[Congressional Record Volume 149, Number 27 (Thursday, February 13, 2003)]
[Senate]
[Pages S2480-S2487]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. DeWINE (for himself and Mr. Rockefeller):
  S. 409. A bill to provide loan forgiveness to social workers who work 
for child protective agencies; to the Committee on Health, Education, 
Labor, and Pensions.
  Mr. DeWINE. Madam President, I join several of my colleagues today to 
introduce a series of bills related to the reauthorization of the 
Higher Education Act (HEA). These five bills emphasize a number of 
issues that are vital to higher education, including teacher quality; 
loan forgiveness for social workers, family lawyers, and early 
childhood teachers; and the reduction of drug use and underage drinking 
at our colleges and universities.
  The quality of a student's education is the direct result of the 
quality of that student's teachers. If we don't have well trained 
teachers, then future generations of our children will not be well 
educated. That is why I am introducing a bill that would provide $200 
million in grants to our schools of education to partner with local 
schools to ensure that our teachers are receiving the best, most 
extensive training available before they enter the classroom.
  The Secretary of Education's annual report on teacher quality 
reported that a majority of graduates of schools of education believe 
that the traditional teacher preparation program left them ill prepared 
for the challenges and rigors of the classroom. Part of the 
responsibility for this lies in the hands of our schools of education. 
However, Congress also has a responsibility to give our schools of 
education the tools they need to make necessary improvements. This new 
bill would create a competitive grant program for schools of education, 
which partner with low-income schools to create clinical programs to 
train teachers. Additionally, it would require schools of education to 
make internal changes by working with other departments at the 
university to ensure that teachers are receiving the highest quality 
education in core academic subjects. Finally, it would require the 
college or university to demonstrate a commitment to improving their 
schools of education by providing matching funds.
  Another complex issue affecting the teaching force is the high 
percentage of disillusioned beginning teachers who leave the field. Our 
bill would help combat this issue, as well. Schools of education 
receiving these grants would be responsible for following their 
graduates and continuing to provide assistance after they enter the 
classroom. The more we invest in the education of teachers--especially 
once they have entered the profession--the more likely they will remain 
in the classroom.
  Today, I also would like to introduce, along with Senator Dodd, the 
Early Care and Education Loan Forgiveness Act. Our dear friend and 
colleague, Senator Wellstone, and I had included this legislation in 
the last higher education reauthorization bill. We had been working on 
this legislation together before Paul's tragic death. I know he cared 
deeply about this issue and about making sure that all children receive 
a quality education. He was passionate about that. And, in his memory, 
I would like to rename our bill the Paul Wellstone Early Educator Loan 
Forgiveness Act.
  This bill would expand the loan forgiveness program so that it 
benefits not just childcare workers, but also early childhood 
educators. This loan forgiveness program would serve as an incentive to 
keep those educators in the field for longer periods of time.
  Paul Wellstone knew how important early learning programs are in 
preparing our children for kindergarten and beyond. Research shows that 
children who attend quality early childcare programs when they were 
three or four years old scored better on math, language arts, and 
social skills in early elementary school than children who attended 
poor quality childcare programs. In short, children in early learning 
programs with high quality teachers--teachers with a bachelor's degree 
or an associate's degree or higher--do substantially better.
  When we examine the number and recent growth of pre-primary education 
programs, it becomes difficult to differentiate between early education 
and childcare settings because they are so often intertwined--
especially considering that 11.9 million children younger than age five 
spend part of their time with a care provider other than a parent and 
that demand for quality childcare and education is growing as more 
mothers enter the workforce.
  Because this bill targets loan forgiveness to those educators working 
in low-income schools or childcare settings, we can make significant 
strides toward providing high quality education for all of our young 
children, regardless of socioeconomic status. The bill would serve a 
twofold function. First, it would reward professionals for their 
training. Second, it would encourage professionals to remain in the 
profession over longer periods of time, since more time in the 
profession leads to higher percentages of loans forgiveness. The bill 
would result in more educated individuals with more teaching experience 
and lower turnover rates, each of which enhance student performance.
  I encourage my colleagues to join me in this effort to ensure that 
truly no children--especially our youngest children--are left behind.
  I also am working on two bills with my friend and colleague from West 
Virginia, Senator Jay Rockefeller. These bills would provide loan 
forgiveness to students who dedicate their careers to working in the 
realm of child welfare, including social workers, who work for child 
protective services, and family law experts.
  Currently, Mr. President, there aren't enough social workers to fill 
available jobs in child welfare today. Furthermore, the number of 
social work job openings is expected to increase faster than the 
average for all occupations through 2010. The need for highly qualified 
social workers in the child protective services is reaching crisis 
level.
  We also need more qualified individuals focusing on family law. The 
wonderful thing about family law is its focus on rehabilitation--that 
is the rehabilitation of families by helping them through life's 
transitions, whether it is a family going through a divorce, a family 
dealing with their troubled teenager in the juvenile system, or a child 
getting adopted and becoming a member of a new family.
  Across the United States, family, juvenile, and domestic relations 
courts are experiencing a shortage of qualified attorneys. As many of 
my colleagues and I know, law school is an expensive

[[Page S2481]]

investment. In the last 20 years, tuition has increased more than 200 
percent. Currently, the average rate of law school debt is about 
$80,000 per graduate. To be sure, few law school graduates can afford 
to work in the public sector because debts prevent even the most 
dedicated public service lawyer from being able to take these low-
paying jobs. This results in a shortage of family lawyers.
  The shortage of family law attorneys also disproportionately impacts 
juveniles. The lack of available representation causes children to 
spend more time in foster care because cases are adjourned or postponed 
when they simply cannot find an attorney to represent their rights or 
those of the parent or guardian. Furthermore, the number of children 
involved in the court system is sharply increasing. We need to ensure 
that the interests of these children are taken care of by making 
certain they have an advocate--someone working solely on their behalf. 
By offering loan forgiveness to those willing to pursue careers in the 
child welfare field, we can increase the number of highly qualified and 
dedicated individuals who work in the realm of child welfare and family 
law.
  Finally, I am introducing a bill today with my friend and colleague 
from Connecticut, Senator Lieberman, that would help address an 
epidemic--the epidemic of underage drinking, binge drinking, and drug-
related problems on college and university campuses across the United 
States. Our bill would provide grants to states to establish statewide 
partnerships among colleges and universities and the surrounding 
communities to work together to reduce underage and binge drinking and 
illicit drug use by students.
  According to a study by Boston University, over 1,400 students aged 
18-24 died in 1998 from alcohol-related injuries, more than 600,000 
students were assaulted by another student, and another 500,000 were 
injured unintentionally while under the influence of alcohol. According 
to a 1999 Harvard University study, 40 percent of college students are 
binge drinkers and according to the Department of Health and Human 
Services, nearly 10.5 million current drinkers were under the legal age 
of 21, and of these, over 5 million were binge drinkers.
  Currently, 28 States, including my home State of Ohio, have 
coalitions that deal specifically with the culture of alcohol and drug 
abuse on our nation's college campuses. They work with the surrounding 
communities, including local residents, bar, restaurant and shop 
owners, and law enforcement officials, toward a goal of changing the 
pervasive culture of drug and alcohol abuse. They provide alternative 
alcohol-free events, as well as support groups for those who choose not 
to drink. They also educate students about the dangers of alcohol and 
drug-use.
  Furthermore, the coalitions recognize that while it is important to 
promote an alcohol aware and drug-free campus community, if the 
community surrounding the campus does not promote these initiatives, 
there will be no long-term solutions. Therefore, these coalitions also 
have worked to establish regulations both on and off campus, which will 
help our nation's youth to stay healthy, alive, and get the most out of 
their time at college. Some of these regulations include the 
registration of kegs. This provides accountability for both the store 
and the student. This is just an example of one step that colleges, 
local communities, and organizations can take.
  To help start the expansion of these coalitions, our bill would 
provide $50 million in grants. This is an important demonstration 
project that would help lead to positive effects for our young people. 
It is up to us to change the culture, which has been perpetuated by 
years of complacency and a dismissal tone of--``that's just the way it 
is in college.'' We must protect the health and education of our young 
people by changing this culture of abuse--and that is exactly what this 
bill would do.
  Next year when we consider the reauthorization of the Higher 
Education Act, I encourage my colleagues to join in support of these 
initiatives.
  Mr. DeWINE. Mr. President, I ask unanimous consent that the text of 
the bills be printing in the Record.
  There being no objection, the bills were ordered to be printed in the 
Record, as follows:

                                 S. 405

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``Paul Wellstone Early 
     Educator Loan Forgiveness Act''.

     SEC. 2. FINDINGS.

       Congress finds the following:
       (1)(A) The first 5 years of a child's life are a time of 
     momentous change.
       (B) Research shows that a child's brain size doubles 
     between birth and age 3.
       (2) New scientific research shows that the electrical 
     activity of the brain cells actually changes the physical 
     structure of the brain, and that without a stimulating 
     environment, a baby's brain suffers.
       (3) Research also indicates that there is a connection 
     between the cognitive, social, emotional, and physical 
     stimulation young children receive from their early childhood 
     teachers and caregivers and success in learning, school 
     readiness, and intellectual growth. There are important 
     short- and long-term effects of that stimulation on cognition 
     and social development.
       (4) High quality early childhood education correlates with 
     better language development, mathematics abilities, and 
     social skills.
       (5) 11,900,000 children younger than age 5 spend part of 
     their time with a child care provider other than a parent. By 
     2000, 64 percent of 3- to 5-year-olds were enrolled in some 
     type of preschool program. Demand for child care is growing 
     as more mothers enter the workforce.
       (6) Good quality child care, in a healthy and safe 
     environment, with trained, caring providers who provide age-
     appropriate, developmentally appropriate, and effective 
     activities, helps children grow and thrive. Recent research 
     shows that most child care needs significant improvement.
       (7) Good quality child care depends largely on the 
     provider, yet providers of child care earn on average $7.86 
     per hour, or $16,350 per year. Such earnings cause high 
     annual turnover, up to 31 percent of the staff in some child 
     care programs. High turnover affects the overall quality of a 
     child care program and causes anxiety for children.
       (8) Children attending lower quality child care programs 
     and child care programs with high staff turnover are less 
     competent in language and social development than other 
     children.
       (9) The quality of child care is primarily related to high 
     staff-to-child ratios, staff education, professional 
     development, and administrators' prior experience. In 
     addition, certain characteristics distinguish poor, mediocre, 
     and good quality child care programs, the most important of 
     which are teacher wages, education, and specialized training.
       (10) Each State requires kindergarten teachers to hold at 
     least a bachelor's degree and certificate in early childhood 
     education. Only 20 States and the District of Columbia 
     require teachers in prekindergarten programs to satisfy those 
     requirements. Thirty States allow caregivers with no previous 
     training to work in child care programs.

     SEC. 3. LOAN FORGIVENESS FOR CHILD CARE PROVIDERS.

       Section 428K of the Higher Education Act of 1965 (20 U.S.C. 
     1078-11) is amended to read as follows:

     ``SEC. 428K. LOAN FORGIVENESS FOR CHILD CARE PROVIDERS.

       ``(a) Purposes.--The purposes of this section are--
       ``(1) to bring more highly trained individuals into the 
     early child care profession; and
       ``(2) to keep more highly trained child care providers in 
     the early child care field for longer periods of time.
       ``(b) Definitions.--In this section:
       ``(1) Child care facility.--The term `child care facility' 
     means a facility, including a home, that--
       ``(A) provides child care services; and
       ``(B) meets applicable State or local government licensing, 
     certification, approval, or registration requirements, if 
     any.
       ``(2) Child care services.--The term `child care services' 
     means activities and services provided for the education and 
     care of children from birth through age 5 by an individual 
     who has a degree in early childhood education, including a 
     preschool teacher.
       ``(3) Degree.--The term `degree' means an associate's or 
     bachelor's degree awarded by an institution of higher 
     education.
       ``(4) Early childhood education.--The term `early childhood 
     education' means education in the area of early child 
     development and education, or any other educational area 
     related to early child development and education or child 
     care, that the Secretary determines to be appropriate.
       ``(5) Eligible preschool program provider.--The term 
     `eligible preschool program provider' means a preschool 
     program provider serving children younger than the age of 
     compulsory school attendance in the State that is--
       ``(A) a public or private school;
       ``(B) a provider that is supported, sponsored, supervised, 
     or administered by a local educational agency;
       ``(C) a Head Start agency designated under the Head Start 
     Act (42 U.S.C. 9831 et seq.);
       ``(D) a nonprofit or community-based organization; or
       ``(E) a licensed child care center or family child care 
     provider.

[[Page S2482]]

       ``(6) Institution of higher education.--Notwithstanding 
     section 102, the term `institution of higher education' has 
     the meaning given the term in section 101.
       ``(7) Preschool teacher.--The term `preschool teacher' 
     means an individual--
       ``(A) who has received at least an associate's degree in 
     early childhood education and who is working toward or who 
     has already received a bachelor's degree in early childhood 
     education; and
       ``(B) who works for an eligible preschool program provider 
     supporting the children's cognitive, social, emotional, and 
     physical development to prepare the children for the 
     transition to kindergarten.
       ``(c) Loan Forgiveness.--
       ``(1) In general.--The Secretary may carry out a program of 
     assuming the obligation to repay, pursuant to subsection (d), 
     a loan made, insured, or guaranteed under this part, part D 
     (excluding loans made under sections 428B and 428C or 
     comparable loans made under part D), or part E for any new 
     borrower after the date of enactment of the Higher Education 
     Amendments of 1998, who--
       ``(A) receives a degree in early childhood education;
       ``(B) obtains employment in a child care facility, such as 
     employment as a preschool teacher; and
       ``(C) has been employed full time, for the 2 consecutive 
     years preceding the year for which the determination is made, 
     as a provider of child care services in a child care facility 
     in a low-income community.
       ``(2) Low-income community.--In this subsection, the term 
     `low-income community' means a community in which 70 percent 
     of households earn less than 85 percent of the State median 
     household income.
       ``(3) Award basis; priority.--
       ``(A) Award basis.--Subject to subparagraph (B), loan 
     repayment under this section shall be on a first-come, first-
     served basis and subject to the availability of 
     appropriations.
       ``(B) Priority.--The Secretary shall give priority in 
     providing loan repayment under this section for a fiscal year 
     to student borrowers who received loan repayment under this 
     section for the preceding fiscal year.
       ``(4) Regulations.--The Secretary is authorized to 
     prescribe such regulations as may be necessary to carry out 
     the provisions of this section.
       ``(d) Loan Repayment.--
       ``(1) In general.--The Secretary shall assume the 
     obligation to repay--
       ``(A) after the second consecutive year of employment 
     described in subparagraphs (B) and (C) of subsection (c)(1), 
     20 percent of the total amount of all loans described in 
     subsection (c)(1) and made after the date of enactment of the 
     Higher Education Amendments of 1998, to a student;
       ``(B) after the third consecutive year of such employment, 
     20 percent of the total amount of all such loans; and
       ``(C) after each of the fourth and fifth consecutive years 
     of such employment, 30 percent of the total amount of all 
     such loans.
       ``(2) Construction.--Nothing in this section shall be 
     construed to authorize the refunding of any repayment of a 
     loan made, insured, or guaranteed under this part, part D, or 
     part E.
       ``(3) Interest.--If a portion of a loan is repaid by the 
     Secretary under this section for any year, the proportionate 
     amount of interest on such loan that accrues for such year 
     shall be repaid by the Secretary.
       ``(4) Special rule.--In the case in which a student 
     borrower who is not participating in loan repayment pursuant 
     to this section returns to an institution of higher education 
     after graduation from an institution of higher education for 
     the purpose of obtaining a degree in early childhood 
     education, the Secretary is authorized to assume the 
     obligation to repay the total amount of loans described in 
     subsection (c)(1) and incurred for a maximum of 2 academic 
     years in returning to the institution of higher education for 
     the purpose of obtaining the degree in early childhood 
     education. Such loans shall only be repaid for borrowers who 
     qualify for loan repayment pursuant to the provisions of this 
     section, and shall be repaid in accordance with the 
     provisions of paragraph (1).
       ``(5) Ineligibility of national service award recipients.--
     No student borrower may, for the same service, receive a 
     benefit under both this section and subtitle D of title I of 
     the National and Community Service Act of 1990 (42 U.S.C. 
     12601 et seq.).
       ``(e) Repayment to Eligible Lenders and Holders.--The 
     Secretary shall pay to each eligible lender or holder for 
     each fiscal year an amount equal to the aggregate amount of 
     the lender's or holder's loans that are subject to repayment 
     pursuant to this section for such year.
       ``(f) Application for Repayment.--
       ``(1) In general.--Each eligible individual desiring loan 
     repayment under this section shall submit a complete and 
     accurate application to the Secretary at such time, in such 
     manner, and containing such information as the Secretary may 
     require.
       ``(2) Conditions.--An eligible individual may apply for 
     loan repayment under this section after completing each of 
     the second through the fifth consecutive years of qualifying 
     employment described in subsection (d)(1). The borrower shall 
     receive forbearance while engaged in qualifying employment 
     described in subsection (d)(1) unless the borrower is in 
     deferment while so engaged.
       ``(g) Evaluation.--
       ``(1) In general.--The Secretary shall conduct, by grant or 
     contract, an independent national evaluation of the impact of 
     the program assisted under this section on the field of early 
     childhood education.
       ``(2) Competitive basis.--The grant or contract described 
     in paragraph (1) shall be awarded on a competitive basis.
       ``(3) Contents.--The evaluation described in this 
     subsection shall--
       ``(A) determine the number of individuals who were 
     encouraged by the program assisted under this section to 
     pursue early childhood education;
       ``(B) determine the number of individuals who remain 
     employed in a child care facility as a result of 
     participation in the program;
       ``(C) identify the barriers to the effectiveness of the 
     program;
       ``(D) assess the cost-effectiveness of the program in 
     improving the quality of--
       ``(i) early childhood education; and
       ``(ii) child care services;
       ``(E) identify the reasons why participants in the program 
     have chosen to take part in the program;
       ``(F) identify the number of individuals participating in 
     the program who received an associate's degree and the number 
     of such individuals who received a bachelor's degree; and
       ``(G) identify the number of years each individual 
     participated in the program.
       ``(4) Interim and final evaluation reports.--The Secretary 
     shall prepare and submit to the President and Congress such 
     interim reports regarding the evaluation described in this 
     subsection as the Secretary determines to be appropriate, and 
     shall prepare and so submit a final report regarding the 
     evaluation by January 1, 2007.
       ``(h) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section 
     $25,000,000 for fiscal year 2004, and such sums as may be 
     necessary for each of the 4 succeeding fiscal years.''.

                                 S. 406

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``Communities Combating 
     College Drinking and Drug Use Act''.

     SEC 2. FINDINGS.

       Congress makes the following findings:
       (1) Alcohol is by far the drug most widely used and abused 
     by young people in the United States.
       (2)(A) In 2003, it is illegal for youths under the age of 
     21 to purchase alcohol in all of the 50 States and the 
     District of Columbia, and illicit drugs remain illegal.
       (B) According to the National Institute on Drug Abuse, on 
     average, young people begin drinking at about age 13. 
     However, some start even younger. By the time young people 
     are high school seniors, more than 80 percent have used 
     alcohol and approximately 64 percent have been drunk.
       (C) When adolescents move on to college, they bring their 
     drinking habits with them. According to a 1993-1997 Harvard 
     School of Public Health College Alcohol Study, 40 percent of 
     college students are binge drinkers.
       (D) According to the Department of Health and Human 
     Services, in 1998, 10,400,000 current drinkers were under 
     legal age (age 12-21) and of these, 5,100,000 were binge 
     drinkers, including 2,300,000 heavy drinkers.
       (E) Among 10th graders the perceived harmfulness of 
     regularly taking LSD (lysergic acid diethylamide) is 68.8 
     percent, and among 8th graders the perceived harmfulness is 
     52.9 percent, according to the 2001 Monitoring the Future 
     Study (MTF) funded by the National Institute on Drug Abuse.
       (F) Only 45.7 percent of 12th graders perceived a great 
     risk in trying MDMA (ecstasy) once or twice.
       (G) The perceived availability of crack and cocaine among 
     10th graders was thought of as easy or fairly easy by 31 
     percent of 10th graders.
       (3)(A) Underage drinking particularly impacts institutions 
     of higher education.
       (B) In 1999, Harvard University's School of Public Health 
     College Alcohol Study surveyed 119 colleges and found that 
     students who were binge drinkers in high school were 3 times 
     more likely to binge drink in college.
       (C) According to a March 2002 article published in the 
     Journal of Studies on Alcohol, a study conducted by the 
     Social and Behavioral Sciences Department of the Boston 
     University School of Public Health reported that 1998 and 
     1999 studies show over 2,000,000 of the 8,000,000 college 
     students in the United States drove under the influence of 
     alcohol, over 500,000 were unintentionally injured while 
     under the influence of alcohol, and over 600,000 were hit or 
     assaulted by another student who had been drinking.
       (D) According to the same Boston University study, it is 
     estimated that over 1,400 students aged 18-24 and enrolled in 
     2-year and 4-year colleges died in 1998 from alcohol-related 
     unintentional injuries.
       (E) More than 600,000 students between the ages of 18 and 
     24 are assaulted by another student who has been drinking, 
     and another 500,000 students are unintentionally injured 
     under the influence of alcohol.
       (F) More than 70,000 students between the ages of 18 and 24 
     are victims of alcohol-related sexual assault or date rape, 
     more than 400,000 students reported having unprotected sex, 
     and more than 100,000 students reported having been too 
     intoxicated to know if they consented to having sex, 
     according to the Boston University study.

[[Page S2483]]

       (4)(A) Longstanding cultural influences perpetuate student 
     patterns of drinking.
       (B) Of frequent binge drinkers, 73 percent of males and 68 
     percent of females cited drinking to get drunk as an 
     important reason for drinking according to ``Binge Drinking 
     on Campus: Results of a National Study'', from Harvard School 
     of Public Health.
       (C) The proportion of college students who drink varies 
     depending on where they live. Drinking rates are highest in 
     fraternities and sororities, followed by on-campus housing. 
     Students who live independently offsite (e.g., in apartments) 
     drink less, while commuting students who live with their 
     families drink the least.
       (D) Institutions of higher education in places with strict 
     laws such as keg registration, prohibitions on happy hours, 
     and open container in public bans, which restrict the volume 
     of alcohol sold or consumed, displayed lower rates of 
     consumption and binge drinking among underage students.
       (E) A 2000 report by the Department of Health and Human 
     Services, entitled ``Healthy People 2010'', observes that 
     ``The perception that alcohol use is socially acceptable 
     correlates with the fact that more than 80 percent of 
     American youth consume alcohol before their 21st birthday, 
     whereas the lack of social acceptance of other drugs 
     correlates with comparatively low rates of use. Similarly, 
     widespread societal expectations that young persons will 
     engage in binge drinking may encourage this highly dangerous 
     form of alcohol consumption.''.
       (F) Mutually reinforcing interventions between the college 
     and surrounding community can change the broader environment 
     and help reduce alcohol abuse and alcohol-related problems 
     over the long term.
       (5)(A) The use of illicit drugs threatens the lives and 
     well-being of students at institutions of higher education.
       (B) According to the working paper, ``Alcohol and Marijuana 
     Use Among College Students: Economic Complements or 
     Substitutes'', for the National Bureau of Economic Research, 
     alcohol and marijuana are economic complements, meaning that 
     as the use of alcohol goes down on campuses, it is expected 
     that marijuana will as well, or that as marijuana usage 
     falls, so will alcohol usage.
       (C) The annual prevalence of the use of an illicit drug at 
     institutions of higher education is 36 percent. The annual 
     marijuana use is 34 percent. The annual use of cocaine and 
     LSD is 4.8 percent. The annual use of heroin is 4.5 percent.

     SEC. 3. DEFINITIONS.

       In this Act:
       (1) Binge drinking.--The term ``binge drinking'' means the 
     consumption of 5 or more drinks on any 1 occasion.
       (2) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given the 
     term in section 101(a) of the Higher Education Act of 1965 
     (20 U.S.C. 1001(a)).
       (3) Outlying area.--The term ``outlying area'' means the 
     United States Virgin Islands, Guam, American Samoa, and the 
     Commonwealth of the Northern Mariana Islands.
       (4) Secretary.--The term ``Secretary'' means the Secretary 
     of Education.
       (5) State.--The term ``State'' means each of the 50 States, 
     the District of Columbia, and the Commonwealth of Puerto Rico
       (6) Statewide coalition.--The term ``statewide coalition'' 
     means a coalition that--
       (A) includes--
       (i) the entity a State designates to apply for a grant 
     under this Act and to administer the grant funds; and
       (i)(I) institutions of higher education within that State; 
     and
       (II) a nonprofit group, a community anti-drug or anti-
     alcohol coalition, or another substance abuse prevention 
     group within the State; and
       (B) works toward lowering the drug and alcohol abuse rate 
     at not fewer than 50 percent of the institutions of higher 
     education throughout the State and in the communities 
     surrounding the campuses of the institutions.
       (7) Surrounding community.--The term ``surrounding 
     community'' means the community--
       (A) which surrounds an institution of higher education 
     participating in a statewide coalition;
       (B) where the students from the institution of higher 
     education take part in the community; and
       (C) where students from the institution of higher education 
     live in off-campus housing.

     SEC. 4. PURPOSE.

       The purpose of this Act is to encourage States, 
     institutions of higher education, local communities, 
     nonprofit groups, including community anti-drug or anti-
     alcohol coalitions, and other substance abuse groups within 
     the State to enhance existing or, where none exist, to 
     establish new statewide coalitions to reduce the usage of 
     drugs and alcohol by college students both on campus and in 
     the surrounding community at large.

     SEC. 5. GRANTS.

       (a) Authorization of Appropriations.--There are authorized 
     to be appropriated to carry out this Act $50,000,000 for 
     fiscal year 2004 and such sums as may be necessary for each 
     of the 4 succeeding fiscal years.
       (b) Grants to States.--
       (1) Allotments.--
       (A) In general.--From amounts appropriated under subsection 
     (a) for a fiscal year, the Secretary shall make grants 
     according to allotments under subparagraph (B) to States 
     having applications approved under subsection (c) to pay the 
     cost of carrying out the activities described in the 
     application.
       (B) Determination of allotments.--
       (i) Reservation of funds.--From the total amount 
     appropriated under subsection (a) for a fiscal year, the 
     Secretary shall reserve--

       (I) one-half of 1 percent for allotments to the outlying 
     areas, to be distributed among those outlying areas on the 
     basis of their relative need for assistance under this Act, 
     as determined by the Secretary, to carry out the purpose of 
     this Act; and
       (II) one-half of 1 percent for the Secretary of the 
     Interior for programs under this Act for schools operated or 
     funded by the Bureau of Indian Affairs.

       (ii) State allotments.--From funds appropriated under 
     subsection (a) for a fiscal year that remain after reserving 
     funds under clause (i), the Secretary shall allot to each 
     State an amount that bears the same relation to such 
     remainder as the population of the State bears to the 
     population of all States, as determined by the 2000 decennial 
     census.
       (2) Matching funds required.--Each State receiving a grant 
     under this Act shall contribute matching funds, from non-
     Federal sources, toward the cost of the activities described 
     in the application, in an amount equal to--
       (A) 100 percent of the Federal funds received under the 
     grant, in the case of a State supporting a new statewide 
     coalition; and
       (B) 50 percent of the Federal funds received under the 
     grant, in the case of a State supporting a statewide 
     coalition that was in existence on the day preceding the date 
     of enactment of this Act.
       (3) Administrative costs.--Each State receiving a grant 
     under this section may expend not more than 25 percent of the 
     grant funds for administrative costs.
       (c) State Applications.--
       (1) In general.--For a State to be eligible to receive a 
     grant under this part, the State shall submit an application 
     to the Secretary at such time, in such manner, and containing 
     such information as the Secretary shall reasonably require.
       (2) Contents.--Each application submitted under this 
     section shall include the following:
       (A) A description of how the State will work to enhance 
     existing, or where none exists, to build a statewide 
     coalition in cooperation with--
       (i) not fewer than 50 percent of the institutions of higher 
     education within the State;
       (ii) local communities;
       (iii) nonprofit groups, community anti-drug or anti-alcohol 
     coalitions; and
       (iv) other substance abuse prevention groups within the 
     State.
       (B) A description of how the State intends to ensure that 
     the statewide coalition is actually implementing the purpose 
     of this Act and moving toward the achievement indicators 
     described in subsection (d).
       (C) A list of the members of the statewide coalition or 
     interested parties.
       (d) Accountability.--On the date on which the Secretary 
     first publishes a notice in the Federal Register soliciting 
     applications for grants under this section, the Secretary 
     shall include in the notice achievement indicators for the 
     program assisted under this section. The achievement 
     indicators shall be designed--
       (1) to measure the impact that the statewide coalitions 
     assisted under this Act are having on the institutions of 
     higher education and the surrounding communities, including 
     changes in the number of alcohol or drug-related incidents of 
     any kind (including violations, physical assaults, sexual 
     assaults, reports of intimidation, disruptions of school 
     functions, disruptions of student studies, illnesses, or 
     deaths);
       (2) to measure the quality and accessibility of the 
     programs or information offered by the statewide coalitions; 
     and
       (3) to provide such other measures of program impact as the 
     Secretary determines appropriate.

                                 S. 407

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. FINDINGS.

       Congress makes the following findings:
       (1) Across the United States, family, juvenile, and 
     domestic relations courts experience shortages of qualified 
     attorneys to represent the interests of men, women, and 
     children involved in their court systems.
       (2) The Constitution of the United States provides that 
     everyone charged with a crime is entitled to adequate 
     counsel.
       (3) In 1967, the Supreme Court held, for the first time, 
     that children were persons under the provisions of the 14th 
     amendment to the Constitution relating to due process, and 
     entitled to certain constitutional rights.
       (4) In the case of In re Gault (387 U.S. 1), the Supreme 
     Court held that juveniles are entitled to notice of the 
     charges against them, legal counsel, questioning of 
     witnesses, and protection against self-incrimination in a 
     hearing that could result in commitment to an institution.
       (5) Studies have indicated that many juveniles do not 
     receive the due process protections to which they are 
     entitled. More importantly, they frequently do not receive 
     effective assistance of legal counsel.
       (6) Lawyers who represent juveniles often labor under 
     enormous caseloads with little training or support staff.

[[Page S2484]]

       (7) Public defenders who represent juveniles have, on 
     average, more than 500 cases per year, with more than 300 of 
     those cases being juvenile cases.
       (8) Public defenders often lack specialized training in 
     representing juveniles. Approximately one-half of public 
     defender offices do not even have a section devoted to 
     juvenile delinquency practice in their office training 
     manuals.
       (9) Due to relatively low wages, there is a nationwide 
     shortage of family law attorneys willing to represent 
     juveniles.
       (10) The shortage of family law attorneys results in a 
     severe, disproportionate, and negative impact upon children, 
     impoverished parents, and victims of domestic violence.
       (11) Children involved in family court cases are assigned 
     attorneys to protect their interests. Adults are entitled to 
     representation by attorneys. The lack of available 
     representation by family law attorneys causes children to 
     spend more time in foster care because cases are adjourned or 
     postponed due to lack of appropriate representation. Victims 
     of domestic violence seeking protection from their abusers 
     often will remain in the abusive situation, choose to 
     represent themselves, or wait until an attorney becomes 
     available, all of which risk their personal safety.
       (12) In 1995, 3,100,000 children were reported to child 
     protection agencies as being abused or neglected, which is 
     about double the number reported in 1984. Of these, 996,000 
     children were confirmed after investigation to be abused or 
     neglected. A 1996 study by the Department of Health and Human 
     Services found that the number of children seriously injured 
     nearly quadrupled between 1986 and 1993 from 141,700 to 
     565,000.
       (13) As of 1995 year-end, about 494,000 children were in 
     foster care, a considerable rise from the estimated 280,000 
     children in foster care at the end of 1986. Most of these 
     children are in foster care because of abuse, neglect, or 
     abandonment by their parents. Many are also placed in foster 
     care due to a court order during a child protection case.
       (14) Some estimates suggest that in 70 percent of homes 
     where there is domestic violence, there is also child abuse.
       (15) Children who witness domestic violence can also 
     develop posttraumatic stress disorder, low self-esteem, 
     anxiety, depression, eating disorders, and destructive 
     behavior that can last through adulthood, limiting an 
     individual's ability to achieve academically, socially, and 
     on the job. However, early intervention and education can 
     help prevent further danger to children.
       (16) Continued adjournment forces victims to repeatedly 
     confront their abusers in court. This not only increases the 
     risk of retribution, but also the chance that the victim will 
     abandon the process because of the burden.
       (17) Between 1984 and 1994 there was a 65 percent increase 
     in domestic relations cases and a 59 percent increase in the 
     number of juvenile cases.
       (18) The caseload for child abuse in New York State alone 
     has increased by more than 300 percent between 1984 and 1988.
       (19) Judges in Chicago hear on average 1,700 delinquency 
     cases per month, and in Los Angeles judges for juvenile cases 
     have about 10 minutes to devote to each case.

     SEC. 2. PURPOSE.

       The purposes of this Act are--
       (1) to encourage attorneys to enter the field of family 
     law, juvenile law, or domestic relations law;
       (2) to increase the number of attorneys who will represent 
     low-income families and individuals, and who are trained and 
     educated in such field; and
       (3) to keep more highly trained family law, juvenile law, 
     and domestic relations attorneys in this field of law for 
     longer periods of time.

     SEC. 3. LOAN FORGIVENESS.

       Part B of title IV of the Higher Education Act of 1965 (20 
     U.S.C. 1071 et seq.) is amended by inserting after section 
     428K (20 U.S.C. 1078-11) the following:

     ``SEC. 428L. LOAN FORGIVENESS FOR FAMILY LAW, JUVENILE LAW, 
                   AND DOMESTIC RELATIONS ATTORNEYS WHO WORK IN 
                   THE DEFENSE OF LOW-INCOME FAMILIES, 
                   INDIVIDUALS, OR CHILDREN.

       ``(a) Definitions.--In this section:
       ``(1) Eligible loan.--The term `eligible loan' means a loan 
     made, insured, or guaranteed under this part or part D 
     (excluding loans made under section 428B or 428C, or 
     comparable loans made under part D) for attendance at a law 
     school.
       ``(2) Family law or domestic relations attorney.--The term 
     `family law or domestic relations attorney' means an attorney 
     who works in the field of family law or domestic relations, 
     including juvenile justice, truancy, child abuse or neglect, 
     adoption, domestic relations, child support, paternity, and 
     other areas which fall under the field of family law or 
     domestic relations law as determined by State law.
       ``(3) Highly qualified attorney.--The term `highly 
     qualified attorney' means an attorney who has at least 2 
     consecutive years of experience in the field of family or 
     domestic relations law serving as a representative of low-
     income families or minors.
       ``(b) Demonstration Program.--
       ``(1) In general.--The Secretary may carry out a 
     demonstration program of assuming the obligation to repay 
     eligible loans for any new borrower after the date of 
     enactment of this section, who--
       ``(A) obtains a Juris Doctorate (JD), and takes at least 1 
     law school class in family law, juvenile law, domestic 
     relations law, or some other class that the Secretary 
     determines equivalent to any such class pursuant to 
     regulations prescribed by the Secretary; and
       ``(B) has worked full-time for a State or local government 
     entity, or a nonprofit private entity, as a family law or 
     domestic relations attorney on behalf of low-income 
     individuals in the family or domestic relations court system 
     for 2 consecutive years immediately preceding the year for 
     which the determination was made.
       ``(2) Award basis.--Loan repayment under this section shall 
     be on a first-come, first-served basis and subject to the 
     availability of appropriations.
       ``(3) Priority.--The Secretary shall give priority in 
     providing loan repayment under this section for a fiscal year 
     to student borrowers who received loan repayment under this 
     section for the preceding fiscal year.
       ``(4) Regulations.--The Secretary is authorized to 
     prescribe such regulations as may be necessary to carry out 
     the provisions of this section.
       ``(c) Loan Repayment.--
       ``(1) In general.--The Secretary shall assume the 
     obligation to repay--
       ``(A) after the third consecutive year of employment 
     described in subparagraph (B) of subsection (b)(1), 20 
     percent of the total amount of all eligible loans;
       ``(B) after the fourth consecutive year of such employment, 
     30 percent of the total amount of all eligible loans; and
       ``(C) after the fifth consecutive year of such employment, 
     50 percent of the total amount of all eligible loans.
       ``(2) Construction.--Nothing in this section shall be 
     construed to authorize any refunding of any repayment of a 
     loan made under this part or part D.
       ``(3) Interest.--If a portion of a loan is repaid by the 
     Secretary under this section for any year, the proportionate 
     amount of interest on such loan which accrues for such year 
     shall be repaid by the Secretary.
       ``(4) Ineligibility of national service award recipients.--
     No student borrower may, for the same service, receive a 
     benefit under both this section and subtitle D of title I of 
     the National and Community Service Act of 1990 (42 U.S.C. 
     12601 et seq.).
       ``(d) Repayment to Eligible Lenders.--The Secretary shall 
     pay to each eligible lender or holder for each fiscal year an 
     amount equal to the aggregate amount of eligible loans which 
     are subject to repayment pursuant to this section for such 
     year.
       ``(e) Application for Repayment.--
       ``(1) In general.--Each eligible individual desiring loan 
     repayment under this section shall submit a complete and 
     accurate application to the Secretary at such time, in such 
     manner, and containing such information as the Secretary may 
     require.
       ``(2) Conditions.--An eligible individual may apply for 
     loan repayment under this section after completing each year 
     of qualifying employment. The borrower shall receive 
     forbearance while engaged in qualifying employment unless the 
     borrower is in deferment while so engaged.
       ``(f) Evaluation.--
       ``(1) In general.--The Secretary shall conduct, by grant or 
     contract, an independent national evaluation of the impact of 
     the demonstration program assisted under this section on the 
     field of family and domestic relations law.
       ``(2) Competitive basis.--The grant or contract described 
     in this section shall be awarded on a competitive basis.
       ``(3) Contents.--The evaluation described in this 
     subsection shall determine whether the loan forgiveness 
     program assisted under this section--
       ``(A) has increased the number of highly qualified 
     attorneys;
       ``(B) has contributed to increased time on the job for 
     family law or domestic relations attorneys, as measured by--
       ``(i) the length of time family law or domestic relations 
     attorneys receiving loan forgiveness under this section have 
     worked in the family law or domestic relations field; and
       ``(ii) the length of time family law or domestic relations 
     attorneys continue to work in such field after the attorneys 
     meet the requirements for loan forgiveness under this 
     section;
       ``(C) has increased the experience and the quality of 
     family law and domestic relations attorneys; and
       ``(D) has contributed to better family outcomes, as 
     determined after consultation with the Secretary of Health 
     and Human Services and the Attorney General.
       ``(4) Interim and final evaluation reports.--The Secretary 
     shall prepare and submit to the President and Congress such 
     interim reports regarding the evaluation described in this 
     section as the Secretary determines appropriate, and shall 
     prepare and so submit a final report regarding the evaluation 
     by September 30, 2005.
       ``(g) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section 
     $20,000,000 for fiscal year 2004, and such sums as may be 
     necessary for each of the 4 succeeding fiscal years.''.

                                 S. 408

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

[[Page S2485]]

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``Ready To Educate All 
     Children Act of 2003''.

     SEC. 2. FINDINGS AND PURPOSE.

       (a) Findings.--Congress makes the following findings:
       (1) An estimated 2,000,000 new teachers will be needed over 
     the next decade.
       (2) Under the No Child Left Behind Act of 2001, States must 
     recruit highly qualified teachers by 2006, yet schools in 
     rural areas and high poverty schools have trouble attracting 
     and retaining such teachers.
       (3) A 2000 study by the Education Trust reports that high 
     poverty schools are twice as likely not to have teachers 
     certified in the fields in which they teach as schools that 
     are not high poverty schools, which highlights that high 
     poverty schools will need special help to meet the goals of 
     the No Child Left Behind Act of 2001.
       (4) If the Nation is to improve student achievement and 
     success in school, the United States must encourage and 
     support the training and development of our Nation's 
     teachers, who are the single most important in-school 
     influence on student learning.
       (5) A majority of graduates of schools of education believe 
     that traditional teacher preparation programs left them ill 
     prepared for the challenges and rigors of the classroom.
       (6) Fewer than 36 percent of new teachers feel very well 
     prepared to implement curriculum and performance standards.
       (7) Highly qualified teachers are more effective in 
     impacting student academic achievement because such teachers 
     have high verbal abilities, high content knowledge, and an 
     enhanced ability to know how to teach the content using 
     appropriate pedagogical strategies.
       (8) The difference in annual student achievement growth 
     between having an effective and ineffective teacher can be 
     more than 1 grade level of achievement in academic 
     performance.
       (9) Studies have consistently documented the important 
     connection between a teacher's verbal and cognitive abilities 
     and student achievement.
       (10) Research has shown that there is a positive effect on 
     student achievement when students are taught by teachers with 
     a strong subject-matter background.
       (b) Purpose.--It is the purpose of this Act to provide 
     grants to teacher preparation programs to better prepare 
     teachers to educate all children.

     SEC. 3. DEFINITIONS.

       In this Act:
       (1) Beginning teacher.--The term ``beginning teacher'' 
     means a highly qualified teacher who has taught for not more 
     than 3 years.
       (2) Core academic subjects.--The term ``core academic 
     subjects'' means--
       (A) mathematics;
       (B) science;
       (C) reading (or language arts) and English;
       (D) social studies, including history, civics, political 
     science, government, geography, and economics;
       (E) foreign languages; and
       (F) fine arts, including music, dance, drama, and the 
     visual arts.
       (3) High poverty local educational agency.--The term ``high 
     poverty local educational agency'' means a local educational 
     agency for which the number of children who are served by the 
     agency, aged 5 though 17, and from families with incomes 
     below the poverty line--
       (A) is not less than 40 percent of the number of all 
     children served by the agency; or
       (B) is more than 15,000.
       (4) High poverty school.--The term ``high poverty school'' 
     means an elementary school or secondary school that serves a 
     high number or percentage of children from families with 
     incomes below the poverty line.
       (5) Highly qualified.--The term ``highly qualified'' has 
     the meaning given such term in section 9101 of the Elementary 
     and Secondary Education Act of 1965 (20 U.S.C. 7801).
       (6) Institution of higher education.--The term 
     ``institution of higher education''--
       (A) has the meaning given the term in section 101(a) of the 
     Higher Education Act of 1965 (20 U.S.C. 1001(a)); and
       (B) if such an institution prepares teachers and receives 
     Federal funds, means such an institution that--
       (i) is in full compliance with the requirements of section 
     207 of the Higher Education Act of 1965 (20 U.S.C. 1027); and
       (ii) does not have a teacher preparation program identified 
     by a State as low-performing.
       (7) Local educational agency.--The term ``local educational 
     agency'' has the meaning given such term in section 9101 of 
     the Elementary and Secondary Education Act of 1965 (20 U.S.C. 
     7801).
       (8) Local partner.--The term ``local partner'' means a high 
     poverty local educational agency or a high poverty school.
       (9) Mentoring.--The term ``mentoring'' means activities 
     that consist of structured guidance and regular and ongoing 
     support for beginning teachers.
       (10) Secretary.--The term ``Secretary'' means the Secretary 
     of Education.
       (11) State.--The term ``State'' means each of the 50 
     States, the District of Columbia, and the Commonwealth of 
     Puerto Rico.

     SEC. 4. GRANT PROGRAM.

       (a) In General.--The Secretary is authorized to award 
     grants on a competitive basis to institutions of higher 
     education to establish a partnership with a local partner 
     to--
       (1) establish a clinically-based elementary school or 
     secondary school teacher training program; or
       (2) enhance such institution's clinically-based elementary 
     school or secondary school teacher training program.
       (b) Application.--
       (1) In general.--An institution of higher education that 
     desires to receive a grant under subsection (a) shall submit 
     an application to the Secretary at such time, in such manner, 
     and containing such information as the Secretary may 
     reasonably require.
       (2) Development.--The institution of higher education shall 
     develop the application in collaboration with 1 or more local 
     partners.
       (3) Contents.--Each application submitted pursuant to 
     paragraph (1) shall include--
       (A) a description of any shortages in the State, where the 
     institution of higher education is located, of highly 
     qualified teachers in high poverty schools in core academic 
     subjects;
       (B) an assessment of the needs of beginning teachers in 
     high poverty schools to be effective in the classroom that 
     is--
       (i) developed with the involvement of the local partner; 
     and
       (ii) based on--

       (I) student achievement data in core academic subjects; and
       (II) other indicators of the need to fully prepare 
     beginning teachers;

       (C) a description of how the institution of higher 
     education will use funds made available pursuant to a grant 
     awarded under this Act to--
       (i) improve the quality of the teaching force; and
       (ii) decrease the use of out-of-field placement of 
     teachers;
       (D) a description of how the institution of higher 
     education will align activities assisted under this Act with 
     challenging State academic content standards and student 
     academic achievement standards, and State assessments, by 
     setting numerical, annual improvement goals;
       (E) a plan, developed with the extensive participation of 
     the local partner, for addressing long-term teacher 
     recruitment, retention, professional development, and 
     mentoring needs;
       (F) a description of how the institution of higher 
     education will assist local educational agencies in 
     implementing effective and sustained mentoring and other 
     professional development activities for beginning teachers;
       (G) a description of how the institution of higher 
     education will work with individuals who successfully 
     complete a teacher education program to become certified or 
     licensed; and
       (H) a description of how the institution of higher 
     education will prepare teachers to succeed in the classroom.
       (c) Approval.--
       (1) In general.--The Secretary shall approve an application 
     submitted pursuant to subsection (a) if the application meets 
     the requirements of this section and holds reasonable promise 
     of achieving the purpose of this Act.
       (2) Equitable distribution.--To the extent practicable, the 
     Secretary shall ensure an equitable geographic distribution 
     of grants under this section among the regions of the United 
     States.
       (3) Duration of grants.--The Secretary is authorized to 
     make grants under this section for a period of 5 years. At 
     the end of the 5-year period, the grant recipient may apply 
     for an additional grant under this section.
       (d) Uses of Funds.--
       (1) Mandatory uses.--An institution of higher education 
     that receives a grant under this section shall use the grant 
     funds to--
       (A) establish a partnership with a local partner to 
     establish, or enhance an existing, clinically-based 
     elementary school or secondary school teacher training 
     program to better train teachers for challenges in the 
     classroom;
       (B) facilitate a partnership among departments of the 
     institution to ensure that future teachers are prepared to 
     teach; and
       (C) implement a project-based assessment that facilitates 
     the program evaluation developed under subsection (f) and 
     that assesses the impact of the activities undertaken with 
     grant funds awarded under this Act on achieving the purpose 
     of this Act, as well as on institutional policies and 
     practices.
       (2) Additional activities.--An institution of higher 
     education that receives a grant under this section shall use 
     the grant funds for not less than 3 of the following 
     activities:
       (A) The enhancement of high caliber teaching, including--
       (i) enabling faculty to spend additional time in smaller 
     class settings teaching students pursuing teaching degrees;
       (ii) providing--

       (I) summer school teaching opportunities for students 
     pursuing teaching degrees;
       (II) additional salary for faculty members who serve as 
     advisors to students pursuing teaching degrees; or
       (III) stipends for students pursuing teaching degrees.

       (B) Opportunities to develop new pedagogical approaches to 
     teaching, including a focus on content knowledge in academic 
     areas such as mathematics, science, foreign language 
     development, history, political science, and special 
     education.
       (C) Creation of multidisciplinary courses or programs that 
     formalize collaborations for the purpose of improved student 
     instruction.

[[Page S2486]]

       (D) Expansion of innovative mentoring or tutoring programs 
     proven to enhance recruitment of students pursuing teaching 
     degrees or persistence in obtaining a teaching degree.
       (E) Improvement of undergraduate science, mathematics, 
     engineering, and technology education for nonmajors, 
     including teacher education majors.
       (e) Matching Funds.--Each institution of higher education 
     that receives a grant under this section shall demonstrate a 
     financial commitment to such institution's school of 
     education by contributing, either directly or through private 
     contributions, non-Federal matching funds equal to 20 percent 
     of the amount of the grant.
       (f) Assessment, Evaluation, and Dissemination of 
     Information.--
       (1) Program evaluation.--Not later than 180 days after the 
     date of enactment of this Act, the Secretary shall award not 
     less than 1 grant or contract to an independent evaluative 
     organization to--
       (A) develop metrics for measuring the impact of the 
     activities authorized under this section on--
       (i) the number of students enrolled in education classes;
       (ii) academic achievement of students pursuing teaching 
     degrees, including quantifiable measurements of students' 
     mastery of content and skills, such as students' grade point 
     averages;
       (iii) persistence in completing a teaching degree, 
     including students who transfer from departments of education 
     to programs in other academic disciplines; and
       (iv) placement during the 2 years after degree completion 
     in public schools and an evaluation of the teachers' 
     performance;
       (B) conduct an evaluation of the impacts of the activities 
     authorized under this section, including a comparison of the 
     funded projects to identify best practices with respect to 
     achieving the purpose of this Act.
       (2) Dissemination of information.--The Secretary shall 
     disseminate, biannually, information on the activities and 
     the results of the projects assisted under this section, 
     including best practices, to institutions of higher education 
     that receive a grant under this section and other interested 
     institutions of higher education.
       (g) Student Loan Eligibility.--Notwithstanding any other 
     provision of law, a student who participates in a clinically-
     based teacher training program funded under this Act shall be 
     eligible for student assistance under title IV of the Higher 
     Education Act of 1965 (20 U.S.C. 1070 et seq.) during such 
     student's fifth year of a program of study for obtaining a 
     teaching degree, if the fifth year of the program of study is 
     required under such clinically-based program in order for 
     students to obtain the teaching degree.

     SEC. 5. AUTHORIZATION OF APPROPRIATIONS.

       There is authorized to be appropriated to carry out this 
     Act $200,000,000 for each of fiscal years 2004 through 2009.

                                 S. 409

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. FINDINGS.

       Congress makes the following findings:
       (1) Approximately 3,000,000 reports of child abuse and 
     neglect must be investigated each year.
       (2) Approximately 1,000,000 of these reports are confirmed 
     and require ongoing intervention.
       (3) On any given day in the United States, more than 
     500,000 children are being served outside their homes by the 
     child welfare system.
       (4) These children are served in more than 150,000 foster 
     homes and more than 5,000 residential programs.
       (5) The child welfare workforce crisis has developed as the 
     result of the following 3 major factors:
       (A) Overall low levels of unemployment and the resulting 
     increase in competition for workers in all sectors of the 
     economy.
       (B) The increasing numbers of children and families needing 
     service coupled with the decreasing numbers of workers in the 
     employment pool.
       (C) The relatively low pay and difficult working conditions 
     that exist in many child welfare agencies.
       (6) The vacancy rate in State child welfare agencies is 8.1 
     percent, and 14.3 percent for private agencies.
       (7) The overall turnover rate in child welfare agencies has 
     doubled since 1991, to 13.9 percent in public agencies and to 
     46.5 percent in private agencies.
       (8) The child welfare workforce crisis is real and is 
     already compromising the ability of the child welfare system 
     to effectively provide essential services to its children and 
     families. In addition, analysis of trends indicates that the 
     situation will worsen over the next decade. It is clear that 
     steps must be taken now to encourage more workers to enter 
     the child welfare services field and to improve the salaries, 
     working conditions, and training of workers who provide these 
     critically important services.

     SEC. 2. LOAN FORGIVENESS FOR CHILD WELFARE WORKERS.

       (a) Guaranteed Student Loans.--Part B of title IV of the 
     Higher Education Act of 1965 is amended by inserting after 
     section 428K (20 U.S.C. 1078-11) the following:

     ``SEC. 428L. LOAN FORGIVENESS FOR CHILD WELFARE WORKERS.

       ``(a) Purpose.--It is the purpose of this section--
       ``(1) to bring more highly trained individuals into the 
     child welfare profession; and
       ``(2) to keep more highly trained child welfare workers in 
     the child welfare field for longer periods of time.
       ``(b) Definitions.--In this section:
       ``(1) Child welfare services.--The term `child welfare 
     services' has the meaning given the term in section 425 of 
     the Social Security Act.
       ``(2) Child welfare agency.--The term `child welfare 
     agency' means the State agency responsible for administering 
     subpart 1 of part B of title IV of the Social Security Act 
     and any public or private agency under contract with the 
     State agency to provide child welfare services.
       ``(3) Institution of higher education.--The term 
     `institution of higher education' has the meaning given the 
     term in section 101.
       ``(4) State.--The term `State' has the meaning given the 
     term in section 1101(a)(1) of the Social Security Act for 
     purposes of title IV of such Act, and includes an Indian 
     tribe.
       ``(c) Demonstration Program.--
       ``(1) In general.--The Secretary may carry out a 
     demonstration program of assuming the obligation to repay, 
     pursuant to subsection (d), a loan made, insured, or 
     guaranteed under this part or part D (excluding loans made 
     under sections 428B and 428C, or comparable loans made under 
     part D) for any new borrower after the date of enactment of 
     this section, who--
       ``(A) obtains a bachelor's or master's degree in social 
     work;
       ``(B) obtains employment in public or private child welfare 
     services; and
       ``(C) has worked full time as a social worker for 2 
     consecutive years preceding the year for which the 
     determination is made.
       ``(2) Award basis; priority.--
       ``(A) Award basis.--Subject to subparagraph (B), loan 
     repayment under this section shall be on a first-come, first-
     served basis and subject to the availability of 
     appropriations.
       ``(B) Priority.--The Secretary shall give priority in 
     providing loan repayment under this section for a fiscal year 
     to student borrowers who received loan repayment under this 
     section for the preceding fiscal year.
       ``(3) Outreach.--The Secretary shall post a notice on a 
     Department Internet web site regarding the availability of 
     loan repayment under this section, and shall notify 
     institutions of higher education regarding the availability 
     of loan repayment under this section.
       ``(4) Regulations.--The Secretary is authorized to 
     prescribe such regulations as may be necessary to carry out 
     the provisions of this section.
       ``(d) Loan Repayment.--
       ``(1) In general.--The Secretary shall assume the 
     obligation to repay--
       ``(A) after the third consecutive year of employment 
     described in subsection (c)(1)(C), 20 percent of the total 
     amount of all loans made under this part or part D (excluding 
     loans made under section 428B or 428C, or comparable loans 
     made under part D) for any new borrower after the date of 
     enactment of this section;
       ``(B) after the fourth consecutive year of such employment, 
     30 percent of the total amount of such loans; and
       ``(C) after the fifth consecutive year of such employment, 
     50 percent of the total amount of such loans.
       ``(2) Construction.--Nothing in this section shall be 
     construed to authorize the refunding of any repayment of a 
     loan made under this part or part D.
       ``(3) Interest.--If a portion of a loan is repaid by the 
     Secretary under this section for any year, the proportionate 
     amount of interest on such loan which accrues for such year 
     shall be repaid by the Secretary.
       ``(4) Special rule.--In the case of a student borrower not 
     participating in loan repayment pursuant to this section who 
     returns to an institution of higher education after 
     graduation from an institution of higher education for the 
     purpose of obtaining a degree described in subsection 
     (c)(1)(A), the Secretary is authorized to assume the 
     obligation to repay the total amount of loans made under this 
     part or part D incurred for a maximum of 2 academic years in 
     returning to an institution of higher education for the 
     purpose of obtaining such a degree. Such loans shall only be 
     repaid for borrowers who qualify for loan repayment pursuant 
     to the provisions of this section, and shall be repaid in 
     accordance with the provisions of paragraph (1).
       ``(5) Ineligibility of national service award recipients.--
     No student borrower may, for the same service, receive a 
     benefit under both this section and subtitle D of title I of 
     the National and Community Service Act of 1990 (42 U.S.C. 
     12601 et seq.).
       ``(e) Repayment to Eligible Lenders.--The Secretary shall 
     pay to each eligible lender or holder for each fiscal year an 
     amount equal to the aggregate amount of loans which are 
     subject to repayment pursuant to this section for such year.
       ``(f) Application for Repayment.--
       ``(1) In general.--Each eligible individual desiring loan 
     repayment under this section shall submit a complete and 
     accurate application to the Secretary at such time, in such 
     manner, and containing such information as the Secretary may 
     require.
       ``(2) Conditions.--An eligible individual may apply for 
     loan repayment under this

[[Page S2487]]

     section after completing each year of qualifying employment. 
     The borrower shall receive forbearance while engaged in 
     qualifying employment unless the borrower is in deferment 
     while so engaged.
       ``(g) Evaluation.--
       ``(1) In general.--The Secretary shall conduct, by grant or 
     contract, an independent national evaluation of the impact of 
     the demonstration program assisted under this section on the 
     field of child welfare services.
       ``(2) Competitive basis.--The grant or contract described 
     in paragraph (1) shall be awarded on a competitive basis.
       ``(3) Contents.--The evaluation described in this 
     subsection shall determine--
       ``(A) whether the loan forgiveness program has increased 
     child welfare workers' education in the areas covered by loan 
     forgiveness;
       ``(B) whether the loan forgiveness program has contributed 
     to increased time on the job for child welfare workers as 
     measured by--
       ``(i) the length of time child welfare workers receiving 
     loan forgiveness have worked in the child welfare field; and
       ``(ii) the length of time such workers continue to work in 
     such field after the workers meet the requirements for loan 
     forgiveness under this section; and
       ``(C) whether the loan forgiveness program has increased 
     the experience and the quality of child welfare workers and 
     has contributed to increased performance in the outcomes of 
     child welfare services in terms of child well-being, 
     permanency, and safety, as determined after consultation with 
     the Secretary of Health and Human Services.
       ``(4) Interim and final evaluation reports.--The Secretary 
     shall prepare and submit to the President and Congress such 
     interim reports regarding the evaluation described in this 
     subsection as the Secretary determines appropriate, and shall 
     prepare and so submit a final report regarding the evaluation 
     by September 30, 2005.
       ``(h) Authorization of Appropriations.--There are 
     authorized to be appropriated to carry out this section 
     $20,000,000 for fiscal year 2004, and such sums as may be 
     necessary for each of the 4 succeeding fiscal years.''.
                                 ______