[Congressional Record Volume 144, Number 140 (Thursday, October 8, 1998)]
[House]
[Pages H10200-H10201]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




 CONFERENCE REPORT ON H.R. 1853, CARL D. PERKINS VOCATIONAL-TECHNICAL 
                        EDUCATION ACT AMENDMENTS

  Mr. GOODLING. Mr. Speaker, I call up the conference report on the 
bill (H.R. 1853), to amend the Carl D. Perkins Vocational and Applied 
Technology Education Act, and I ask unanimous consent for its immediate 
consideration; that all points of order be waived; and that the 
conference report be considered as read.
  The Clerk read the title of the bill.
  The SPEAKER pro tempore. Is there objection to the request of the 
gentleman from Pennsylvania (Mr. Goodling)?
  There was no objection.
  The SPEAKER pro tempore. Pursuant to the unanimous consent request, 
the conference report is considered read.
  (For conference report and statement, see prior proceedings of the 
House of today.)
  The SPEAKER pro tempore. The gentleman from Pennsylvania (Mr. 
Goodling) and the gentleman from Missouri (Mr. Clay) each will control 
30 minutes.
  The Chair recognizes the gentleman from Pennsylvania (Mr. Goodling).
  Mr. GOODLING. Mr. Speaker, I yield myself such time as I may consume.
  Mr. Speaker, I rise in strong support of the Conference Agreement on 
H.R. 1853, the Carl D. Perkins Vocational and Applied Technology 
Education Amendments of 1998.
  I cannot think of a better gentleman to have this bill named. I do 
not want to put ``for'' at the end a sentence; I am an educator. But 
Carl was just a wonderful friend, a great chairman, and certainly a 
strong supporter of vocational education.
  This agreement is based upon four overarching principles: 
Strengthening academics in this country's vocational-technical 
educational program; broadening opportunities for vocational education 
students, particularly in areas of high technology; sending more money 
to the classroom; and significantly increasing State and local 
flexibility for the design of innovative programs that are responsive 
to local needs.
  This legislation will move our Nation's vocational-technical 
education programs into the 21st Century, and more importantly will 
assist the 75 percent of American youth who do not complete a 4-year 
college degree.
  Our Nation's young people should receive a high quality education 
whether they are bound for college, the military, further training, or 
directly into the work force.
  Today's vocational education students need a quality education, a 
strong academic foundation, and relevant skills in order to thrive in 
today's economy.
  This legislation makes a number of important improvements to current 
law that authorizes vocational education programs.
  First, the agreement will strengthen the academic component of 
vocational education. It asks States and local school districts to 
describe in their State and local applications how they plan to improve 
the academic and technical skills of students participating in 
vocational education.
  It also asks States to tell us how vocational education students will 
be taught to the same challenging academic proficiencies as all other 
students. The legislation broadens opportunities for students 
participating in vocational education programs.
  In 1950, 60 percent of all jobs in the Nation were unskilled. In 
1990, this figure dropped to 35 percent. By the year

[[Page H10201]]

2000, it is projected to drop to 15 percent.
  We need to make sure that vocational education students have 
opportunities to prepare for continued education and for high-skill 
high-wage jobs. For this reason, the agreement places an expanded 
emphasis on technology.
  With the increased emphasis on academics and technology, vocational 
education students will be better prepared for expanded educational and 
employment opportunities.
  Finally, the agreement not only sends more money to the local level 
than under current law, but it provides those at the local level with 
more flexibility in how to spend their money.
  Local school districts and postsecondary institutions will be able to 
decide how to best meet the needs of their students. They will have the 
ability to create innovative programs to meet their individual local 
needs.
  Under current law, only 75 percent of Federal vocational education 
dollars are required to go locally. This agreement requires that no 
less than 85 percent of the Federal education dollars go to local 
school districts or postsecondary programs.
  If we are going to see true change occur in vocational-technical 
education, it is going to come from the local level, and that is where 
our money should be.
  Mr. Speaker, I reserve the balance of my time.
  Mr. CLAY. Mr. Speaker, I yield myself such time as I may consume.
  (Mr. CLAY asked and was given permission to revise and extend his 
remarks.)
  Mr. CLAY. Mr. Speaker, I am pleased to rise in support of the 
conference report. This report represents nearly 4 years of dedicated 
work by the Members on both sides of the aisle.
  During this Congress, we have worked closely with the gentleman from 
Pennsylvania (Chairman Goodling) and our colleagues in the Senate to 
craft legislation to improve the vocational education system. In 
addition to extending the authorization of this program for 5 years, 
the bill improves the structure of our vocational education system.
  We continue, under this bill, to target funds on poverty, ensuring 
that the most needy of school districts receive the assistance.
  I want to compliment the gentleman from Pennsylvania (Chairman 
Goodling), my ranking subcommittee members, the gentleman from Michigan 
(Mr. Kildee), the gentleman from California (Mr. Martinez), the 
gentleman from California (Mr. McKeon), the gentleman from Pennsylvania 
(Mr. Peterson), and the gentleman from Texas (Mr. Johnson) for their 
work on this legislation.
  This bill deserves the strong support of all Members of this body.
  Mr. Speaker, I reserve the balance of my time.
  Mr. GOODLING. Mr. Speaker, I yield myself 2 minutes.
  Mr. Speaker, I want to thank Chairman Jeffords who led the Senate 
efforts on the legislation, and our House conferees the gentleman from 
California (Mr. Riggs) who chairs the Subcommittee on Early Childhood, 
Youth, and Families, the gentleman from California (Mr. McKeon), the 
gentleman from Pennsylvania (Mr. Peterson), the gentleman from Texas 
(Mr. Johnson), the gentleman from Missouri (Mr. Clay), the gentleman 
from Michigan (Mr. Kildee), and the gentleman from California (Mr. 
Martinez).
  I would also like to thank staff who have worked very hard in helping 
us develop this legislation, including Krisann Pearce, Sally Lovejoy, 
Mary Clagett, Vic Klatt, June Harris, Alex Nock, and Marci Philips.
  The conference agreement on H.R. 1853 is based on good public policy. 
The agreement expands opportunities for vocational education students, 
placing increased emphasis on academics, technology, and State and 
local innovation.
  Mr. Speaker, I urge your support for this legislation.
  Mr. MARTINEZ. Mr. Speaker, I rise in support of the conference report 
on H.R. 1853, the Carl Perkins Vocational and Applied Technology 
Amendments of 1998. The Perkins Act has helped millions of students 
attain the education and training needed to compete in today's 
workforce.
  In particular, the act has provided access to vocational education to 
a variety of underserved populations--women, including single mothers 
and displaced homemakers; individuals with disabilities; and students 
facing barriers to educational achievement, such as limited english 
proficiency. The reauthorization legislation before us today, I 
believe, strengthens the Federal Vocational Education Program.
  We merge the best of the House and Senate bills to provide for a 
system that holds vocational education to high academic standards and 
accountability. We also reaffirm our commitment to special populations, 
and ensure that not only are they provided access to vocational 
education, but that they also are included in the quest for high 
quality.
  I am also pleased that disagreements on the formula have been 
resolved, striking a balance between providing support for local 
schools and leveraging resources in leadership activities. Just as 
importantly, this new formula retains the Federal commitment to target 
scarce education dollars to the neediest students.

  Finally, I would like to express my strong support for the provisions 
in the legislation that preserve the tech-prep program.
  Tech-prep provides comprehensive links between vocational education 
and training in secondary schools and postsecondary education 
institutions.
  As such, the tech-prep program enhances the Federal commitment to 
provide vocational education students with the skills and education to 
pursue a successful future after high school--whether it involves 
obtaining additional training, pursuing a baccalaureate degree, or 
entering the workforce.
  I thank Chairman Goodling and Chairman Jeffords for their commitment 
to reaching bipartisan, bicameral agreement on vocational education 
reauthorization.
  While these negotiations were lengthy, and often contentious, I 
believe the final product was worth the effort.
  I urge my colleagues to join me in support of passage of this 
conference report.
  Mr. GOODLING. Mr. Speaker, I yield back the balance of my time.
  The SPEAKER pro tempore. Without objection, the previous question is 
ordered on the conference report.
  There was no objection.
  The SPEAKER pro tempore. The question is on the conference report.
  The conference report was agreed to.
  A motion to reconsider was laid on the table.

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