Authority.--
       (1) In general.--Except as provided in subsection (c), the 
     Secretary of Education may waive any requirement under any 
     provision of law referred to in subsection (b), or of any 
     regulation issued under such provision, for a State that 
     requests such a waiver and has an approved State plan--
       (A) if, and only to the extent that, the Secretary of 
     Education determines that such requirement impedes the 
     ability of the State or a local partnership to carry out the 
     purposes of this Act;
       (B) if the State provides the Secretary of Education with 
     documentation of the necessity for the waiver, including 
     information concerning--
       (i) the specific requirement that will be waived;
       (ii) the specific positive outcomes expected from the 
     waiver and why those outcomes cannot be achieved while 
     complying with the requirement;
       (iii) the process that will be used to monitor the progress 
     of the State or local partnership in implementing the waiver; 
     and
       (iv) such other information as the Secretary of Education 
     may require;
       (C) if the State waives, or agrees to waive, similar 
     requirements of State law; and
       (D) if the State--
       (i) has provided all local partnerships that carry out 
     programs under this Act, and local educational agencies 
     participating in such a local partnership, in the State with 
     notice and an opportunity to comment on the proposal of the 
     State to seek a waiver;
       (ii) provides, to the extent feasible, to students, 
     parents, advocacy and civil rights groups, and labor and 
     business organizations an opportunity to comment on the 
     proposal of the State to seek a waiver; and
       (iii) has submitted the comments of the local partnerships 
     and local educational agencies to the Secretary of Education.
       (2) Approval or disapproval.--The Secretary of Education 
     shall promptly approve or disapprove any request submitted 
     pursuant to paragraph (1) and shall issue a decision that 
     shall--
       (A) include the reasons for approving or disapproving the 
     request, including a response to comments on the proposal; 
     and
       (B) in the case of a decision to approve the request, be 
     disseminated by the State seeking the waiver to interested 
     parties, including educators, parents, students, advocacy and 
     civil rights organizations, labor and business organizations, 
     and the public.
       (3) Approval criteria.--In approving a request under 
     paragraph (2), the Secretary of Education shall consider the 
     amount of State resources that will be used to implement the 
     approved State plan.
       (4) Term.--Each waiver approved pursuant to this subsection 
     shall be for a period not to exceed 5 years, except that the 
     Secretary of Education may extend such period if the 
     Secretary of Education determines that the waiver has been 
     effective in enabling the State or local partnership to carry 
     out the purposes of this Act.
       (b) Included Programs.--The provisions subject to the 
     waiver authority of this section are--
       (1) chapter 1 of title I of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 2701 et seq.), including the 
     Even Start programs carried out under part B of such chapter 
     (20 U.S.C. 2741 et seq.);
       (2) part A of chapter 2 of title I of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 2921 et seq.);
       (3) part A of title II of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 2981 et seq.);
       (4) part D of title IV of the Elementary and Secondary 
     Education Act of 1965 (20 U.S.C. 3121 et seq.);
       (5) title V of the Elementary and Secondary Education Act 
     of 1965 (20 U.S.C. 3171 et seq.); and
       (6) the Carl D. Perkins Vocational and Applied Technology 
     Education Act (20 U.S.C. 2301 et seq.).
       (c) Waivers Not Authorized.--The Secretary of Education may 
     not waive any requirement of any provision referred to in 
     subsection (b), or of any regulation issued under such 
     provision, relating to--
       (1) the basic purposes or goals of such provision;
       (2) maintenance of effort;
       (3) comparability of services;
       (4) the equitable participation of students attending 
     private schools;
       (5) student and parental participation and involvement;
       (6) the distribution of funds to State or local educational 
     agencies;
       (7) the eligibility of an individual for participation in a 
     program under such provision;
       (8) public health or safety, labor standards, civil rights, 
     occupational safety and health, or environmental protection; 
     or
       (9) prohibitions or restrictions relating to the 
     construction of buildings or facilities.
       (d) Termination of Waivers.--The Secretary of Education 
     shall periodically review the performance of any State, local 
     partnership, or local educational agency, for which the 
     Secretary of Education has granted a waiver under this 
     section and shall terminate the waiver under this section if 
     the Secretary of Education determines that the performance of 
     the State, local partnership, or local educational agency 
     that is affected by the waiver has been inadequate to justify 
     a continuation of the waiver, or the State fails to waive 
     similar requirements of State law as required or agreed to in 
     accordance with subsection (a)(1)(C).

     SEC. 503. WAIVER AUTHORITY OF SECRETARY OF LABOR.

       (a) Waiver Authority.--
       (1) In general.--Except as provided in subsection (b), the 
     Secretary of Labor may waive any requirement under any 
     provision of the Job Training Partnership Act (29 U.S.C. 1501 
     et seq.), or of any regulation issued under such provision, 
     for a State that requests such a waiver and has an approved 
     State plan--
       (A) if, and only to the extent that, the Secretary of Labor 
     determines that such requirement impedes the ability of the 
     State or a local partnership to carry out the purposes of 
     this Act;
       (B) if the State provides the Secretary of Labor with 
     documentation of the necessity for the waiver, including 
     information concerning--
       (i) the specific requirement that will be waived;
       (ii) the specific positive outcomes expected from the 
     waiver and why those outcomes cannot be achieved while 
     complying with the requirement;
       (iii) the process that will be used to monitor the progress 
     of the State or local partnership in implementing the waiver; 
     and
       (iv) such other information as the Secretary of Labor may 
     require;
       (C) if the State waives, or agrees to waive, similar 
     requirements of State law; and
       (D) if the State--
       (i) has provided all local partnerships that carry out 
     programs under this Act in the State with notice and an 
     opportunity to comment on the proposal of the State to seek a 
     waiver;
       (ii) provides, to the extent feasible, to students, 
     parents, advocacy and civil rights groups, and labor and 
     business organizations an opportunity to comment on the 
     proposal of the State to seek a waiver; and
       (iii) has submitted the comments of the local partnerships 
     to the Secretary of Labor.
       (2) Approval or disapproval.--The Secretary of Labor shall 
     promptly approve or disapprove any request submitted pursuant 
     to paragraph (1) and shall issue a decision that shall--
       (A) include the reasons for approving or disapproving the 
     request, including a response to comments on the proposal; 
     and
       (B) in the case of a decision to approve the request, be 
     disseminated by the State seeking the waiver to interested 
     parties, including educators, parents, students, advocacy and 
     civil rights organizations, labor and business organizations, 
     and the public.
       (3) Approval criteria.--In approving a request under 
     paragraph (2), the Secretary of Labor shall consider the 
     amount of State resources that will be used to implement the 
     approved State plan.
       (4) Term.--Each waiver approved pursuant to this subsection 
     shall be for a period not to exceed 5 years, except that the 
     Secretary of Labor may extend such period if the Secretary of 
     Labor determines that the waiver has been effective in 
     enabling the State or local partnership to carry out the 
     purposes of this Act.
       (b) Waivers Not Authorized.--The Secretary of Labor may not 
     waive any requirement under any provision of the Job Training 
     Partnership Act (29 U.S.C. 1501 et seq.), or of any 
     regulation issued under such provision, relating to--
       (1) the basic purposes or goals of such provision;
       (2) maintenance of effort;
       (3) the distribution of funds;
       (4) the eligibility of an individual for participation in a 
     program under such provision;
       (5) public health or safety, labor standards, civil rights, 
     occupational safety and health, or environmental protection; 
     or
       (6) prohibitions or restrictions relating to the 
     construction of buildings or facilities.
       (c) Termination of Waivers.--The Secretary of Labor shall 
     periodically review the performance of any State or local 
     partnership for which the Secretary of Labor has granted a 
     waiver under this section and shall terminate the waiver 
     under this section if the Secretary of Labor determines that 
     the performance of the State or local partnership affected by 
     the waiver has been inadequate to justify a continuation of 
     the waiver, or the State fails to waive similar requirements 
     of State law as required or agreed to in accordance with 
     subsection (a)(1)(C).

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

       (a) In General.--
       (1) Purposes.--The purposes of this section are--
       (A) to integrate activities under this Act with school-to-
     work activities carried out under other Acts; and
       (B) to maximize the effective use of resources.
       (2) Combination of funds.--To carry out such purposes, a 
     local partnership that receives assistance under title II or 
     III may carry out schoolwide school-to-work activities in 
     schools that meet the requirements of subparagraphs (A) and 
     (B) of section 263(g)(1) of the Job Training Partnership Act 
     (29 U.S.C. 1643(g)(1) (A) and (B)) with funds obtained by 
     combining--
       (A) Federal funds under this Act; and
       (B) other Federal funds made available from among programs 
     under--
       (i) the provisions of law listed in paragraphs (2) through 
     (6) of section 502(b); and
       (ii) the Job Training Partnership Act (29 U.S.C. 1501 et 
     seq.).
       (b) Use of Funds.--A local partnership may use the Federal 
     funds combined under subsection (a) under the requirements of 
     this Act, except that the provisions relating to the matters 
     specified in paragraphs (1) through (6) and paragraphs (8) 
     and (9) of section 502(c), and paragraphs (1) through (3) and 
     paragraphs (5) and (6) of section 503(b), that relate to the 
     program through which the funds described in subsection 
     (a)(2)(B) were made available, shall remain in effect with 
     respect to the use of such funds.
       (c) Additional Information in Application.--A local 
     partnership seeking to combine funds under subsection (a) 
     shall include in the application of the local partnership 
     under title II or III--
       (1) a description of the funds the local partnership 
     proposes to combine under the requirements of this Act;
       (2) the activities to be carried out with such funds;
       (3) the specific outcomes expected of participants in 
     schoolwide school-to-work activities; and
       (4) such other information as the State, or Secretaries, as 
     the case may be, may require.
       (d) Provision of Information.--The local partnership shall, 
     to the extent feasible, provide information on the proposed 
     combination of Federal funds under subsection (a) to 
     educators, parents, students, advocacy and civil rights 
     organizations, labor and business organizations, and the 
     public.

     SEC. 505. COMBINATION OF FEDERAL FUNDS BY STATES FOR SCHOOL-
                   TO-WORK ACTIVITIES.

       (a) In General.--
       (1) Purposes.--The purposes of this section are--
       (A) to integrate activities under this Act with State 
     school-to-work activities carried out under other Acts; and
       (B) to maximize the effective use of resources.
       (2) Combination of funds.--To carry out such purposes, a 
     State that has an approved State plan may carry out 
     activities necessary to develop and implement a statewide 
     School-to-Work Opportunities system with funds obtained by 
     combining--
       (A) Federal funds under this Act; and
       (B) other Federal funds that are made available under--
       (i) section 102(a)(3) of the Carl D. Perkins Vocational 
     Education and Applied Technology Education Act (20 U.S.C. 
     2312(a)(3));
       (ii) section 202(c)(1)(C) or section 262(c)(1)(C) of the 
     Job Training Partnership Act (29 U.S.C. 1602(c)(1)(C) or 
     1642(c)(1)(C));
       (iii) section 202(c)(1)(B) of the Job Training Partnership 
     Act that would otherwise be available for the purposes 
     described in section 202(c)(3) of such Act; or
       (iv) section 262(c)(1)(B) of the Job Training Partnership 
     Act that would otherwise be available for the purposes 
     described in section 262(c)(3) of such Act.
       (b) Use of Funds.--A State may use, under the requirements 
     of this Act, Federal funds that are made available to the 
     State and combined under subsection (a) to carry out school-
     to-work activities, except that the provisions relating to 
     the matters specified in section 502(c), and section 503(b), 
     that relate to the program through which the funds described 
     in subsection (a)(2)(B) were made available, shall remain in 
     effect with respect to the use of such funds.
       (c) Additional Information in Application.--A State seeking 
     to combine funds under subsection (a) shall include in the 
     application described in section 213--
       (1) a description of the funds the State proposes to 
     combine under the requirements of this Act;
       (2) the activities to be carried out with such funds;
       (3) the specific outcomes expected of participants in 
     school-to-work activities;
       (4) formal evidence of support for the request by the State 
     agencies or officials with jurisdiction over the funds that 
     would be combined; and
       (5) such other information as the Secretaries may require.
       (d) Extension.--The authority of a State to combine funds 
     under this section shall not exceed 5 years, except that the 
     Secretaries may extend such period if the Secretaries 
     determine that an extension of such authority would further 
     the purposes of this Act.
       (e) Limitation.--Nothing in this section shall be construed 
     to relieve a State of an obligation to conduct the activities 
     required under section 201(b) of the Carl D. Perkins 
     Vocational Education and Applied Technology Education Act.
                      TITLE VI--GENERAL PROVISIONS

     SEC. 601. REQUIREMENTS.

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

     SEC. 602. SANCTIONS.

       (a) Termination or Suspension of Assistance.--
       (1) In general.--The Secretaries may terminate or suspend 
     any financial assistance under this Act, in whole or in part, 
     or not make payments under a grant awarded under this Act, if 
     the Secretaries determine that a recipient has failed to meet 
     any requirements of this Act, including--
       (A) reporting requirements under section 402(c);
       (B) regulations under this Act; or
       (C) requirements of an approved State plan.
       (2) Notice and opportunity for hearing.--If the Secretaries 
     terminate or suspend such financial assistance, or do not 
     make such payments under paragraph (1), with respect to a 
     recipient, then the Secretaries shall provide--
       (A) prompt notice to such recipient; and
       (B) the opportunity for a hearing to such recipient not 
     later than 30 days after the date on which such notice is 
     provided.
       (b) Nondelegation.--The Secretaries shall not delegate any 
     of the functions or authority specified in this section, 
     other than to an officer whose appointment is required to be 
     made by and with the advice and consent of the Senate.

     SEC. 603. STATE AUTHORITY.

       Nothing in this Act shall be construed to negate or 
     supersede the legal authority, under State law or other 
     applicable law, of any State agency, State entity, or State 
     public official over programs that are under the jurisdiction 
     of the agency, entity, or official. Nothing in this Act shall 
     be construed to interfere with the authority of such agency, 
     entity, or official to enter into a contract under any 
     provision of law.

     SEC. 604. 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's, local educational agency's, 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. 605. AUTHORIZATION OF APPROPRIATIONS.

       (a) In General.--There are authorized to be appropriated to 
     the Secretaries to carry out this Act $300,000,000 for fiscal 
     year 1995 and such sums as may be necessary for each of the 
     fiscal years 1996 through 1999.
       (b) Reservations.--From amounts appropriated under 
     subsection (a) for any fiscal year, the Secretaries--
       (1) shall reserve not more than \1/2\ of 1 percent of such 
     amounts for such fiscal year to provide grants under sections 
     202 and 212 to the jurisdictions described in section 202(b);
       (2) shall reserve not more than \1/2\ of 1 percent of such 
     amounts for such fiscal year to provide grants under subtitle 
     C of title II to establish and carry out School-to-Work 
     Opportunities programs for Indian youths that involve Bureau 
     funded schools (as defined in section 1139(3) of the 
     Education Amendments of 1978 (25 U.S.C. 2019(3)));
       (3) shall reserve 10 percent of such amounts for such 
     fiscal year to provide grants under section 302(b) to local 
     partnerships located in high poverty areas, which reserved 
     funds may be used in conjunction with funds available under 
     the Youth Fair Chance Program set forth in part H of title IV 
     of the Job Training Partnership Act (29 U.S.C. 1782 et seq.); 
     and
       (4)(A) shall reserve 2.5 percent of such amounts for such 
     fiscal year to carry out section 404; and
       (B) shall reserve not more than an additional 5 percent of 
     such amounts for such fiscal year to carry out other 
     activities under title IV, and activities under sections 
     214(d) and 303(d).
       (c) Availability of Funds.--Funds appropriated for any 
     fiscal year for programs authorized under this Act shall 
     remain available until expended.
                       TITLE VII--OTHER PROGRAMS
     Subtitle A--Reauthorization of Job Training for the Homeless 
Demonstration Program Under the Stewart B. McKinney Homeless Assistance 
                                  Act

     SEC. 701. REAUTHORIZATION.

       (a) In General.--Section 739(a) of the Stewart B. McKinney 
     Homeless Assistance Act (42 U.S.C. 11449(a)) is amended by 
     striking ``the following amounts:'' and all that follows and 
     inserting ``such sums as may be necessary for each of the 
     fiscal years 1994 and 1995.''.
       (b) Conforming Amendment.--Section 741 of the Stewart B. 
     McKinney Homeless Assistance Act (42 U.S.C. 11450) is amended 
     by striking ``1993'' and inserting ``1995''.
                     Subtitle B--Tech-Prep Programs

     SEC. 711. TECH-PREP EDUCATION.

       (a) Contents of Program.--Section 344(b)(2) of the Tech-
     Prep Education Act (20 U.S.C. 2394b(b)(2)) is amended by 
     inserting ``or 4 years'' before ``of secondary school''.
       (b) Special Consideration; Priority.--Section 345(d)(2) of 
     the Tech-Prep Education Act (20 U.S.C. 2394c(d)(2)) is 
     amended to read as follows:
       ``(2) are developed in consultation with business, 
     industry, labor unions, and institutions of higher education 
     that award baccalaureate degrees; and''.
               Subtitle C--Alaska Native Art and Culture

     SEC. 721. SHORT TITLE.

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

     SEC. 722. ALASKA NATIVE ART AND CULTURE.

       Part B of title XV of the Higher Education Amendments of 
     1986 (20 U.S.C. 4441 et seq.) is amended--
       (1) in the part heading, to read as follows:

            ``Part B--Native Hawaiians and Alaska Natives'';

     and
       (2) in section 1521, to read as follows:

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

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

     SEC. 731. AMENDMENT TO JOB TRAINING PARTNERSHIP ACT TO 
                   PROVIDE ALLOWANCES FOR CHILD CARE COSTS TO 
                   CERTAIN INDIVIDUALS PARTICIPATING IN THE JOB 
                   CORPS.

       Section 429 of the Job Training Partnership Act (29 U.S.C. 
     1699) is amended by adding at the end the following new 
     subsection:
       ``(e) In addition to child care assistance provided under 
     section 428(e), the Secretary shall provide enrollees who 
     otherwise could not participate in the Job Corps with 
     allowances to pay for child care costs, such as food, 
     clothing, and health care for the child. Allowances under 
     this subsection may only be provided during the first 2 
     months of an enrollee's participation in the program and 
     shall be in an amount that does not exceed the maximum amount 
     that may be provided by the State pursuant to section 
     402(g)(1)(C) of the Social Security Act (42 U.S.C. 
     602(g)(1)(C)).''.
                    TITLE VIII--TECHNICAL PROVISIONS

     SEC. 801. EFFECTIVE DATE.

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

     SEC. 802. SUNSET.

       The authority provided by this Act shall terminate on 
     October 1, 2001.
       And the Senate agree to the same.
     Edward M. Kennedy,
     Claiborne Pell,
     Howard M. Metzenbaum,
     Paul Simon,
     Tom Harkin,
     Barbara A. Mikulski,
     Jeff Bingaman,
     Paul Wellstone,
     Harris Wofford,
     Dave Durenberger,
                               Managers on the Part of the Senate.

     William D. Ford,
     Dale E. Kildee,
     Pat Williams,
     Bill Goodling,
     Steve Gunderson,
                                Managers on the Part of the House.

       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 Senate to the bill (H.R. 2884) to establish 
     a national framework for the development of School-to-Work 
     Opportunities systems in all States, and for other purposes, 
     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:
       Both the House Bill and the Senate Amendment provide short 
     titles, but use slightly different language.
       The House recedes.
       Both the House Bill and the Senate Amendment provide 
     similar ``Table of Contents'' through Title V, but use 
     slightly different language.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, allows grants 
     to be made to programs in congressional districts with low 
     population densities.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, allows States 
     to combine federal funds.
       The House recedes.
       The House Bill, but not the Senate Amendment, reauthorizes 
     the job training for the homeless demonstration program under 
     the Stewart B. McKinney Homeless Assistance Act.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, amends the 
     Tech Prep Education Act.
       The House recedes.
       The Senate Amendment, but not the House Bill, provides both 
     an effective date and a sunset clause.
       The House recedes.
       The Senate Amendment, but not the House Bill, provides for 
     grants to promote Native Hawaiian and Alaskan Native 
     cultures.
       The House recedes.
       Both the House Bill and the Senate Amendment provide 
     similar ``Findings'' but use slightly different language.
       The House recedes with an amendment to combine the language 
     in the two bills.
       The House Bill, but not the Senate Amendment, provides an 
     additional ``Finding''.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide 
     similar ``Purposes and Congressional Intent'' but structure 
     it differently.
       The House recedes with an amendment to conform language.
       The Senate Amendment, but not the House Bill, provides an 
     additional ``Purpose'' statement to create a universal 
     transition system.
       The House recedes.
       Both the House Bill and the Senate Amendment state 
     additional ``Purpose'' statements that are similar, but use 
     slightly different language.
       The House recedes with an amendment to conform language.
       The House Bill, but not the Senate Amendment, provides an 
     additional ``Purpose'' statement to promote partnerships as 
     an investment in future workplace productivity.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide 
     additional ``Purpose'' statements that are similar, but use 
     slightly different language.
       The Senate recedes with an amendment to include school-
     sponsored enterprises as a promising transition program.
       The Senate Amendment, but not the House Bill, provides an 
     additional ``Purpose'' statement to encourage programs that 
     include paid work.
       The House recedes with an amendment to encourage programs 
     that require paid work experiences.
       The House Bill, but not the Senate Amendment provides an 
     additional ``Purpose'' statement to increase opportunities 
     for minorities and women.
       The Senate recedes with an amendment to include individuals 
     with disabilities.
       The Senate Amendment, but not the House Bill, includes 
     consultation with the Secretary of Commerce in the 
     administration of this Act.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide 
     similar ``Congressional Intent'' statements. The Senate 
     Amendment includes an additional way the program will 
     contribute to reinventing government.
       The House recedes.
       Both the House Bill and the Senate Amendment define ``all 
     students'' but the House Bill includes more target 
     populations in its definition.
       The Senate recedes with an amendment inserting the word 
     ``both'' before ``male and female students''.
       Both the House Bill and the Senate Amendment define 
     ``approved state plan'' but use slightly different language.
       The House recedes.
       The House Bill, but not the Senate Amendment, defines 
     ``career guidance and counseling''.
       The Senate recedes with an amendment to correct a spelling 
     error.
       Both the House Bill and the Senate Amendment define the 
     term ``career major'' but use different language.
       The House recedes with an amendment to broaden the category 
     for establishing linkages. The conferees intend that school-
     to-work programs serve to expand the postsecondary options of 
     participating students. Students who complete a school-to-
     work program at the secondary school level should be prepared 
     to enter the workforce upon leaving high school. Such 
     students should also be prepared to enter a postsecondary 
     education or training program including a traditional 4-year 
     college program, without additional academic preparation. It 
     is essential, therefore, that a ``career major'' sequence of 
     courses or field of study include academic instruction of 
     sufficient scope and quality to ensure that participating 
     students who choose to pursue an associate or baccalaureate 
     degree are adequately prepared to do so.
       The House Bill, but not the Senate Amendment, defines the 
     term ``community-based organizations''.
       The Senate recedes.
       The House Bill defines the term ``elements of an industry'' 
     while the Senate Amendment defines the term ``all aspects of 
     an industry''. The terms use slightly different language.
       The House recedes.
       Both the House Bill and the Senate Amendment define the 
     term ``local educational agency'' but use slightly different 
     language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment define the 
     term ``local partnership'' but use slightly different 
     language.
       The Senate recedes. Both the Senate and House refer to 
     developing state plans and local partnerships that will 
     create opportunities for all students to participate in 
     school-to-work programs. To this end, the conferees intend to 
     allow the inclusion of private nonprofit secondary 
     institutions that are involved in vocational education and 
     training in the state plan and local partnerships.
       Both the House Bill and the Senate Amendment define the 
     term ``postsecondary educational institution'' but use 
     slightly different language.
       The Senate recedes with a conforming amendment.
       Both the House Bill and the Senate Amendment define the 
     term ``registered apprenticeship agency'' but use slightly 
     different language.
       The House recedes.
       The conferees agreed to include a definition for the term 
     ``rural community with low population density.
       The House Bill, but not the Senate Amendment, defines the 
     term ``school dropout''.
       The Senate recedes with an amendment to provide a new 
     definition.
       Both the House Bill and the Senate Amendment define the 
     term ``school site mentor'' but use different language.
       The House recedes.
       Both the House bill and the Senate Amendment define the 
     term ``skill certificate'' but use slightly different 
     language.
       The House recedes.
       Both the House Bill and the Senate Amendment define the 
     term ``state' but use different language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment define the 
     term ``state educational agency'' but use different language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment define the 
     term ``workplace mentor'' but use different language.
       The House recedes.
       The Senate Amendment, but not the House Bill, defines the 
     term ``School-to-Work Opportunities program''.
       The House recedes.
       The Senate Amendment, but not the House Bill, defines the 
     term ``secondary school''.
       The House recedes with an amendment to provide a new 
     definition.
       Both the House Bill and the Senate Amendment provide for 
     joint administration of the programs established by this Act, 
     but use slightly different language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide for 
     submission of plans, but use slightly different language.
       The House recedes.
       Both the House Bill and the Senate Amendment provide for 
     sanctions and the opportunity for a hearing, but use 
     different language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide a 
     nondelegation clause, but use slightly different lanugage.
       The House recedes.
       Both the House Bill and the Senate Amendment provide for 
     the acceptance of gifts, and voluntary and uncompensated 
     services, but use slightly different language.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, states that 
     section 431 of GEPA will not apply to regulations issued 
     under this Act.
       The Senate recedes.
       The Senate Amendment and the House Bill provide for 
     different authorization periods and different appropriation 
     levels. The Senate Amendment is authorized for five years 
     with set appropriation amounts. The House bill is authorized 
     for eight years and has no cap on appropriations.
       The Senate recedes with an amendment to authorize the 
     program for five years.
       Both the House Bill and Senate Amendment provide a 
     reservation of amounts appropriated for territories. The 
     House Bill provides a greater amount for the reservation, and 
     has a slightly different definition of ``territory''.
       The Senate recedes with an amendment allowing a reservation 
     of up to one half of one percent.
       Both the House Bill and the Senate Amendment provide a 
     reservation of amounts appropriated for Indian youths 
     programs. The House Bill provides a greater amount for the 
     reservation for these grants and provides a separate subtitle 
     to establish the program.
       The Senate recedes.
       The Senate Amendment, but no the House Bill, provides for 
     the implementation of the Indian youths programs under this 
     section.
       The House recedes.
       Both the House Bill and the Senate Amendment provide a 
     reservation of amounts appropriated for high poverty areas. 
     The House Bill reserves 10 percent of total amounts 
     appropriated while the Senate Amendment does not allow the 
     reservation of more than 10 percent.
       The Senate recedes with an amendment to allow funds 
     reserved for high poverty areas to be used in conjunction 
     with Youth Fair Chance Program funds.
       Both the House Bill and Senate Amendment provide a 
     reservation of amounts appropriated to carry out Title IV. 
     The House Bill reserves 5 percent of total amounts 
     appropriated while the Senate Amendment does not allow the 
     reservation of more than 10 percent.
       The Senate recedes with an amendment to reserve seven and 
     one half percent with two and one half percent of the 
     reservation to be used for capacity building and 
     dissemination. By setting aside two and one half percent of 
     the Secretary's discretionary funds for capacity building, 
     the Conferees reinforced the importance of increasing the 
     effectiveness of capacity building systems for the broad 
     range of human service providers under section 453 of the Job 
     Training Partnership Act. The Conferees envision the 
     utilization of existing dissemination systems that can be 
     accessed by all job training professionals, vocational 
     educators, private sector entities, school-to-work grantees, 
     community based organizations, Department of Labor and 
     Education staff, and other concerned individuals under the 
     umbrella of programs affected by State Human Resources 
     Investment Councils.
       The Conferees believe that individuals accessing these 
     systems should be able to utilize the materials available 
     through a network connection to their computer. Individuals 
     should be able to down-load information as well as use the 
     systems interactively for training. The Conferees do not 
     believe that such a system can be effectively mounted 
     utilizing only E-mail.
       The conferees believe that the School-to-Work Opportunities 
     clearinghouse should be built off of existing clearinghouses 
     established for job training and education. This provision 
     reinforces the need to bring education and job training 
     together in a unified school-to-work opportunities system and 
     to minimize duplicative information-dissemination and 
     capacity-building arrangements.
       The conferees want to emphasize that the clearinghouse 
     products and information on successful and innovative school-
     to-work opportunities systems and their relationship to job 
     training and education must be accessible to all of the key 
     partners in school-to-work programs, including those from the 
     business, labor, and education communities, state and local 
     governments, and community organizations.
       Both the House Bill and the Senate Amendment provide for 
     the availability of funds, but use slightly different 
     language.
       The House recedes.
       Both the House Bill and the Senate Amendment provide for 
     similar program requirements, but use slightly different 
     language.
       The House recedes.
       The Senate Amendment, but not the House Bill, provides two 
     additional program requirements.
       The House recedes with an amendment to clarify language. It 
     is not the conferees intent that Paragraph (5) of Section 101 
     establish an ``entitlement'' to any student for services or 
     activities under the Act, but to underline the intent of the 
     conferees that all students, regardless of their race, color, 
     national origin, gender, disability, or other 
     characteristics, have the same opportunity to participate in 
     all aspects of School-to-Work Opportunities programs and are 
     not subject to discrimination as student participants in such 
     programs. In fact, references are made to providing ``all 
     students'' with the opportunity to participate in school-to-
     work programs throughout the legislation, to stress that 
     programs should be designed to serve all students, including 
     those who plan on continuing their education at a college or 
     university. The legislation defines ``all students'' as 
     meaning students from a broad range of backgrounds and 
     circumstances, including both male and female students, 
     disadvantaged students, students with diverse racial, ethnic, 
     or cultural backgrounds, American Indians, Alaska Natives, 
     Native Hawaiians, students with disabilities, students with 
     limited English proficiency, migrant children, school 
     dropouts, and academically talented students. Conferees 
     envision that States and local partnerships design and 
     implement programs that provide opportunities for individuals 
     from this broad range of backgrounds to participate in 
     school-to-work programs, as appropriate for their States and 
     localities, respectively. The use of ``all students'' should 
     not be interpreted to require that every State or local 
     partnership must serve individuals from each of the 
     categories described in the definition of ``all students'' if 
     such individuals are not significantly represented within the 
     State or locality. For example, it would be extremely 
     inappropriate to expect that a rural community in the midwest 
     be expected to serve Native Hawaiians or Alaskan Natives.
       Both the House Bill and the Senate Amendment provide 
     similar elements in the work-based learning component, but 
     use slightly different language.
       The House recedes. The conferees believe that wages earned 
     pursuant to a paid work experience program under this Act 
     should not be taken into account in determining the need or 
     eligibility of any person for benefits or assistance, or the 
     amount of such benefits or assistance, under any Federal, 
     State or local program financed in whole or in part with 
     Federal funds.
       The House Bill, not the Senate Amendment, requires paid 
     work experience.
       The House recedes.
       The House Bill, but not the Senate Amendment, provides an 
     additional element to provide broad instruction in a variety 
     of elements of an industry.
       The Senate recedes with an amendment to conform with 
     definition section.
       The Senate Amendment, but not the House Bill, provides a 
     permissible activities section in the work-based learning 
     component.
       The House recedes with an amendment to include an 
     additional permissible activity.
       Both the House Bill and the Senate Amendment provide 
     similar school-based learning components, but use slightly 
     different language.
       The Senate recedes with an amendment to require career 
     counseling to begin no later than the seventh grade. The 
     School-to-Work Opportunities Act requires that initial 
     selection of a career major must be made no later than the 
     11th grade. However, conferees envision that under state 
     systems and local programs, certain activities, such as 
     career awareness, exploration, and counseling begin at least 
     by the middle school grades, in order that students are 
     prepared to make well-informed career choices by the 10th or 
     11th grades. The legislation therefore specifically requires 
     that while these activities should begin as early as 
     possible, they must begin no later than the 7th grade. In 
     some States and local areas where middle school begins prior 
     to the 7th grade however, the conferees intend that these 
     activities begin prior to the 7th grade accordingly.
       The conference agreement requires that the school-based 
     learning component of school-to-work programs prepare 
     participating students to meet the same challenging academic 
     standards established for all students in their State, 
     including those that are established pursuant to the Goals 
     2000: Educate America Act. Thus, the conferees intend that 
     the school-based learning component provide for academic 
     instruction of sufficient scope and quality to ensure that 
     students in school-to-work programs are as prepared to meet 
     such standards as are non-participating students, including 
     those who are pursuing a college preparatory sequence of 
     courses. Further, participating students who complete a 
     school-to-work program of study at the secondary school level 
     should be adequately prepared to enter an associate or 
     baccalaureate degree program as well as to earn a skill 
     certificate.
       The House Bill, but not the Senate Amendment, requires that 
     the school-based learning component include a program that 
     integrates academic and vocational learning, and incorporates 
     the instruction in a variety of elements of an industry.
       The Senate recedes to conform with the definition section.
       Both the House Bill and the Senate Amendment provide for 
     regularly scheduled evaluations, but use slightly different 
     language.
       The Senate recedes with an amendment to include problem 
     solving in the evaluation.
       The House bill, but not the Senate Amendment, provides that 
     the school-based learning component include a mechanism to 
     allow participants to transfer to a postsecondary program.
       The Senate recedes with an amendment to clarify the intent 
     of the requirement. The school-based learning component must 
     also provide for procedures to enable participating students 
     to enter a postsecondary education or training program of 
     their choosing, including a traditional 4-year postsecondary 
     education program. The conferees further intend that such 
     procedures enable students to alter their postsecondary 
     program plans by providing the flexibility necessary to 
     permit them to transfer, without significant loss of credit, 
     between various postsecondary education and training 
     programs.
       Both the House Bill and the Senate Amendment provide 
     similar requirements in the connecting activities component, 
     but use slightly different language. The Senate Amendment 
     includes school administrators in the list of entities for 
     which the connecting activities will serve as a liaison.
       The House recedes with an amendment to combine the 
     components from the two bills.
       The Senate Amendment, but not the House Bill, provides an 
     additional requirement in the connecting activities component 
     to encourage employer and local education officials 
     participation in the implementation of local programs.
       The House recedes.
       Both the House Bill and the Senate Amendment provide 
     similar ``Purposes'' statements, but use slightly different 
     language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide for 
     the authorization of the State Development Grants, but use 
     slightly different language.
       The House recedes.
       The House Bill, but not the Senate Amendment, states that 
     the Territories shall receive grants under this subtitle from 
     funds reserved under section 6 of the House Bill.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide for 
     the Secretaries discretion in the application, but use 
     slightly different language.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, states that a 
     state applying for funds under both Goals 2000 and this Act 
     may either submit a single application for both, or amend the 
     Goals 2000 application to meet the requirements of this Act.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide 
     similar application requirements. The House Bill lists more 
     State Agency Officials that are to collaborate in the 
     planning and development stage. The Senate Amendment provides 
     that representatives of the private sector shall participate 
     as well.
       The Senate recedes with an amendment to combine the 
     participants from the two bills.
       Both the House Bill and the Senate Amendment require the 
     application to include a description of how the State has 
     enlisted, and will maintain the involvement of participants 
     in the planning and development stage. The two proposals 
     differ slightly on specified participants.
       The House recedes with an amendment to combine the 
     participants from the two bills.
       The House Bill requires coordination only with local 
     partnerships that have received a grant under title III, 
     while the Senate Amendment requires coordination with any 
     local school-to-work program, including programs that have 
     received a grant under title III.
       The House recedes.
       The House Bill and the Senate Amendment provide for the 
     designation of a fiscal agent, but use slightly different 
     language.
       The House recedes.
       The House Bill, but not the Senate Amendment, states that a 
     description must be included in the application that provides 
     opportunities for certain targeted populations.
       The Senate recedes with an amendment to include an 
     additional target population.
       Both the House Bill and the Senate Amendment provide for 
     the same allowable activities for the State Development 
     Grants, but use slightly different language.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, specifies 
     that the training and technical assistance will be for 
     specified participants.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, provides an 
     additional allowable activity for the State Development 
     Grants.
       The House recedes.
       Both the House Bill and the Senate Amendment provide for 
     the development of training programs for certain individuals, 
     but the House Bill states what the training will encompass.
       The House recedes with an amendment to combine the 
     participants from both bills.
       Both the House Bill and the Senate Amendment provide for 
     additional allowable activities, but use slightly different 
     language.
       The House recedes with an amendment to conform language to 
     the definition section.
       The House Bill, but not the Senate Amendment, states that 
     the amounts may be used to work with localities to develop 
     strategies to recruit and retain all students in programs 
     under this Act.
       The Senate recedes with an amendment to include an 
     additional use of amounts.
       The Senate Amendment, but not the House Bill allows the 
     Secretaries to make grants to consortia of congressional 
     districts with low population densities to develop consortia-
     wide school-to-work systems.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, states that 
     amounts may be used to coordinate recruitment of out-of-
     school youth with organizations that have been successful 
     working with such youths.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide the 
     same allocation for Development Grants, but use slightly 
     different language.
       The House recedes.
       The House Bill, but not the Senate Amendment, requires the 
     submission of periodic reports.
       The Senate recedes with an amendment stating the reports 
     shall not be more than one report every three months.
       Both the House Bill and the Senate Amendment provide 
     similar ``Purpose'' statements, but use slightly different 
     language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide for 
     the Secretary's authority and the period of grants, but use 
     different language.
       The Senate recedes with an amendment clarifying 
     Congressional intent.
       The House Bill, but not the Senate Amendment, provides a 
     separate provision for development grants for territories and 
     also a limitation clause.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, requires that 
     the Development Grant application be coordinated with the 
     Goals 2000 application.
       The Senate recedes.
       Both the House Bill and the Senate Amendment state the same 
     contents to be included in the application, but use slightly 
     different language.
       The House recedes.
       The Senate Amendment, but not the House Bill, requires that 
     the application describe the manner in which the designated 
     officials collaborated in the development of the application.
       The House recedes to include a potential, additional 
     official.
       The House Bill and the Senate Amendment have similar state 
     plan content requirements, but use slightly different 
     language.
       The House recedes with an amendment to include both urban 
     and rural areas in the State's system to expand into other 
     geographic areas.
       Both the House Bill and the Senate Amendment provide that 
     the state plan describe how the designated officials will 
     collaborate in the implementation of the school-to-work 
     system, but the House Bill designates more officials than the 
     Senate Amendment.
       The Senate recedes with an amendment to combine the 
     participants in the two bills and also adds a new subsection 
     to the plan requiring the state plan also demonstrate the 
     support of the relevant officials and agencies, and addresses 
     the submission of the plan.
       Both the House Bill and the Senate Amendment provide 
     similar state plan content requirements, but use different 
     language. The Senate Amendment provides for the participation 
     of additional participants in the school-to-work system.
       The House recedes with an amendment to combine the 
     participants in the two bills.
       The House Bill, but not the Senate Amendment, requires the 
     state plan to describe how the State will adopt, develop, or 
     assist local partnerships in the development of model 
     curricula.
       The Senate recedes with an amendment to clarify 
     Congressional intent.
       The House Bill, but not the Senate Amendment, requires that 
     the state plan describe how the State will improve career and 
     academic counseling in elementary and secondary grades.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, requires that 
     the state plan describe the strategy of the State for 
     incorporating project-oriented, experiential learning 
     programs.
       The House recedes with an amendment to clarify the intent 
     to integrate vocational education and academic education.
       Both the House Bill and the Senate Amendment provide 
     similar state plan content requirements, but use different 
     language.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, requires that 
     the state plan describe the extent to which the school-to-
     work system will include programs that provide paid work 
     experience.
       The House recedes with an amendment to describe systems 
     that include programs that require paid work experiences.
       Both the House Bill and the Senate Amendment provide 
     similar state plan content requirements, but use different 
     language.
       The Senate recedes with an amendment to combine the 
     requirements included in both bills.
       The Senate Amendment, but not the House Bill, requires that 
     the state plan ensure that students have flexibility to 
     develop new career goals and to change career majors.
       The House recedes with an amendment to remove the language 
     relating to adverse consequences.
       Both the House Bill and the Senate Amendment provide 
     similar state plan content requirements, but use different 
     language.
       The Senate recedes with an amendment to clarify 
     Congressional intent.
       The House Bill, but not the Senate Amendment, requires that 
     the State plan describe how a student may transfer to a 
     postsecondary program.
       The Senate recedes with an amendment to clarify 
     Congressional intent.
       The House Bill requires that each part of the state plan be 
     approved by appropriate officials or entity.
       The Senate recedes with an amendment replacing the House 
     language with language allowing the Governor, after 30 days, 
     to submit the plan to the Secretaries and requiring the 
     Governor to attach comments received from the relevant 
     agencies or officials from whom support is not demonstrated.
       It is the conferees intent that each State plan be 
     developed collaboratively, and that a demonstration of 
     support from the appropriate state agencies and officials 
     with responsibilities for the components of the plan be 
     included in the plan.
       The conferees also required that upon submission of an 
     application, the Governor shall attach all comments received 
     from agencies and officials whose support is not 
     demonstrated. The conferees placed emphasis on the Governor 
     attaching those comments that address those portions of the 
     plan that are within the jurisdiction of relevant agencies or 
     officials under State or applicable law.
       It is the intent of the conferees that the opportunity to 
     make comments be made to the final version of the application 
     which the Governor will be submitting.
       The House Bill requires the Secretaries to review and 
     approve or disapprove a state's application while the Senate 
     Amendment requires the Secretaries to submit the application 
     to a peer review process, determine whether to approve or 
     disapprove, and also provides what further action will be 
     taken if the application is approved.
       The House recedes with an amendment removing the peer 
     review process.
       The House Bill requires a state application to be approved 
     only if certain things are demonstrated in the application. 
     The Senate Amendment states the Secretaries shall take into 
     consideration and give priority to applications that include 
     these same criteria.
       The House recedes with an amendment adding two additional 
     review considerations.
       The Senate Amendment, but not the House Bill, provides an 
     additional requirement to describe the highest levels of 
     concurrence with the plan by the appropriate officials.
       The House recedes.
       The House Bill, but not the Senate Amendment, requires a 
     state application to be approved only if other resources will 
     be used to implement the plan.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, gives 
     priority to school-to-work systems that include programs that 
     provide paid work experiences.
       The House recedes with an amendment to give priority to 
     applications that require paid experiences as an integral 
     part of the State's system. The conferees recognize that many 
     experts consulted in the development of legislation have 
     concluded that school-to-work programs that incorporate the 
     opportunity for students to work in real jobs with pay are 
     more effective in helping students prepare for the world of 
     work than programs that do not include paid work. Employers 
     have greater expectations of young people who are performing 
     paid work and are more likely to invest time and effort in 
     the development of their skills. Students are more likely to 
     feel accountable for their performance in a school-to-work 
     program if the program includes paid work experience. In 
     addition, for many young people, particularly those from 
     lower-income families who need to work to supplement their 
     family incomes, participation in a school-to-work program may 
     not be possible without some paid work component.
       However, the conferees also appreciate the concerns raised 
     that there may not be sufficient paid work available in a 
     particular area to accommodate all of the students 
     participating in a school-to-work program. The ability of any 
     local partnership to establish the kind of program the Act 
     envisions is dependent on the willingness of private 
     employers, on a voluntary basis, to provide high quality job 
     placements for participants and to work with schools to 
     develop programs and curricula that integrate what the 
     participants are learning on the job with what they are 
     learning in school. In areas where unemployment is high, or 
     job opportunities for young people are otherwise restricted, 
     such placements may be limited. Therefore, the legislation 
     does not require a minimum amount of paid work experience. 
     The legislation also recognizes that other work-related 
     experiences that do not involve paid work, such as 
     participation in school-based enterprises and job shadowing 
     can also provide students with valuable experiences.
       The conferees do believe that those States that have made 
     paid work experience a required element of their programs 
     should receive priority in the selection process to determine 
     the States that will receive the first implementation grants. 
     This would not preclude those States not requiring paid work 
     experience from receiving grants.
       The House Bill requires a State application to be approved 
     only if the plan limits administrative costs and increases 
     amounts spent on delivery of services to students. The Senate 
     Amendment states the Secretaries shall give priority to 
     applications that include this same criteria.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, requires a 
     state application to be approved only if the plan addresses 
     urban and rural partnerships, if the census data allows.
       The Senate recedes with an amendment to strike the House 
     language that States will ensure the establishment of a 
     partnership in at least 1 urban and 1 rural area in the 
     State, if appropriate.
       The House Bill, but not the Senate Amendment, provides for 
     the Secretaries to take certain action if a state plan is 
     disapproved.
       The House recedes.
       The House Bill, but not the Senate Amendment, states the 
     use of funds for review of applications.
       The Senate recedes.
       The House bill, but not the Senate Amendment, provides a 
     ``use of amounts'' clause.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide for 
     application procedures by a local partnership to the State, 
     but use slightly different language.
       The House recedes.
       The Senate Amendment, but not the House Bill, requires that 
     local partnership applications describe the extent to which 
     the program will provide paid work experience.
       The House recedes with an amendment to require the 
     applications to describe the extent the local partnerships 
     will require paid work experiences.
       The Senate Amendment, but not the House Bill, requires that 
     local partnership applications describe how it will ensure 
     employer involvement.
       The House recedes.
       The House Bill, but not the Senate Amendment, states that 
     the local partnership application will provide assurances 
     that the industries and occupations provided to students will 
     be in industries offering high-skill, high-wage employment.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, provides a 
     time and manner clause.
       The House recedes.
       The House Bill, but not the Senate Amendment, provides for 
     the State to take certain action if a local plan is 
     disapproved.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provides 
     similar use of amounts for the local partnerships, but use 
     slightly different language.
       The House recedes with an amendment to combine the two 
     versions and to allow career awareness and counseling 
     activities to begin no later than seventh grade.
       The House Bill, but not the Senate Amendment, allows the 
     amounts to be used to provide support services.
       The Senate recedes with an amendment to allow the 
     supplementary services to be provided when necessary for 
     participation in the school-to-work program.
       Both the House bill and the Senate Amendment provide 
     similar use of amounts for the local partnerships, but use 
     slightly different language.
       The Senate recedes.
       The House bill, but not the Senate Amendment, allows the 
     amounts to be used to promote the formation of partnerships 
     as an investment in future workplace productivity.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide 
     similar use of amounts for the local partnerships, but use 
     slightly different language.
       The House recedes with an amendment to allow local 
     partnerships to use monies for opportunities outside the 
     classroom which are in the worksite.
       The House Bill, but not the Senate Amendment, allows the 
     amounts to be used to coordinate recruitment of youths with 
     organizations which have a history of success with these 
     targeted individuals.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, provides a 
     partnership compact.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide 
     administrative cost ceilings, but provide different amounts.
       The Senate recedes with an amendment to state that local 
     partnerships may not use more than 10% for administrative 
     costs.
       Both the House Bill and the Senate Amendment provide 
     minimum amounts of state grant awards to be used for 
     subgrants to local partnerships, but provide different 
     amounts.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide that 
     the States may use grant amounts for additional activities, 
     but use slightly different language.
       The House recedes with an amendment combining the specified 
     participants in the two bills.
       The House Bill, but not the Senate Amendment, provides that 
     the States may use grant amounts for encouraging 
     partnerships, coordinating recruitment, and conducting 
     outreach to all students.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, provides that 
     the States may use grant amounts for additional services to 
     prepare students for the transition from school to work.
       The House recedes.
       Both the House Bill and the Senate Amendment provide for 
     allocation requirements, but use slightly different language.
       The House recedes.
       The Senate Amendment, but not the House Bill, states the 
     allowable number of implementation grants.
       The House recedes with an amendment to correct word choice.
       Both the House Bill and the Senate Amendment provide 
     administrative cost ceilings, but provide different amounts.
       The House recedes with an amendment to provide a State 
     administrative cost ceiling of 10%.
       The House Bill, but not the Senate Amendment, provides for 
     periodic reports to be submitted to the Secretaries.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, provides a 
     separate subtitle for development and implementation grants 
     for school-to-work programs for Indian youths.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, allows the 
     Secretaries to make grants to consortia of congressional 
     districts with low population densities to develop consortia-
     wide school-to-work systems.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide the 
     same purposes of the Title III grants, but use slightly 
     different language.
       The Senate recedes with a word change amendment.
       Both the House Bill and the Senate Amendment provide 
     similar authorization for the grants to local partnerships, 
     but the House Bill states certain restrictions on these 
     grants.
       The Senate recedes with an amendment to combine the 
     language in the two bills.
       Both the House Bill and the Senate Amendment provide 
     similar authorization for the grants to high poverty areas, 
     but the House Bill states certain restrictions on these 
     grants.
       The Senate recedes with an amendment to clarify the 
     restrictions for local partnerships.
       The Senate Amendment, but not the House Bill, authorizes 
     the Secretaries to award grants to partnerships in 
     congressional districts with low population densities.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, provides 
     priority to certain high poverty local partnerships.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, provides a 
     time period of the grant.
       The Senate recedes with an amendment to state that grants 
     shall not exceed five years.
       The Senate Amendment, but not the House Bill, defines 
     congressional districts with a low population density.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide an 
     application process for the local implementation grants, but 
     the Senate Amendment requires the Secretaries to submit the 
     application to a peer review process.
       The House recedes with an amendment striking the peer 
     review process.
       The House Bill, but not the Senate Amendment, places a time 
     limit for state review and comment.
       The Senate recedes.
       Both the House Bill and the Senate Amendment require 
     similar requirements to be included in the application, but 
     use slightly different language.
       The House recedes.
       The House Bill, but not the Senate Amendment, provides for 
     use of funds for review of the applications.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide for 
     use of amounts for the grant, but use slightly different 
     language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment require 
     conformity with an approved state plan, but use slightly 
     different language.
       The House recedes with an amendment to state that this 
     refers to local partnerships and approved state plans.
       The House Bill, but not the Senate Amendment, requires 
     local partnerships to agree to submit periodic reports.
       The Senate recedes with an amendment requiring that the 
     reports not exceed one report every three months.
       The House Bill and the Senate Amendment define the term 
     ``high poverty area'' differently.
       The House recedes with an amendment to include a contiguous 
     group of urban census tracts or block areas; and the poverty 
     rate is changed to be among youth aged 0-21.
       The Senate Amendment, but not the House Bill, provides that 
     funds awarded under part H of title IV of JTPA may be awarded 
     in combination with funds under this section.
       The House recedes.
       Both the House Bill and the Senate Amendment provide for 
     authorization of research, demonstration, and other projects, 
     but use slightly different language.
       The House recedes.
       Both the House Bill and the Senate Amendment provide an 
     ``additional use of amounts'' statement, but use slightly 
     different language.
       The House recedes.
       Both the House Bill and the Senate Amendment provide 
     similar performance outcomes and evaluations, but use 
     slightly different language.
       The Senate recedes with an amendment to include the 
     language in both bills.
       The Senate Amendment, but not the House Amendment, provides 
     an additional evaluation regarding the students' 
     understanding of all aspects of an industry.
       The House recedes.
       Both the House Bill and the Senate Amendment provide 
     similar performance outcomes and evaluations, but use 
     slightly different language.
       The House recedes.
       Both the House Bill and the Senate Amendment provide for a 
     national evaluation of programs funded under this Act, but 
     use slightly different language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide for 
     periodic reports to the Secretaries, but use slightly 
     different language.
       The House recedes with a technical correction in numbering; 
     requires their report to provide information on current 
     Federal programs.
       Both the House Bill and the Senate Amendment provide for 
     similar ``Purpose'' statements, but use slightly different 
     language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide 
     similar authorized activities, but use slightly different 
     language.
       The House recedes with an amendment to combine the language 
     in both bills.
       Both Senate Amendment, but not the House Bill, allows 
     states to use funds to implement school-sponsored 
     enterprises.
       The House recedes.
       The Senate Amendment, but not the House Bill, allows the 
     Secretaries to use funds for the peer review of all 
     applications.
       The Senate recedes.
       The House Bill amends JTPA to include the collection and 
     dissemination of certain information from this Act in JTPA's 
     current information and dissemination network. The Senate 
     Amendment establishes a network and clearinghouse, but 
     requires the Secretaries to coordinate these activities with 
     similar entities to avoid duplication.
       The Senate recedes with an amendment to include the ERIC 
     and Vocational Education clearinghouses.
       Both the House Bill and the Senate Amendment require the 
     Secretaries to report to Congress, but use slightly different 
     language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment allow for 
     state requests for waivers of statutory or regulatory 
     requirements, but use different language.
       The Senate recedes with an amendment to clarify language.
       Both the House Bill and the Senate Amendment allow local 
     partnerships to request waivers of statutory or regulatory 
     requirements, but use slightly different language.
       The House recedes with an amendment clarifying that it is a 
     local partnership requesting the waiver.
       The House Bill, but not the Senate Amendment, provides a 
     time limit for the state to make a determination on the 
     waiver request.
       The Senate recedes with an amendment clarifying the direct 
     submission language.
       Both the House Bill and the Senate Amendment provide waiver 
     criteria, but use slightly different language.
       The House recedes.
       The Senate Amendment, but not the House Bill, requires the 
     State to provide evidence of support for the waiver request 
     by the State officials and entities involved.
       The House recedes.
       Both the House Bill and the Senate Amendment provide waiver 
     authority of the Secretary of Education, but use slightly 
     different language.
       The Senate recedes. The conferees intend the limitations on 
     waivers specified under Section 502(c) and 503(b) to be 
     construed to prohibit the waiver of provisions in the 
     affected statutes pertaining to the assurance of equal access 
     to services for special populations. The conferees intend the 
     limitations on waivers specified under Sec. 502(c) and 503(b) 
     to be construed to prohibit the waiver of provisions in the 
     affected statutes pertaining to the assurance of equal access 
     to services for special populations, such as the Sex Equity 
     and Single Parent/Displaced Homemaker/Single Pregnant Women 
     funding reserves, and the role responsibilities of the Sex 
     Equity Coordinator under the Carl D. Perkins Vocational and 
     Applied Technology Education Act; and the specialized 
     services, goal-setting, data collection and reporting 
     requirements of the Non-Traditional Employment for Women Act 
     as it pertains to the Job Training Partnership Act.
       The House Bill, but not the Senate Amendment, requires the 
     State to provide documentation of the necessity of the 
     waiver(s) requested.
       The Senate recedes.
       Both the House Bill and the Senate Amendment state that the 
     Secretaries may waive requested laws of provisions if certain 
     criteria are met, but use slightly different language.
       The House recedes with an amendment to clarify language.
       The House Bill, but not the Senate Amendment requires the 
     State to provide certain groups and individuals an 
     opportunity to comment on the waiver request.
       The Senate recedes with an amendment to include labor and 
     business organizations in the list of participants that may 
     have an opportunity to comment on waiver proposal. It is not 
     the conferees intent to require states to disseminate this 
     information personally to all individuals listed in this 
     section. Conferees do envision that such dissemination may be 
     provided to schools--as opposed to individual teachers, 
     students, or parents--or through other forms of group 
     dissemination.
       Both the House Bill and the Senate Amendment require the 
     Secretary of Education to act promptly, but the House Bill 
     requires the Secretary to issue a detailed decision and to 
     consider the amount of State resources that are to be used to 
     implement the plan.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide the 
     same time period for each approved waiver, but use slightly 
     different language.
       The House recedes with an amendment to clarify language.
       Both the House Bill and the Senate Amendment state the same 
     provisions of law that may be waived by the Secretary of 
     Education, but use slightly different language.
       The House recedes.
       Both the House Bill and the Senate Amendment stated the 
     same requirements that may NOT be waived by the Secretary of 
     Education, but use slightly different language.
       The House recedes with an amendment to combine the language 
     in the two bills.
       Both the House Bill and the Senate Amendment provide 
     similar conditions for termination of waivers, but use 
     slightly different language.
       The House recedes with an amendment to clarify language.
       Both the House Bill and the Senate Amendment state the same 
     provisions of law that may be waived by the Secretary of 
     Labor, but use slightly different language.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, requires the 
     State to provide documentation of the necessity of the 
     waivers requested.
       The Senate recedes.
       The House Bill, but not the Senate Amendment, requires the 
     State to provide certain groups and individuals an 
     opportunity to comment on the waiver request.
       The Senate recedes with an amendment to include labor and 
     business groups in the list of participants that may have an 
     opportunity to comment on the waiver request.
       Both the House Bill and the Senate Amendment require the 
     Secretary of Labor to act promptly, but the House Bill 
     requires the Secretary of Labor to issue a detailed decision 
     and to consider the amount of State resources that are to be 
     used to implement the plan.
       The Senate recedes. It is not the conferees, intent to 
     require states to disseminate this information personally to 
     all individuals listed in this section. Conferees do envision 
     that such dissemination may be provided to schools--as 
     opposed to individual teachers, students, or parents--or 
     through other forms of dissemination.
       Both the House Bill and the Senate Amendment provide the 
     same time period for each approved waiver, but use slightly 
     different language.
       The House recedes with an amendment to clarify language.
       Both the House Bill and the Senate Amendment state the same 
     requirements that may not be waived by the Secretary of 
     Labor, but use slightly different language.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide 
     similar conditions for termination of waivers, but use 
     slightly different language.
       The House recedes with an amendment to clarify language.
       Both the House Bill and the Senate Amendment, provide for 
     the combination of funds for high poverty schools, but use 
     slightly different language.
       The House recedes.
       The Senate Amendment, but not the House Bill, allows for 
     the combination of Carl Perkins and JTPA funds at the state 
     level.
       The Senate recedes.
       Both the House Bill and the Senate Amendment provide 
     similar safeguards for nondiscrimination, prohibition of 
     wages, and labor standards, but use different language.
       The House recedes with an amendment to disallow funds to be 
     used to pay the wages of workplace mentors.
       Both the House Bill and the Senate Amendment state that 
     this Act shall not be construed to establish a right for any 
     individual to bring an action to obtain services under this 
     Act.
       The Senate recedes with an amendment to move this language 
     to an earlier provision. The conferees added new language to 
     make clear that nothing in this Act is intended to expand, 
     diminish, modify or affect any rights to enforcement that an 
     individual may have under other federal laws, such as 42 
     U.S.C. section 1983, if any, with respect to the lawful 
     operation of school-to-work programs and state and local 
     obligations under the Act, except as expressly provided. The 
     conferees expect state and local entities to establish and 
     maintain programs in a manner consistent with the 
     requirements of this Act and to carry out the obligations of 
     this Act, including assurances and actions described in state 
     and local applications and plans.
       Both the House Bill and the Senate Amendment state that 
     similar authority of other officials or entities will not be 
     superseded, but use slightly different language.
       The House recedes with an amendment to combine the language 
     of the two bills and also adds new language building on the 
     language authority of state officials, agencies or entities.
       The House Bill, but not the Senate Amendment, provides a 
     non-supplant clause.
       The Senate recedes replacing the non-supplant clause with 
     maintenance of effort language.
       Both the House Bill and the Senate Amendment allow the 
     Secretaries to establish other safeguards, but use slightly 
     different language.
       The House recedes.
       The House Bill, but not the Senate Amendment, provides for 
     the reauthorization of job training for the homeless 
     demonstration program under the Stewart B. McKinney Homeless 
     Assistance Act.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, provides both 
     an effective date and a sunset clause.
       The House recedes with an amendment changing the sunset 
     date from ``nine calendar years after the date of enactment'' 
     to ``2001''.
       The Senate Amendment, but not the House Bill, specifies 
     that this is not an unfunded mandate on states and does not 
     allow this Act to be used to force compliance with other 
     Federal laws.
       The House recedes with an amendment to replace the Senate 
     language that was included in Goals 2000 regarding unfunded 
     federal mandates.
       The Senate Amendment, but not the House Bill, includes a 
     Sense of the Senate that funding for this Act will come 
     predominately through offsets from Department of Education 
     and Department of Labor programs.
       The Senate recedes.
       The Senate Amendment, but not the House Bill, amends Tech-
     Prep to encourage participation by 4-year colleges in Tech-
     Prep consortia and to give priority to applications that 
     allow for placement in 4-year colleges.
       The House recedes with an amendment accepting the provision 
     allowing tech-prep programs to begin in the ninth grade; 
     amending the provision to give special consideration to 
     programs that are developed in consultation with institutions 
     of higher education that award baccalaureate degrees.
       The Senate Amendment, but not the House Bill, amends the 
     Higher Education Amendments of 1986 to allow the Secretary of 
     the Interior to award grants to promote Native Hawaiian and 
     Alaskan Native cultures.
       The House recedes. It is the intent of the conferees that 
     no grants made under this section shall be used to duplicate 
     any of the degree granting programs or efforts of the 
     Institute for American Indian Arts. Furthermore, it is noted 
     that many of the stated purposes of this section are similar 
     to provisions included in the National Museum of the American 
     Indian Act passed by Congress in 1989. These provisions 
     authorized collaborative efforts with museums and 
     institutions around the country for the purpose of cultural 
     preservation and advancement of American Indians, Alaska 
     Natives, and Native Hawaiians. It is anticipated that in 
     awarding grants under this section, the Secretaries shall 
     make every effort to coordinate the grant activities with 
     those authorized by the National Museum of the American 
     Indian Act.
       The conferees agreed to accept a technical amendment to 
     section 429 of the Job Training Partnership Act.
     Edward M. Kennedy,
     Clairborne Pell,
     Howard M. Metzenbaum,
     Paul Simon,
     Tom Harkin,
     Barbara A. Mikulski,
     Jeff Bingaman,
     Paul Wellstone,
     Harris Wofford,
     Dave Durenberger,
                               Managers on the Part of the Senate.


     William D. Ford,
     Dale E. Kildee,
     Pat Williams,
     Bill Goodling,
     Steve Gunderson,
     Managers on the Part of the House.

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