[Congressional Record Volume 151, Number 57 (Wednesday, May 4, 2005)]
[House]
[Pages H2896-H2917]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]
VOCATIONAL AND TECHNICAL EDUCATION FOR THE FUTURE ACT
The SPEAKER pro tempore. Pursuant to House Resolution 254 and rule
XVIII, the Chair declares the House in the Committee of the Whole House
on the State of the Union for the consideration of the bill, H.R. 366.
The Chair designates the gentleman from Illinois (Mr. LaHood) as
chairman of the Committee of the Whole, and requests the gentleman from
California (Mr. Issa) to assume the chair temporarily.
{time} 1146
In the Committee of the Whole
Accordingly, the House resolved itself into the Committee of the
Whole House on the State of the Union for the consideration of the bill
(H.R. 366) to amend the Carl D. Perkins Vocational and Technical
Education Act of 1998 to strengthen and improve programs under that
Act, with Mr. Issa (Acting Chairman) in the chair.
The Clerk read the title of the bill.
The Acting CHAIRMAN. Pursuant to the rule, the bill is considered as
having been read the first time.
Under the rule, the gentleman from Ohio (Mr. Boehner) and the
gentlewoman from California (Ms. Woolsey) each will control 30 minutes.
The Chair recognizes the gentleman from Ohio (Mr. Boehner).
Mr. BOEHNER. Mr. Chairman, I yield myself such time as I may consume.
Mr. Chairman, I rise today in support of the Vocational and Technical
Education for the Future Act. The bill has received strong support from
educators, school administrators, principals, and vocational and
technical education advocates around the country. In this bill, we are
protecting the role of States and local communities, and we are asking
for results in exchange for the money we are already spending at the
Federal level.
The gentleman from Delaware (Mr. Castle) wrote a good bill and
deserves great credit for his commitment to this issue. He produced a
bill that has received bipartisan support in the committee while still
fulfilling our principles for reform.
I would also like to thank the gentleman from California (Mr. George
Miller) and the gentlewoman from California (Ms. Woolsey) for their
hard work and cooperation in bringing this bill forward today.
This bill will improve vocational and technical education by focusing
on academics without expanding the Federal role in education. We
streamline bureaucracy and give more money to local communities. H.R.
366 reduces the share of funds going to State administrative activities
and targets more funding to the local level. We also streamline funding
by consolidating the Tech-Prep program with a basic State grant.
The bill also focuses on success at the local level. Under the bill,
local communities will establish achievement targets; and to reward
increased academic achievement, States and local communities can
receive incentive grants for success. Above all, we maintain local
control. The bill continues to move away from the so-called ``School to
Work'' model of the past and maintains our commitment to ensuring that
States and local communities have the final say when it comes to the
educational choices for their students.
Mr. Chairman, I strongly support this legislation, which will help
States and local communities strengthen and improve vocational and
technical education and help ensure academic success for students. I
urge my colleagues today to join me in voting ``yes'' on the bill.
Mr. Chairman, I reserve the balance of my time.
Ms. WOOLSEY. Mr. Chairman, I yield myself such time as I may consume.
I want to thank my committee chairman, the gentleman from Ohio (Mr.
Boehner), and our full ranking member, the gentleman from California
(Mr. George Miller), and always my partner, the chairman of the
subcommittee, the gentleman from Delaware (Mr. Castle), for working
together in a bipartisan way the last Congress and this one to bring
this bill to the floor.
As I have said, I have my concerns about this bill, even though it is
the result of a bipartisan process. I am especially pleased that the
majority has brought this bill forward, in light of the President's
proposal to eliminate career and technical education. I hope that we
will send a strong bipartisan signal today that we in the House believe
that career and technical education is critical to our students and to
our country's economic future.
But, Mr. Chairman, I do, as I said, have concerns regarding this
bill. First, the bill rightly strengthens accountability for State and
local programs, but at the same time it cuts by 60 percent the funds
that States can use for that very purpose. I support these
accountability measures, but if we do not enable the States to
administer them, they will be an empty promise.
I also am concerned this bill merges the Tech-Prep program with the
basic State grant. I appreciate that our Republican colleagues in the
committee have maintained funding for Tech-Prep activities; but as we
all know, not sending Tech-Prep funding separately to the States means
that eventually States will lose their focus on those very activities
we consider so crucial.
Finally, I am disappointed we are not being allowed to debate most of
the amendments that my colleagues and I submitted to the Committee on
Rules. I support the amendments that we are debating, but there are
many critical issues that we are leaving undiscussed. The gentleman
from California (Mr. George Miller), the gentleman from Michigan (Mr.
Kildee), the gentleman from New York (Mr. Owens), and the gentleman
from New Jersey (Mr. Holt) all offered important amendments on
government paying journalists to create propaganda, on dropout
prevention, on school construction, and helping out-of-work
manufacturing workers. But we are not debating any of those issues
today, and I do not understand why.
Finally, we are not debating an issue that has long been important to
me and I consider critical to our country's future, that is, the lack
of women and girls in science, math, engineering, and technology. My
amendment would have helped school districts increase girls' interest
in studying in these careers and in these areas. A recent GAO study,
Mr. Chairman, found that men still outnumber women in nearly every
field in the sciences. In his recent article, ``It's a Flat World,
After All,'' and new book, ``The World is Flat,'' The New York Times
writer Thomas Friedman explained that America's historical economic
advantages have disappeared now ``that the world is flat, and anyone
with smarts, access to Google, and a cheap wireless laptop can join the
innovation fray,'' no matter what continent they are living on.
Mr. Friedman's and others' remedy is to attract more young women and
men to science and engineering. But it will be impossible for our
country to continue to lead the world in innovation as long as more
than half our population, women, are steered away, intentionally or
not, from studying and working in the fields from where that innovation
would come.
Consider this, from Dr. Susan Hockfield, the president of the
Massachusetts Institute of Technology, who recently said that
squandered talent, and I quote her, ``is one of the key issues of women
in science and engineering.'' All of our children, not just girls,
would have benefited if we had been able to debate this issue today,
and I am sorry that we are not.
But, again, Mr. Chairman, I thank my colleagues for their hard work
on this bill, and I look forward to improving it even more in
conference.
Mr. Chairman, I reserve the balance of my time.
[[Page H2897]]
Mr. BOEHNER. Mr. Chairman, I am pleased to yield 6 minutes to the
gentleman from Delaware (Mr. Castle), the author of the bill and the
chairman of the Subcommittee on Education Reform.
Mr. CASTLE. Mr. Chairman, I thank the chairman for yielding me this
time; and more importantly, I thank him for his continuing excellent
work in heading this committee and dealing with significant legislation
to help all of us.
Obviously, I rise in support of H.R. 366, and I also want to thank my
comrade in arms at the subcommittee, the gentlewoman from California
(Ms. Woolsey), for her work on this, and the gentleman from California
(Mr. George Miller), who has a continuing interest in education. They
are a pleasure to work with, most of the time, and we appreciate that.
I think together we produce good legislation, even though there may be
small differences on some of the amendments.
The Perkins Act aims to prepare youth and adults for the future by
building their academic and technical skills in preparation for
postsecondary education and/or employment. The bill we are considering
today enhances Perkins by ensuring both secondary and postsecondary
students participating in the program are acquiring rigorous academic
and technical skills and will have the opportunity to transition into
further education and/or successful employment.
The Perkins Act governs widely supported programs at both the
secondary and postsecondary level. For example, nearly all high school
students complete at least one vocational education course; and
approximately 26 percent of students are considered vocational
concentrators, those students that focus on a single occupational area.
In my home State of Delaware, we have five career and technical high
schools that enroll 5,500 of the 29,500 total high school students. At
the postsecondary level, the Perkins Act supports a broad array of
options primarily at the community college level. In the 1999-2000
school year, over 50 percent of all students enrolled at the less-than-
4-year postsecondary level reported they were majoring in vocational
education areas.
Vocational education represents one of the first education laws at
the Federal level, with the passage of the Smith-Hughes Act in 1917.
H.R. 366 seeks to build on reforms made in past reauthorizations and
seeks to enhance this popular program to ensure its success in years to
come.
The legislation before us today makes significant reforms to academic
achievement and accountability to ensure students have the skills
necessary to enter the workforce or continue to an institution of
higher learning. As I mentioned, there are five career and technical
high schools in Delaware. While all these schools met adequate yearly
progress under the No Child Left Behind Act, there is more to be done
in academic achievement in these schools and schools across the
country. H.R. 366 will improve vocational and technical education by
increasing the focus on academics in conjunction with the skill
attainment that is incumbent on the program.
The emphasis on academics will be assessed through the act's
alignment with No Child Left Behind, as well as enhanced
accountability. H.R. 366 strengthens accountability by requiring that
locals establish adjusted levels of performance to complement the State
adjusted levels of performance already in current law. The State agency
will evaluate annually whether the local recipient is making
substantial progress toward achieving these goals. The intent is not to
penalize those local areas that are facing difficulty in achieving
high-quality outcomes for their students, but to create a structure
that includes technical assistance, opportunities for program
improvement, and sanctions only as a last resort.
One of the unique attributes of vocational technical education
programs is their ability to show students a path that could end in a
certificate, credential, employment, military, or postsecondary
education. The Tech-Prep program currently within the Perkins Act is
intended to focus on a well-defined link between high school and at
least 2 years of postsecondary education.
Research has shown, however, that funds are rarely, if ever, used to
meet this goal. Rather, funds are often used for purposes within the
larger vocational technical education program. Therefore, H.R. 366
folds the separate Tech-Prep program activities and funding into the
larger State grant to create a more streamlined system. Under the bill,
States will still be expected to spend the same amount of money on
Tech-Prep activities as they did under the former stand-alone program.
To ensure that the intent of the Tech-Prep program is met, the
legislation revises the requirements of the program in order to ensure
articulation agreements, or two-plus-two agreements, between secondary
and postsecondary institutions are implemented.
Along this same track, H.R. 366 requires States to establish model
sequences of courses to emphasize further student academic and
vocational and technical achievement. Sequences of courses will
incorporate a nonduplicative progression of both secondary and
postsecondary elements, which would include both academic and
vocational and technical content. Local recipients of both the
secondary and postsecondary level would adopt at least one model
sequence of courses as developed by the State. I believe this also will
help drive program improvements by ensuring that States clarify the
progression of academic and vocational and technical courses needed for
the postsecondary education and training or employment of a student's
choice.
While the President has proposed another avenue for high school
reform in the Perkins Act, I believe strongly that the reforms in H.R.
366 will go a long way in driving program improvement and ultimate
success for high school students across the country. The dialogue
surrounding high school reform is growing and the President is right to
force it at the Federal level. I commend those States and businesses
across the country that are pioneering efforts at the local level and
look forward to following these developments.
As a result of the changes in the bill, I believe that H.R. 366 would
help States, community colleges, and other postsecondary education
institutions and local educational agencies better meet the needs of
the students participating in career and technical education. I urge my
colleagues to support this education.
Ms. WOOLSEY. Mr. Chairman, I am pleased to yield 2 minutes to the
gentlewoman from California (Mrs. Davis), who is a valued member of the
subcommittee.
Mrs. DAVIS of California. Mr. Chairman, I rise in support of H.R.
366. I want to thank the chairman of our subcommittee, the gentleman
from Delaware (Mr. Castle), for his leadership in crafting a bill which
could receive bipartisan support.
Mr. Chairman, as we all know, education for careers is terribly
important for young people. Members have worked hard to balance
planning for academic courses and introductory training to create a
seamless move from secondary to postsecondary education.
{time} 1200
In my district there are several community colleges which offer
excellent training for nursing and the health support occupations, as
do the universities. But the truth is that high school students need to
have taken the math and science courses that will enable them to move
into these post-secondary courses directly. They deserve to progress
quickly to qualify for these needed and available jobs.
But I have to reiterate the concern that I expressed in committee
when I offered a sense of the Congress amendment to state that this Act
must not only be reauthorized, but also funded. Unfortunately, that
amendment failed on a party-line vote. I appreciate the sentiments that
were expressed saying that well, of course appropriations would be made
for the program.
But Members, we have failed to do that. Last week we passed a budget
which omits funding for this program as well as for programs like Trio
and GearUp that also help high school students prepare for post-
secondary education. So it is only wishful thinking, I am afraid, to
suppose that this $1.3 billion program can be paid for as part of the
President's proposed $1.2 billion high school initiative, along with
many of the other 48 unfunded education programs. I believe that our
young people deserve better.
[[Page H2898]]
Mr. BOEHNER. Mr. Chairman, I yield 2 minutes to the gentlewoman from
Pennsylvania (Ms. Hart).
Ms. HART. Mr. Chairman, I thank the gentleman for yielding me this
time.
As some Members on the floor have stated, there is some concern about
Perkins-funded programs and what their fate might be. I am pleased to
be supportive of this bill today. There are some sections of the bill
that do my heart well, and a couple have to do with some programs that
are working very well for women and girls.
Perkins will help fund training for displaced homemakers and single
mothers to help them attain self-sufficiency through programs that
provide career counseling, skills training and job placement. These are
different kinds of programs than traditional job-training programs
because they do include broader education, programs such as some of the
programs in my State where women who have been displaced homemakers who
have now attained self-sufficiency and are now supporting their
families are involved in the training, where they help women to
understand they can do it themselves, because part of the job training
effectiveness has to do not only with the skills that they learn, but
with the confidence they gain and their belief in themselves to be able
to do well at their jobs.
The Perkins funds will certainly help to continue many of these
programs that have very high success rates. According to the 2004
National Assessment of Vocational and Education, employment growth in
occupations that require vocational associates degree of 30 percent is
to more than double overall employment growth as well. Graduates of
these types of programs can be employed more quickly and at better
salaries, and in a situation where a woman is a displaced homemaker,
that is key.
Our goal here is to make sure there are all different levels of
education available, and the Perkins funding certainly will help us. It
will have a lot to do also with working hand in hand with States. In
fact, the Perkins law requires States to fund programs that prepare
students for nontraditional careers as well.
Again, an example is a woman, instead of going into a clerical job
where she will make less money, perhaps going into something with more
of a technical skill required where she can and make a lot more money
and therefore support her family and be more successful.
I support the bill and the Perkins-funded programs, and I appreciate
my colleagues who have worked so hard to get this done.
Ms. WOOLSEY. Mr. Chairman, I yield 2\1/2\ minutes to the gentleman
from Massachusetts (Mr. Tierney), a valued member of the full
committee.
Mr. TIERNEY. Mr. Chairman, I thank the gentlewoman from California
(Ms. Woolsey) for yielding me this time, and I thank the gentleman from
Ohio (Chairman Boehner) and the gentleman from Delaware (Mr. Castle),
as well as the gentlewoman from California, for working to reauthorize
the Perkins Vocational and Technical Education Act.
I have to note, however, at the same time we are debating this
reauthorization, we have the problem that the President's budget and
the conference report to the budget resolution that we passed just last
week eliminate this worthy program. I hope our debate and discussion of
this today indicates our support of moving forward and making sure that
we do not only authorize but fund this particular program.
As has been mentioned already, this is a law that provides quality
vocational education at high schools and community colleges that teach
and enhance workforce skills. We have a serious need for a skilled
workforce in this evolving economy. We have a shortage of skilled
workers in technical fields; so, obviously, the importance of quality
education and career preparation in developing that skilled workforce
should be imperative. Our support for this Perkins vocational
opportunity ought to continue.
Perkins career and technical education provides programs, policies
and resources for students to obtain education and training that they
need for those high-wage, high-skilled jobs. I think we all agree that
every student deserves a fair and equal opportunity for a quality
education that meets the need for personal and academic career
development. This program does that for millions of students.
The United States Department of Education Office of Vocational and
Adult Education tells us that one-third of college students are
involved in career and technical programs, and that over 40 million
adult learners engage in short term, post-secondary educational
opportunity and training.
Before I close, I would like to address one particular aspect of this
bill, and that is that this bill merges the successful tech prep
program into Perkins basic State grants. The gentleman from Wisconsin
(Mr. Kind) and I tried to amend that in the committee and were not
successful. We wanted to restore the separate authorization for tech
prep. If we restore the separate authorization, we would block any
potential loss of funds.
The General Accountability Office indicates when programs are block
granted, they not only lose funding eventually, but the focus on the
program is lost and accountability is lost. We hope to deliver these
programs through the State-wide network of consortia of secondary
schools, post-secondary institutions, employment and training
providers, and business and industry groups so they can work
collaboratively on this tech prep program. It is a seamless pathway for
that type of education into high-tech fields, and it is important. Many
groups are behind this. I ask hopefully the Senate version will prevail
in the final bill, and that program will survive.
Mr. BOEHNER. Mr. Chairman, I yield 3 minutes to the gentlewoman from
North Carolina (Ms. Foxx), a member of the committee and an educator
and someone who knows more about this probably than most Members of
Congress.
Ms. FOXX. Mr. Chairman, I thank the gentleman from Ohio (Chairman
Boehner) for the time to speak on this bill, and am proud to serve on
the gentleman's committee.
I think I am unique in this body in my experience with this kind of
program. I am an educator, a former Trio director, I began a tech prep
program, and I was a community college president and university
administrator. I understand firsthand the importance of good, solid
technical and vocational education. Armed with the proper skills, our
students can achieve anything they set their minds to.
The gentleman from Ohio (Chairman Boehner) and the gentleman from
Delaware (Mr. Castle) are to be commended for putting together a bill
that strengthens accountability so that we can ensure that the
vocational and technical courses provided to our students are the best
that can be offered. Our students deserve no less.
This bill also includes provisions to ensure States and local
communities will have more control rather than the Federal Government.
That is very important. In this bill, State and local communities are
empowered to determine academic content and curriculum. This is an
extremely important part designed to provide students with an
appropriate education based on what skills and industries are important
to their local communities.
H.R. 366 streamlines Federal funding of vocational and technical
education programs, thereby increasing flexibility for States and
allowing more funding to reach the local communities.
The benefits of vocational and technical education to our communities
are incredible. With the world changing so rapidly and all of the
constant changes in our workforce, education is the key to our success
as a Nation. In order to keep our Nation competitive in the global
economy, we must ensure that our students maintain the best
opportunities to better themselves, learn a new skill and give back to
their communities.
Mr. Chairman, the key to good education does not lie in the hands of
the Federal Government. It lies in the willing and able hands of those
in our localities. That is why I am supporting this bill. Our students
deserve no less than the best education. With these tools, the
possibilities are endless.
Ms. WOOLSEY. Mr. Chairman, I yield 3 minutes to the gentleman from
North Carolina (Mr. Etheridge), superintendent of schools for 8 years
in North Carolina.
[[Page H2899]]
Mr. ETHERIDGE. Mr. Chairman, I rise in support of H.R. 366 as it
reauthorizes the Perkins Act, which provides critical funding for
occupational preparation and vocational and technical education at
secondary and post-secondary education levels. It is the largest
Federal investment in secondary education.
Although I am concerned about some provisions of this bill, like the
merger of tech prep into the basic State grants, on balance, H.R. 366
makes many improvements to current law, and I will vote to pass it. But
let me say, we started the tech prep in North Carolina, and I share
with my colleagues that merging raises some real concerns.
More flexibility without more funding is not necessarily what we
need. Talk to any educator, and what they need is resources to get the
job done. The American people need to understand what this charade is
about. Although H.R. 366 reauthorizes critically important education
programs under the Perkins Act, Republicans in Congress last week
passed a budget that eliminates those very same initiatives. Only in
Washington, D.C. could Congress eliminate a program one week and
reauthorize it the next week.
In North Carolina, we have one of the strongest community college
systems in this country. Our community colleges work in partnership
with our universities and the public schools to provide career training
and critical technical skills. My State has suffered hundreds of
thousands of layoffs in recent years in agriculture, furniture and in
the textile industry. To a mill worker laid off from the only job he or
she has ever known, the services provided through the Perkins Act
literally are a lifeline. These services are the difference between
hope of gainful employment and the despondency of unemployment and
dependence on others.
Brown University has conducted a study that demonstrates that
obtaining a high school equivalency makes a clear difference between
moving into a new job after a layoff and not. These are real people
that we are talking about. We ought not to be cutting out the only real
hope that they have for a better life for themselves and their
families.
In conclusion, I encourage and urge my colleagues to pass H.R. 366.
But more importantly, I urge my Republican colleagues and leadership
and the administration to restore these devastating education budget
cuts. That is where we will make a huge difference.
Mr. BOEHNER. Mr. Chairman, I yield myself such time as I may consume.
Mr. Chairman, several of my colleagues on the other side of the aisle
have referenced the fact that our fiscally responsible budget may, in
fact, require changes to how we fund various education programs. While
we will have plenty of time to debate those issues when we get into the
appropriations process, I think all of my colleagues realize the
Perkins program providing for vocational and technical education around
the country is widely popular with Members on both sides of the aisle.
I have no doubts, no doubts that the funding called for in the
President's budget, the funding that is authorized in this bill will,
in fact, happen, just to set the record straight.
Mr. Chairman, I yield 2 minutes to the gentlewoman from Illinois
(Mrs. Biggert), a member of the committee.
Mrs. BIGGERT. Mr. Chairman, I thank the gentleman for yielding me
this time.
I rise today in support of H.R. 366. In today's competitive
economies, students must be equipped not only with the technical skills
of their chosen field, but basic academic knowledge as well. Realizing
this, H.R. 366 focuses on academics. I am particularly pleased that the
bill is designed to support student achievement in core academic
subjects, including math and science.
I think we can agree that our new high tech economy demands that
students have stronger math, science, engineering and technological
skills.
Mr. Chairman, vocational education works. Earlier this year I toured
two vocational centers in my district, the Technology Center of DuPage
County and the Will County Career Center. Several of the students there
told me without vocational education programs, they would not be in
school.
{time} 1215
For whatever reason, they were not interested in the traditional high
school education or going on to a traditional 4-year college. Instead
of these students slipping through the cracks, they are learning
cutting-edge technology in some of the fastest growing career fields:
aerospace, computer technology and engineering, health care and
aviation, just to name a few. Other students have already been accepted
to college and are augmenting their education with technical classes.
For example, many students in the health care program will go on to
college nursing programs next year. Through vocational ed programs,
they can take classes for college credit while still in high school.
Not only do these students go to college already having the basic
skills needed in their field; it takes them less time to complete their
training. The sooner these students finish their training, the sooner
they are out earning good paychecks and the sooner we are able to get
highly skilled workers in high-demand fields.
H.R. 366 will help the students in my district and all across the
country get even more out of their education. I am proud to support
this bill, and I urge my colleagues to do the same.
Ms. WOOLSEY. Mr. Chairman, I am pleased to yield 2 minutes to the
gentlewoman from Illinois (Ms. Bean).
Ms. BEAN. Mr. Chairman, reauthorizing the Perkins Act gives Congress
the opportunity to restate our belief in vocational and technical
education, a partnership between academics, the business community, and
our constituents for more than 40 years. As a graduate of Oakton
Community College, I have a special appreciation for the value our
community college system provides to our communities. OCC prepared me
for and complemented my entrance into the computer industry and that
education served me well over my 20-plus-year career in the high-tech
field.
Like community colleges across the country, those in Illinois' Eighth
District, The College of Lake County, McHenry County College, Harper
College and Elgin Community College, provide opportunities for all
Americans, from young people starting out their careers to those who
are transitioning their careers later in life to adjust to the economy
of a global workforce. We should absolutely put our full support behind
such flexible and proven programs. H.R. 366 will allow our local
schools and community colleges to plan for the future and to continue
supplying trained workers to industries of all types.
Like much of the legislation brought before this body, however, the
Vocational and Technical Education For the Future Act has room for
improvement. Merging Tech-Prep into the basic State grants calls into
question the Federal Government's commitment to math and science
education and could allow targeted funding to be used for other
purposes and allow Tech-Prep to fall by the wayside. The Senate version
of this bill is more receptive to high schools', community colleges',
and industries' needs; and I hope that Tech-Prep will be retained as a
separate program in the conference report.
Vocational and technical education programs help Americans to
continue their education and expand their skill sets in their chosen
professions. Encouraging innovation through a more educated workforce
has helped our economy adapt to changing times and will continue to do
so in the future. Reauthorizing the Perkins Act is a step in the right
direction.
Mr. CASTLE. Mr. Chairman, I yield 3 minutes to the distinguished
gentleman from the Commonwealth of Pennsylvania (Mr. Peterson).
Mr. PETERSON of Pennsylvania. Mr. Chairman, for the first 2 years I
served in Congress, I was fortunate to serve on this committee; and I
will have to honestly say I miss that opportunity because I really did
enjoy it. The future of America depends on the work of this committee.
I want to commend the committee on the work they have done on this
bill. I think they have done outstanding work at working through the
process of making this a strong bill. It is my belief that our economic
future depends on the use of the latest, most modern technology.
Historically, the academically gifted in America have unlimited
opportunities; but, unfortunately, the
[[Page H2900]]
technically gifted have too often been left behind because we have
undervalued technology education. This bill modernizes Perkins and
advances technical education to what I hope is a brighter future.
When you look at the delivery of health care, it is about technology.
When you look at manufacturing, if we are going to be successful
against cheap labor, it is about technology. You talk the whole IT
revolution in this country, it is technology. It is what caused it.
Marketing is technology. Warehousing and distribution, it is
technology. Repairing autos and equipment, it is about technology.
Technology is what makes our country work today, and it is vital.
We have too often had high schools that were using 1970 technology in
the era of 2005. That does not cut it. We have to advance technical
education and make sure that America's youth realize that the jobs that
are wanting in America have the word ``technology'' beside them. There
are many people with 2-year technology degrees that will earn a better
income than those with 4-year liberal arts degrees, and we do not offer
them adequately in the same manner that we offer academic education.
If you look at the successful companies that are competing globally,
it is about the massive use of technology. We must make sure that our
high schools is where it begins, in the early middle schools, that
young people realize the excitement of the technology world and that we
have the latest, most modern technology there and that we bridge it
into the community colleges. In some of the more progressive States, we
have community colleges paralleling at the high schools, joint teaching
in the 11th and 12th grade, adding the 13th year and giving a 2-year
associate's degree in technology that equips people to go to work more.
All of those fields needing the technology workers would be happy if we
could do that on a broad scale across this country.
I commend again this committee and the staff for putting together a
good bill, and let us hope that it is the beginning of technology
education being valued in this country, because it must be if we have
an economic future because our economy in the future is about the
massive use of technology.
Ms. WOOLSEY. Mr. Chairman, I am pleased to yield 2 minutes to the
gentleman from New Jersey (Mr. Holt), a member of the full committee.
Mr. HOLT. Mr. Chairman, I thank the gentlewoman for yielding time.
While I rise in support of H.R. 366, I must point out that we are
reauthorizing a program that the President proposed eliminating. I hope
we can help him see the importance of this program. It is unfortunate
that the President has attempted to undermine these programs through
proposals for spending cuts totaling nearly $700 million since he took
office. We have lost nearly 2 million private sector jobs in the last 4
years and hundreds of thousands of American jobs have been outsourced
to other countries. Unfortunately, the budgetary approach of this
administration and the majority here, I would say, is to shortchange
students and workers rather than to invest in them.
I would like to point out a couple of things that are missing in this
bill. The gentleman from Oregon (Mr. Wu) and I offered an amendment
before the Committee on Rules that intended to stem the tide of
outsourcing of American manufacturing jobs. Specifically, the amendment
would establish a Federal fund for local programs that would give
American manufacturing workers additional skills and educational
training through competitive grants to States. Unfortunately, the
Committee on Rules would not allow this amendment.
I am also concerned about the elimination of separate authorization
for Tech-Prep. Tech-Prep combines and coordinates secondary and
postsecondary vocational education activities into a coherent sequence
of courses.
I am pleased that the bill includes some things and I would like to
mention two: one is eligible recipients may use Perkins funds to
provide information and referrals to students regarding the
availability of services such as transportation and child care which
would enable students to enroll and take full advantage of the Perkins
programs. I am also pleased to mention a point that was addressed by
the gentlewoman from Illinois (Mrs. Biggert) which is that this
legislation includes programs to acquire math and science skills.
So although I rise in support of this legislation, I still think we
can do better.
Mr. CASTLE. Mr. Chairman, I yield 3 minutes to the gentleman from
Louisiana (Mr. Boustany).
Mr. BOUSTANY. Mr. Chairman, I want to thank the gentleman from
Delaware for yielding me this time. I want to thank the chairman for
his leadership on this bill.
I am a proud cosponsor of H.R. 366. This bill is important to
Louisiana and to our country. Many students back home in my State,
Louisiana, do not attend college; and they seek work opportunities
immediately after high school or even before graduating. Louisiana's
employers need proficient workers with training and education past the
high school level to work in the energy, chemical, and high-tech
industries. Voc ed programs are an avenue for these students to obtain
advanced training or certification to enter the workforce ready to be
productive.
SOWELA Technical Community College in Lake Charles, Louisiana,
provides a number of accredited programs. The school is recognized as
one of the top aircraft maintenance programs in the Nation, and they
have successfully used Tech-Prep to engage area high school seniors as
they finish high school.
This bill increases the focus on student achievement in core academic
subjects such as math and science education that incorporate the use of
technology and strengthen the transition from secondary to
postsecondary education. The bill empowers States and local communities
to insist on accountability and improvement for students. By
establishing separate performance indicators for secondary and
postsecondary students, it focuses on success at the local level and
allows States and local communities to reward performance.
Furthermore, this bill would combine funding for the Tech-prep and
Perkins State grant programs. This will give much needed flexibility
for States, streamlining funding and ensuring current activities
continue while the program as a whole is updated to meet the challenges
of the future. This will also ensure that a greater share of the funds
are targeted to the local level so that communities have more control
over their programs.
Mr. Chairman, I urge passage of this bill. I hope the other Chamber
will also take action, as well, to improve the vocational education
opportunities for our students.
Ms. WOOLSEY. Mr. Chairman, I am pleased to yield 2\1/2\ minutes to
the gentleman from Wisconsin (Mr. Kind), a member of the subcommittee.
(Mr. KIND asked and was given permission to revise and extend his
remarks.)
Mr. KIND. Mr. Chairman, I thank the gentlewoman for yielding me this
time, and I commend her for her hard work in the reauthorization of
this very important bill.
Mr. Chairman, Wisconsin is very proud of the career and technical
college system that we have back home. In fact, I have four of the
technical schools in the Third Congressional District in western
Wisconsin as well as many of their campus satellites. They have been
vital components for economic growth and economic development in our
region under the fine leadership of Karen Knox; Lee Rasch; Bill
Ihlenfeldt, who actually testified before the Education Committee on
this bill; as well as Tim Schreiner, David Hilderbrand, Dr. Mark
Hurley. Even though the President did not support reauthorization of
this legislation, we believe it is an important investment to make, Mr.
Chairman.
The single most important factor in determining America's success in
the 21st century will be maintaining our ability to be an innovative
and creative society. Over the last few years, the world has become a
smaller and more integrated place with technology that is leveling the
playing field like never before. Competition and collaboration exist
now not just between countries and companies but also between
individuals. Meeting this challenge requires a new set of big ideas.
Instead of the administration being so eager to dismantle the New
Deal, we
[[Page H2901]]
should be working together to offer the American people a New New Deal.
A New Deal that will enable our people to compete successfully in the
21st century economy with a renewed commitment to worker training
programs; an education investment that emphasizes math, science and
engineering; research funding in science and medicine; and a
comprehensive broadband strategy so every American has access to high-
speed Internet hookup.
We believe that economics does not necessarily have to be a zero-sum
game; it can be a win-win proposition for everyone involved so long as
they have the tools in which to succeed.
One of the unfortunate aspects of this reauthorization bill is the
attempt to remove as a separate funded program the Technical
Preparation program. I commend my friend from Delaware who is about to
offer an amendment later today at least calling for level funding of
the Tech-prep program for the next fiscal year. But once you eliminate
the separate status of the Technical Preparation program, the fear is
that we are going to lose focus and that the institutions will lose
focus or, even worse, that the funding stream will become weakened in
future years. I would encourage my colleagues to support the amendment
that the gentleman from Delaware will be offering to at least provide
level funding of this important program.
Technology is driving the innovation. Technology is driving the
creativity. Technology and the use of that is going to determine our
workers' ability to compete in the 21st century global marketplace. I
would hope that the Senate version which keeps the Tech-prep program as
a separate funded entity will remain; but at the very least let us
support the Castle amendment when it comes up today.
Mr. CASTLE. Mr. Chairman, I yield 2 minutes to the gentleman from
Louisiana (Mr. Jindal).
Mr. JINDAL. Mr. Chairman, I want to thank the gentleman from Ohio and
thank the gentleman from Delaware for their leadership on this issue. I
certainly stand in strong support of the bill. This is an issue that is
so important to the future of Louisiana and the future of our country.
I can think of no better investment in our children's future than in
their training and their education. As I have said before on this House
floor, I was privileged to serve as the president of the University of
Louisiana system, and there I saw the difference we were making in the
lives of many families. However, Louisiana for too many years has
encouraged too many of our students to start their postsecondary
education in a 4-year setting.
{time} 1230
The result is as many as 80 percent of our students continue their
education, have started their education in a 4-year setting. The result
has been the second highest dropout rates in the South, the second
lowest retention rates in the South, one of the highest dropout rates
in the country. The result of that has been many students not
completing their education, many students dropping out with large
debts, with large loans rather than starting their education in a
community or a technical college, rather than graduating and being
certified with the skills they need to get a good-paying job.
Employers across my State, employers across the country say one of
the top obstacles to economic development, one of the top obstacles to
their growing right here in Louisiana, right here in our country is the
inability to find skilled workers, to find trained workers. Critical to
growing our economy would be to provide these graduates and the number
one challenge in my State is to keep our young people home. We are the
only State in the south that has had more people moving out than moving
in, and at the same time, we have got employers that cannot grow. We
have got shipbuilders that need thousands of welders. We have
petrochemical plants up and own our river that need pretec operators.
The community and technical system fills a critical gap in our post-
secondary educational system. In Louisiana in the last few years, our
former Governor actually created, for the first time, an integrated
community and technical college system. The Federal support for
students pursuing their educations in that system is absolutely
critical.
At the same time, we are seeing so many of our manufacturing jobs
going overseas because of taxes, because of the threat of lawsuits,
because of unnecessary regulations. We need to level the playing field.
We need to provide a skilled workforce so that companies can expand
right here in our country, in Louisiana.
I think this is an important bill. It is a good bill. I stand in
strong support of the legislation.
Ms. WOOLSEY. Mr. Chairman, I yield 2 minutes to the gentlewoman from
California (Ms. Millender-McDonald).
Ms. MILLENDER-McDONALD. Mr. Chairman, I thank the gentlewoman for
yielding me this time. And I really commend the leadership on both
sides for this H.R. 366.
This is a very important piece of legislation, the Vocational and
Technical Education for the Future Act.
This legislation is so important for many reasons. Specifically, it
is vital to my district, the 37th District in California. But, first of
all, it reauthorizes the Perkins Vocational Program that provides for
many citizens the ability to learn a marketable skill that allows them
the ability to partake in a career that allows upward mobility and job
satisfaction. Experienced trade workers can earn up to six-figure
salaries with the right type of training. Perkins programs have
traditionally provided this type of skills training.
In California, only 8 percent of the ninth graders will complete the
high school years and college in 10 years. The Perkins programs provide
opportunities for students who need to develop the different skills for
them to grow and to have career choices. With vocational training,
students will aspire to entering into a career path that allows them to
make a comfortable living, having the same ability to do so as students
who attend a 4-year college or university.
Second, students who avail themselves of this training are able to
enter into fields where there is a ready supply of jobs. They are
currently more jobs available in these industries than there are
students enrolled in vocational tech training. There is a large demand
for skilled technicians. These programs, when they are adequately
funded through the Perkins Act, prepares students for these jobs.
Finally, Mr. Chairman, I ask Members to support this legislation
because it provides for programs and resources for women and girls to
obtain education and training for high-wage/high-skill and
nontraditional jobs. When I was director of Gender Equity, I was
responsible for bringing a lot of the nontraditional jobs to the
forefront.
Mr. Chairman, this is a great piece of legislation, and I ask all of
my friends to support it.
Mr. BOEHNER. Mr. Chairman, I yield 3 minutes to the gentleman from
Indiana (Mr. Souder), a member of our committee.
Mr. SOUDER. Mr. Chairman, I thank the gentleman for yielding me this
time.
First, I want to praise the gentleman from Ohio (Mr. Boehner),
chairman of this committee; and the gentleman from Delaware (Mr.
Castle), subcommittee chairman, because I rise in strong support of
H.R. 366, the Vocational and Technical Education for the Future Act,
because it does a number of basic things. It continues to help States
better utilize federal funding, increasing accountability, emphasizes
student academic vocational and technical achievement, and improves
coordination between secondary and post-secondary vocational and
technical education.
We have continually worked at how to get this type of cooperation to
streamline it, not to micromanage the States, to give them flexibility
on how to do it, but set guidelines as to what we expect and the type
of results that we want.
In my home district in Northeast Indiana in Fort Wayne, vocational
education has been a cooperative effort between the city of Fort Wayne
and the Chamber of Commerce in taking the old Central High School,
which had been abandoned, which my mom had attended in the 1940s, and
it is now the Anthis Career Education Center. There they have
laboratories, classrooms, worksites, different career options, youth
apprenticeships, cooperative education. They have nearly 20 different
career options that work with
[[Page H2902]]
Indiana Vocational Technical State College.
In addition, they have programs for kids who may go to 4-year
colleges, that they can take part of their day and go over and get
specialized courses, go out and work with manufacturers.
What is great about this bill is it addresses a whole range of what
we need to look at in vocational education.
Many people are concerned that we are tracking people, that we say
they are going to decide to be this because their dad was this. The
fact is that we need a multiplicity of options, and as kids see those
different options, they can test them out and see which one works best
for them.
Way back in the 1960s in our family retail business, we took a number
of students in order to keep them in school and let them work part time
in our business and got them through high school. Some of them then
went on to 2-year colleges. Others got interested. Others stayed in
various business segments.
I recently met with Mr. Colin Schottlaender, who is the director of
the Raytheon Network Centric Systems. He oversees 68 Raytheon plants in
this Nation. And one of the things they try to do is to get kids, like
my son went out to Raytheon, visited there for a day to see what the
job was like. Then they look for people to see whether they work for
summer employment. Some of them may go to 4-year colleges to move in
management. Others may do a mid-technical thing and go to a 2-year
vocational educational institution. Others may go to work and then come
back to the education because they had been exposed to it. But,
increasingly, companies want to see kids in high school get some
practical experience and then develop them through summer programs,
through education programs, and develop people who can compete in an
international market. And to do this, the vocational technical
education is a critical component.
We cannot compete worldwide unless we are developing at every level
of kids who are at risk of not finishing high school, of kids who will
finish high school, of kids who will go on to vocational education,
kids who will go on to a 4-year college and people will do lifelong
learning. We cannot compete worldwide unless we focus on vocational and
technical education, and this bill is an important start.
Ms. WOOLSEY. Mr. Chairman, I yield such time as he may consume to the
gentleman from California (Mr. George Miller), our full committee
ranking member and my leader on education and many other issues.
Mr. GEORGE MILLER of California. Mr. Chairman, I thank the
gentlewoman for yielding me this time.
I also want to thank her for all of her work on behalf of our Members
on this side of the aisle in helping to shape this legislation. And I
want to thank the gentleman from Ohio (Chairman Boehner) for bringing
this bill to the floor in a timely fashion, and to the gentleman from
Delaware (Chairman Castle) for all of his work and his dedication to
the vocational education programs within our jurisdiction.
I rise today for two reasons: One, I am hopeful that bringing this
bill to this floor at this time and all of the statements made by
Members on both sides of the aisle as to the successes of vocational
education and the various components of vocational education in their
districts and in their States will forever put an end to this idea of
the administration that it is going to somehow zero out this
legislation or that it is going to take this money for some other
initiative when Members of Congress recognize in such an overwhelming
fashion the importance of vocational education to the students in their
districts, to the success of the educational programs, and certainly to
their local economies and to their State economies.
That is really the second reason that I rise, and that is to again
reiterate the idea that this is not our fathers' or our grandfathers'
vocational education. A dramatic transition and a transformation has
been made within many of our educational establishments in high schools
and community colleges that now provide for the linking and the merging
and integration of academic programs and vocational programs and
skills-acquiring programs so that students now not only are taking
vocational education or participating in vocational education to get a
job.
What they are getting is a set of skills that will allow them to get
that job but also to have the options to create career paths within
that industry or within that vocation, within that sector of our
economy. Far different than has been done in the past.
In the integration of the academic skills, again, building upon the
research that has been developed over the last decade, and that is that
really for people to be proficient, to continue to maintain a middle-
class life-style, to be able to continue to maintain their
opportunities in employment. The set of skills that they need on the
academic side and on the vocational skills side really are equivalent
of what one needs to have an AA degree.
So now students are put on that path. They are given the opportunity
to relate the academic skills that they need to acquire for the job
opportunities, for the career opportunities, and for the academic
opportunities in their future lives. And that is a dramatic change from
what many people view as vocational education of the past or of their
experiences when they were in school.
We now talk to young people. I just recently visited a program at the
Serendipity training program in Mr. Diablo High School in my district,
where Chevron Corporation just made a major grant to the county schools
for the purposes of enhancing these kinds of economic opportunities and
educational opportunities for young people. And when we talk to the
young people, whether they are participating in the health academies or
they are participating in the fire academies or the food service
academies or the technical academies, the fact of the matter is they
now see themselves having multiple options. For some it is just to
simply get a job. A number of students said they were go to become EMTs
because they wanted to be able have that work and that work schedule
and that income to pay for their college education. Others decided that
they would go just to the fire academy and try to get a job. Others
thought that they would go to the fire academy and go on to Humboldt
State and to the 4-year programs in terms of fire sciences.
So what these students now see are the multitude of opportunities
that are available to them, the opportunities for career and
advancement and providing for them and their families into the future.
I would hope that we would support this bill. I am disappointed that
the Committee on Rules, in its continued abuse of power, simply could
not provide for the debate of the amendments that many on this side of
the aisle wanted to offer. Again, it is not like the Congress is
running at maximum RPMs here day in and day out and there is no time
for that debate. It is unfortunate that the Committee on Rules
continues that abuse of power, but we will have an opportunity to
debate a couple of amendments and then push this bill forward to
conference committee, where a couple of its modest shortcomings can be
hopefully corrected.
Mr. Chairman, I want to thank Chairman Boehner and Castle for
bringing this bill the floor. The V ocational and Technical Education
for the Future Act reflects a bipartisan work product and I am pleased
to be able to join the chairman, Chairman Castle and Ranking Member
Woolsey in supporting this reauthorization.
Career and technical education has traditionally been a bipartisan
effort in Congress and that continues today. Unfortunately, the
President, for the fourth year in a row has tried to eliminate this
program, and this is a mistake.
Career and technical education programs make high school matter for
many young people, offer college students pathways into productive
employment and new hope for displaced homemakers and workers reentering
the workforce.
Now, is not the time to retreat on our investment in career training.
The global economy demands a highly skilled workforce and the Perkins
program has been instrumental in building that workforce.
H.R. 366 moves the successful Perkins Act, named after the
distinguished Senator from Kansas, to the next level in career and
technical education. This program may have started out as second tier
education program for students who sought employment after graduation
from high school, but today, these programs are changing the face of
secondary and
[[Page H2903]]
post-secondary education. Perkins equips America's workforce with the
skills they need to compete in a global economy.
More and more schools are using career and technical education
programs to develop highly challenging and academically sound education
systems, combining secondary and postsecondary education elements. H.R.
366 adopts this model.
Successful career tech programs allow academic and vocational
teachers to develop curriculum together and teach together so that
students can apply academic content in a real world context. In order
to make high school matter, learning, must become more meaningful to
students. Career technical education programs do this.
H.R. 366 also ensures that students learn the identical challenging
academic content as students who are in a purely academic program
further reinforcing the goals of No Child Left Behind: that all
students should be taught to high standards.
We know that students who are enrolled in career technical programs
are less likely to drop out before graduation. Students who graduate
from these programs perform better than their academic-only
counterparts in math and science. And, students who complete these
programs are able to obtain higher salaries than their counterparts.
Mr. Chairman, while I will support this bill, I remain concerned that
it fails to address two critical issues: the bill eliminates the
separate authorization for the Tech Prep Program and cuts State
Administrative funding far below what states need to carry out the new
responsibilities that have been added to the bill. These problems can
and should be corrected in conference.
The Perkins Act is a critical workforce development tool and the bill
before us represents sound education policy. It contains critical
improvements in the areas of accountability, integration and
coordination and is supported by a range of organizations to include
the Association for Career Technical Education, the National
Association of State Directors of Career Technical'' Education, the
NEA, and the National Coalition for Women and Girls in Education.
I want to thank these organizations for their input on the bill and I
want to thank our staff for their efforts in bringing this bill
together in a relatively short period of time.
I will vote in favor of final passage and urge my colleagues to do
the same.
Mr. BOEHNER. Mr. Chairman, I reserve the balance of my time.
Ms. WOOLSEY. Mr. Chairman, I yield myself such time as I may consume.
Mr. Chairman, I want to say one more time how much I appreciate the
bipartisan work that we accomplished on the subcommittee and on the
full committee, and I thank both the full Chair, the subcommittee
Chair, and my ranking member for making all that possible.
In closing, I want to reiterate my main concerns with the bill, which
I hope will be addressed in conference.
First, the bill rightly strengthens accountability for State and
local programs, but at the same time, it cuts 60 percent of the funds
that the States can use for that very purpose. I support these
accountability measures, but if we do not enable the States to
administer them, we will be providing empty promises. I offered an
amendment in the committee to restore this cut.
I am also concerned that this bill merges the tech prep program with
the basic State grant, and I appreciate that our Republican colleagues
on the committee have maintained funding for tech prep activities. But
as we all know, not sending tech prep funding separately to the States
means that eventually States will lose their focus on those activities.
{time} 1245
Another area that I am concerned about and I want to reiterate is the
issue that the gentleman from California (Mr. George Miller) has just
discussed, which is his amendment offered to end abuses like the
Department of Education's contract with Armstrong Williams. His
amendment simply said that the government cannot hire journalists to
create government propaganda and required that if the Department of
Education continues to produce prepackaged news pieces, it has to fully
disclose that fact in the piece. I am sorry that that language, which
is really about government being honest with the people, is not in this
bill.
Finally, we must ask ourselves, despite bipartisan support and
despite the support of the gentleman from Ohio (Chairman Boehner) and
the gentleman from Delaware (Chairman Castle), where will the
appropriators find the funds to support this and other critical
education programs that the President wants to eliminate or underfund?
For example, this year alone, the President wants to provide our
schoolchildren $12 billion less than he promised under the No Child
Left Behind Act.
Mr. Chairman, one last comment: this is a good, bipartisan bill, and
we must fix the little pieces that are missing in conference.
Mr. Chairman, I yield back the balance of my time.
Mr. BOEHNER. Mr. Chairman, I yield myself the balance of our time.
I want to thank the gentleman from California (Mr. George Miller) and
the gentlewoman from California (Ms. Woolsey) for their work on this
bill; and I want to thank my colleague, and the author of the bill, the
subcommittee chairman, the gentleman from Delaware (Mr. Castle), for
his fine work. While there are 435 of us in the Congress, of course
everyone would like to make this bill look as though it were theirs and
written exactly the way they would like to write it. Clearly, I would
like to have that opportunity too, but that is not how the process
works. We have a bipartisan bill, and we should not make the perfect
the enemy of the good.
I also want to thank my staff, Krisann Pearce and Whitney Rhoades,
for their fine work on this bill. I want to thank Denise Forte and
Lloyd Horwich on the Democrat side for their work. As most of my
colleagues know, we could not do the fine work that we do without
excellent staff on both sides. They have done very good work in helping
us get to where we are today.
Vocational education, as my colleague from California pointed out, is
not vocational and technical education like it was 20 years ago or even
10 years ago. We all recognize that those in vocational and technical
education also need a strong academic background. This program, over
the last several reauthorizations, has attempted to move to stronger
academics; and we continue that process in the reauthorization that we
bring to the floor today. It is one of the reasons why the Tech-Prep
program, which used to be separate and in this bill we have merged it
with a basic grant, although we preserve the funding, is not quite as
significant as it once was, because Tech-Prep was intended to help
encourage those in vocational and technical education from outlining a
program where they would do 2 years at the local Tech-Prep school and
then go on and do 2 years probably at a community college. By improving
the academics across the board, I think it is good for all students.
I have two technical schools in my own district, Butler Tech, Butler
County Tech and Miami Valley Tech, who offer wonderful programs and
wonderful Tech-Prep programs for many of their students. They have
articulation agreements with Sinclair Community College in Dayton,
Ohio, and other community colleges to help put students on a path where
they will gain the skills necessary to be able to go out in the
workforce and have very productive jobs.
There are two or three million jobs in America today that have gone
begging because we do not have employees and people with skills to fill
those jobs; and many of them could be filled if, in fact, we have
stronger technical vocational programs around the country.
So I would encourage my colleagues to support the underlying bill,
and we are about to get into the amendment process, and we will see
where that takes us.
Ms. BEAN. Mr. Chairman, reauthorizing the Perkins Act gives Congress
the opportunity to restate our belief in vocational and technical
education, a partnership between academics, the business community and
our constituents for more than 40 years.
As a graduate of Oakton Community College, I have a special
appreciation for the value of our community college system. Oakton
Community College prepared me for and complemented my entrance into the
computer industry. That education served me well over my 20 plus year
career in the high-tech field.
Like community colleges across the country, those in Illinois' Eighth
District--The College of Lake County, McHenry County College, Harper
College and Elgin Community College--provide opportunities for all
Americans,
[[Page H2904]]
from young people starting out their careers to older workers
continuing theirs.
We should absolutely put our full support behind such flexible and
proven programs. H.R. 366 will allow our local schools and community
colleges to plan for the future and to continue supplying trained
workers to industries of all types.
Like much of the legislation brought before this body, however, The
Vocational and Technical Education for the Future Act has room for
improvement. Merging Tech Prep into the Basic State Grants calls into
question the federal government's commitment to math and science
education by allowing targeted funding to be used for other purposes.
The Senate version of this bill is more receptive to high schools',
community colleges' and industries' needs, and I hope that Tech Prep
will be retained as a separate program in the conference report.
Vocational and technical education programs help Americans to
continue their education and expand their skill set. Encouraging
innovation through a more educated workforce has helped our economy
adapt to changing times and will continue to do so in the future.
Reauthorizing the Perkins Act is a step in the right direction.
Mr. SCOTT of Virginia. Mr. Chairman, I rise in support of H.R. 366,
the Vocational and Technical Education Act of the Future. This bill
reauthorizes the Perkins Act, which provides career and technical
education (CTE) programs at the State and local levels. In addition,
the Perkins Act provides skill-building and academic opportunities for
our youth and improves employment outcomes.
We live in an information and knowledge-based economy. It is
imperative, therefore, that we continue to recognize that a strong
academic foundation is necessary for all students emerging from high
school. Moreover, the skills necessary for entering postsecondary
education are similar to the skills necessary for success in the modem
workplace. For example, it is a fact that high school students entering
construction related apprenticeship programs must have algebra,
geometry and trigonometry skills, which are also requirements for
college university systems.
The research is clear. High school students completing a rigorous
academic core coupled with a career concentration have test scores that
are equal to or higher than those of students considered to be
``college prep''. They are more likely to pursue postsecondary
education, have a higher grade point average in college, are less
likely to drop out in their first year of college, and they have better
employment and earnings outcomes than other students.
This bill will ensure that ``rigorous and challenging academic
content'' in the high school curriculum is aligned with postsecondary
education.
For the foregoing reasons, I encourage support for this bill to
ensure that all high school students' educational needs are adequately
met.
Mr. POMBO. Mr. Chairman, today I rise to speak in favor of H.R. 366,
the Vocational and Technical Education for the Future Act.
Vocational education is an extremely important component of secondary
education for millions of students. It is too often neglected at the
State level and does not receive adequate funding or attention.
Many students do not go on to an undergraduate university for their
post-secondary education. Only about 40 percent of high school students
who pursue post secondary education enroll in a college program. One
third (over 5 million people) enroll in a vocational education program.
There are many good paying jobs available to students interested in
vocational training, but not enough students are being prepared for
these types of jobs.
However, we do have the ability to encourage more schools and their
students to participate in vocational education. We can get businesses
involved with the education of the skilled workers of tomorrow by
helping them train the students of today.
Among other things, H.R. 366 includes provisions to make funds
available to eligible recipients for local education and business
partnerships, including the establishment and operation of special
arrangements with industry partners that allow qualified industry
professionals to serve as faculty in postsecondary programs. It also
makes funds available for leasing, purchasing, upgrading or adapting
equipment, including instructional aides and publications.
This bill also emphasizes teacher preparation programs that address
the integration of academic and vocational and technical education and
that assist individuals who are interested in becoming vocational and
technical education instructors, including individuals with experience
in business and industry.
I have supported increasing the number of these kinds of public/
private partnerships because I believe that is one of the best ways to
get students to learn current skills and get hands-on experience. I
recently introduced H.R. 2008, the Public-Private Vocational
Partnership Act. It would establish a tax credit for companies that
donate equipment or resources for vocational education training. In
addition, it establishes a tax credit for companies hiring full-time
students who work as interns in fields relating to vocational
education.
I hope my colleagues will join me in strengthening vocational
education.
Mr. SHAYS. Mr. Chairman, I rise in support of H.R. 366, the
Vocational and Technical Education for the Future Act.
In order for the United States to continue to compete in today's
global economy we must continue educating our youth. I was disappointed
the President's FY 06 budget request did not include funding for most
current vocational education programs authorized under the Perkins Act.
I support the Perkins Act because I believe it is necessary to
develop the academic, vocational, and technical skills of secondary
students and postsecondary students enrolled in vocational and
technical education programs. I am concerned, however, that sometimes
when Congress gives grants to Universities they increase tuition and
other costs, so the benefit to the students is minimal.
I am hopeful the $1.3 billion allocated in this legislation will
benefit the students who need the grant to improve their future and the
future of our country, not the universities who take advantage of
additional funds to raise tuition.
I support this legislation and encourage my colleagues to do so as
well.
Mr. GENE GREEN of Texas. Mr. Chairman, I rise today to urge my
colleagues to support this bill.
Unfortunately, last week when the majority of members in this body
passed the Budget Resolution, they also voted to zero out funding for
programs under the Carl Perkins Act.
Through the Perkins Act, hundreds of thousands of students have
received an education beyond just high school. They have developed
marketable skills that enable them to work at competitive wages, often
to support themselves or their families as they receive their college
education.
Sam Houston High School is in my District. It is a school with hard-
working students who often live under circumstances that do not allow
them to enter a 4-year university right after high school graduation.
Many of these students stay at home and enter the workforce to help
support their families.
Due to decreases in state and Federal funding, Sam Houston High
School recently lost their vocational education program. This has been
devastating to some students who were relying on learning a unique
skill that would give them the ability to earn enough to pay for the
rising cost of college and get the work experience that will benefit
them in the future.
These programs allow high schools to enter articulation agreements
with our local community colleges so students receive college credit
for many of the courses they take and they develop skills to enter the
workforce. Perkins offers a win-win opportunity for many students to
earn college credit and get training and job offers from companies such
as General Motors, Continental Airlines and Lockheed Martin.
The Carl Perkins Act recognizes that not everyone goes to college
immediately, but that does not mean these students do not want to
further their education. Many students who participate in programs such
as Tech Prep enter higher-paying jobs after high school to help pay for
college.
Recently, the National Association of Manufacturers released a report
stating the U.S. will face a shortage of almost 10 million skilled
workers by 2020. The students who benefit from the Perkins Act also
benefit our economy by preventing the outsourcing of jobs and keeping
industry in America flowing.
I urge my colleagues to join me in supporting this bill. The students
in my district support Perkins and if we pass this bill today, they
will be able to continue to pursue their goals.
Mr. VAN HOLLEN. Mr. Chairman, I rise today in support of H.R. 366,
the Vocational and Technical Education for the Future Act. Although
Democrats would in candor have crafted a different Perkins
reauthorization bill, I do want to recognize and salute the bipartisan
process that has brought us here today.
[[Page H2905]]
Mr. Chairman, this is timely legislation. As the premiere Federal
investment in career and technical education for secondary and post-
secondary students, the Carl D. Perkins Vocational and Technical
Education Act is a critical tool in our efforts to stem the flow of
outsourcing and train a world class American workforce for the 21st
century.
In particular, I am pleased that H.R. 366 includes a model sequence
of courses so that students will have a seamless transition between
high school and post-secondary education. Additionally, I believe the
establishment of separate indicators for postsecondary education
represents a common sense improvement to current law.
Given the loss of 446,000 private sector jobs since the beginning of
the Bush Administration, I am frankly at a loss as to how the President
could continue to recommend the elimination of the programs funded
under the Perkins Act. And while the majority has in this instance
correctly reached its own conclusion about the value of Perkins, I
believe a Congress with its priorities in order would be in a position
to do better than the level funding for Perkins programs we are passing
today. Additionally, while I acknowledge the hold harmless provisions
regarding funding for Tech Prep in the base bill and in Mr. Castle's
amendment, I remain concerned that eliminating the separate funding
stream for Tech Prep will over time result in inadequate funding for
these important initiatives. Finally, while we should always be
interested in finding administrative savings in order to free up funds
for actual education and training on the ground, I fear the additional,
important responsibilities we are placing on our states under this bill
run the risk of getting shortchanged due to our slashing in half the
money we are making available to implement them.
In conclusion, I'd like to thank Chairman Boehner, our ranking
committee and subcommittee members Mr. Miller and Ms. Woolsey, minority
and majority staff--and especially Mr. Castle for his leadership on
this issue and for his willingness to reach across the aisle when
crafting this bill. While I will be supporting efforts to improve this
legislation in conference, for today I urge a ``yes'' vote.
Mr. BOEHNER. Mr. Chairman, I yield back the balance of my time.
The Acting CHAIRMAN (Mr. Culberson). All time for general debate has
expired.
Pursuant to the rule, the committee amendment in the nature of a
substitute printed in the bill shall be considered as an original bill
for the purpose of amendment under the 5-minute rule and shall be
considered read.
The text of the committee amendment in the nature of a substitute is
as follows:
H.R. 366
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 ``Vocational and Technical
Education for the Future Act''.
SEC. 2. REFERENCES.
Wherever in this Act an amendment is expressed in terms of
an amendment to or repeal of a section or other provision,
the amendment or repeal shall be considered to be made to a
section or other provision of the Carl D. Perkins Vocational
and Technical Education Act of 1998 (20 U.S.C. 2301 et seq.).
SEC. 3. PURPOSES AND DEFINITIONS.
(a) Purposes.--Section 2(2) (20 U.S.C. 2301(2)) is amended
by inserting ``rigorous and challenging'' after
``integrate''.
(b) Definitions.--Section 3 (20 U.S.C. 2302) is amended--
(1) by striking paragraph (26) and redesignating paragraphs
(21) through (25) as paragraphs (23) through (27), and
paragraphs (27) through (30) as paragraphs (29) through (32),
respectively;
(2) by redesignating paragraphs (4) through (20) as
paragraphs (5) through (21), respectively, and inserting
after paragraph (3) the following:
``(4) Articulation agreement.--The term `articulation
agreement' means a written commitment, agreed upon at the
State level or approved annually and facilitated by the lead
administrators of the secondary and postsecondary consortia
members as described in section 135(b)(3)(A), to provide a
program designed to provide students with a nonduplicative
sequence of progressive achievements leading to degrees,
certificates, or credentials in a tech-prep education program
linked through credit transfer agreements.'';
(3) in paragraph (5) (as so redesignated), by inserting
``to students (and parents, as appropriate)'' after
``providing access'';
(4) in paragraph (6) (as so redesignated), by striking
``section 5206'' and inserting ``section 5210'';
(5) in paragraph (7) (as so redesignated)--
(A) by striking ``method of instruction'' and inserting
``method''; and
(B) by inserting ``rigorous and challenging'' after
``required'';
(6) in paragraph (11)(A) (as so redesignated), by striking
``an'' and inserting ``a public or nonprofit private'';
(7) in paragraph (18) (as so redesignated)--
(A) in the paragraph heading, by striking ``training and
employment'' and inserting ``fields'';
(B) by striking ``training and employment'' and inserting
``fields''; and
(C) by inserting ``current and'' after ``technology, and
other'';
(8) in paragraph (19) (as so redesignated), by striking
``the Republic of the Marshall Islands, the Federated States
of Micronesia,'';
(9) by inserting after paragraph (21) (as so redesignated)
the following:
``(22) Scientifically based research.--The term
`scientifically based research' has the meaning given that
term in section 9101(37) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801(37)).'';
(10) in paragraph (25) (as so redesignated)--
(A) in subparagraph (C), by striking ``training and
employment'' and inserting ``fields'';
(B) in subparagraph (E), by striking ``and'';
(C) in subparagraph (F)--
(i) by striking ``individuals with other barriers to
educational achievement, including''; and
(ii) by striking the period and inserting ``; and''; and
(D) by inserting after subparagraph (F) the following:
``(G) individuals with other barriers to educational
achievement, as determined by the State.'';
(11) by inserting after paragraph (27) (as so redesignated)
the following:
``(28) Supportive services.--The term `supportive services'
means services such as transportation, child care, dependent
care, and needs-based payments, that are necessary to enable
an individual to participate in activities authorized under
this Act.'';
(12) in paragraph (29) (as so redesignated), by striking
``section 2'' and inserting ``section 2(a)(4)'';
(13) in paragraph (30) (as so redesignated)--
(A) by inserting ``of subsection (a)'' after ``paragraph
(2)''; and
(B) by striking ``paragraph (5)(A) of such section'' and
inserting ``paragraph (5)(A) of such subsection''; and
(14) by amending paragraph (31)(A) (as so redesignated) to
read as follows:
``(A) offer a sequence of courses that--
``(i) provides individuals with the rigorous and
challenging academic and technical knowledge and skills the
individuals need to prepare for further education and for
careers (other than careers requiring a master's or doctoral
degree) in current or emerging employment sectors;
``(ii) may include the provision of skills or courses
necessary to enroll in a sequence of courses that meet the
requirements of this subparagraph; and
``(iii) provides, at the postsecondary level, for a 1-year
certificate, an associate degree, or industry-recognized
credential; and''.
SEC. 4. TRANSITION PROVISIONS.
Section 4 (20 U.S.C. 2303) is amended--
(1) by striking ``the Carl D. Perkins Vocational and
Applied Technology Education Act'' and inserting `` the `Carl
D. Perkins Vocational and Technical Education Act of 1998'
''; and
(2) by striking ``the Carl D. Perkins Vocational and
Applied Technology Education Amendments of 1998'' and
inserting ``the Vocational and Technical Education for the
Future Act. Each eligible agency shall be assured 1 full
fiscal year for transition, to plan for and implement the
requirements of this Act''.
SEC. 5. AUTHORIZATION OF APPROPRIATIONS.
Section 8 (20 U.S.C. 2307) is amended to read as follows:
``SEC. 8. AUTHORIZATION OF APPROPRIATIONS.
``There is authorized to be appropriated to carry out this
Act (other than subsection (a), (b), and (c) of section 114,
and sections 117 and 118) $1,307,000,000 for fiscal year 2006
and such sums as may be necessary for each of fiscal years
2007 through 2011.''.
SEC. 6. PROHIBITIONS.
(a) In General.--The Carl D. Perkins Vocational and
Technical Education Act of 1998 (20 U.S.C. 2301 et seq.) is
amended by adding after section 8 the following new section:
``SEC. 9. PROHIBITIONS.
``(a) Local Control.--Nothing in this Act shall be
construed to authorize an officer or employee of the Federal
government to mandate, direct, or control a State, local
educational agency, or school's curriculum, program of
instruction, or allocation of State or local resources, or
mandate a State or any subdivision thereof to spend any funds
or incur any costs not paid for under this Act.
``(b) No Preclusion of Other Assistance.--Any State that
declines to submit an application to the Secretary for
assistance under this Act shall not be precluded from
applying for assistance under any other program administered
by the Secretary.
``(c) Prohibition on Requiring Federal Approval or
Certification of Standards.--Notwithstanding any other
provision of Federal law, no State shall be required to have
academic and vocational and technical content or student
academic and vocational and technical achievement standards
approved or certified by the Federal government, in order to
receive assistance under this Act.
``(d) Rule of Construction.--Nothing in this section shall
be construed to affect the requirements under section 113.''.
(b) Table of Contents Amendment.--The table of contents in
section 1(b) is amended by inserting after the item relating
to section 8 the following:
``Sec. 9. Prohibitions.''.
SEC. 7. ALLOTMENT AND ALLOCATION TO STATES.
(a) Allotment for National Activities for 2006.--Section
111(a)(1) (20 U.S.C. 2321(a)(1)) is amended to read as
follows:
``(1) Reservations.--From the sum appropriated under
section 8 for each fiscal year, the Secretary shall reserve--
[[Page H2906]]
``(A) 0.12 percent to carry out section 115;
``(B) 1.50 percent to carry out section 116, of which--
``(i) 1.25 percent of the sum shall be available to carry
out section 116(b); and
``(ii) 0.25 percent of the sum shall be available to carry
out section 116(h); and
``(C) 0.54 percent to carry out section 114(d).''.
(b) Minimum Allotments.--Section 111(a) (20 U.S.C. 2321(a))
is further amended--
(1) in paragraph (3), by striking ``(or in the case of
fiscal year 1999'' and all that follows through ``Amendments
of 1998)'' each place it appears and inserting ``(or in the
case of fiscal year 2006 only, under this section and under
title II of this Act, as such section and title were in
effect on the day before the date of enactment of the
Vocational and Technical Education for the Future Act)''; and
(2) by amending paragraph (4)(A) to read as follows:
``(A) In general.--No State shall receive an allotment
under this section for a fiscal year that is less than the
allotment the State received for fiscal year 2005 under this
section and under title II of this Act (as such section and
title were in effect on the day before the date of enactment
of the Vocational and Technical Education for the Future
Act).''.
(c) Within State Allocation.--Section 112 (20 U.S.C. 2322)
is amended--
(1) by amending subsection (a) to read as follows:
``(a) Allocation Formula.--From the amount allotted to each
State under section 111 for a fiscal year, the State board
(hereinafter referred to as the `eligible agency') shall
allocate such amount as follows:
``(1) Subject to paragraph (4), not less than 88 percent
shall be made available for distribution under section 131 or
132, of which the eligible agency shall first make available
for the activities described in section 135(b)(3) not less
than the amount allotted in fiscal year 2005 to such eligible
agency under title II of this Act (as such title was in
effect on the day before the date of enactment of the
Vocational and Technical Education for the Future Act),
reduced by the percentage by which the amount allotted to the
State under section 111 for the fiscal year is less than the
amount allotted under such section to such State for fiscal
year 2005. Of the remainder of the 88 percent, not more than
10 percent may be used in accordance with subsection (c).
``(2) Subject to paragraph (4), not more than 10 percent
shall be made available to carry out State leadership
activities described in section 124, of which--
``(A) an amount equal to not more than 1 percent of the
amount allotted to the State under section 111 for the fiscal
year shall be made available to serve individuals in State
institutions, such as State correctional institutions and
institutions that serve individuals with disabilities; and
``(B) not less than $60,000 and not more than $150,000
shall be available for services that prepare individuals for
nontraditional fields.
``(3) An amount equal to not more than 2 percent, or
$250,000, whichever is greater, shall be made available for
administration of the State plan, which may be used for the
costs of--
``(A) developing the State plan;
``(B) reviewing the local plan;
``(C) monitoring and evaluating program effectiveness;
``(D) assuring compliance with all applicable Federal laws;
and
``(E) providing technical assistance.
``(4) If the amount allocated for any fiscal year under
paragraph (2) shall be less than the amount allocated under
such paragraph for fiscal year 2005, additional amounts may
be made available from the amount allocated under paragraph
(1) for the purposes described in paragraph (2). If such
additional amounts are made available under this paragraph,
the percentage of the total amount allotted under section 111
that is allocated for the purposes described in paragraph (2)
shall not exceed the percentage of the total amount allotted
under section 111 for fiscal year 2005 that was allocated
under paragraph (2) for fiscal year 2005.''; and
(2) in subsection (c)--
(A) in paragraph (1)--
(i) in subparagraph (B), by striking the semicolon and
inserting ``; and'';
(ii) in subparagraph (C), by striking ``; and'' and
inserting a period; and
(iii) by striking subparagraph (D); and
(B) in paragraph (2), by striking ``through (D)'' and
inserting ``through (C)''.
SEC. 8. ACCOUNTABILITY.
(a) Purpose.--Section 113(a) (20 U.S.C. 2323(a)) is
amended--
(1) by striking ``establish a State'' and inserting
``support a State and local''; and
(2) by inserting ``and its eligible recipients'' after
``effectiveness of the State''.
(b) State Performance Measures.--Section 113(b) (20 U.S.C.
2323(b)) is amended--
(1) in paragraph (2)--
(A) by redesignating subparagraphs (B) through (D) as
subparagraphs (C) through (E), respectively;
(B) in subparagraph (A)--
(i) in the subparagraph heading, by inserting ``for
secondary students'' after ``performance'';
(ii) by inserting ``of secondary students that are, to the
extent practicable, valid and reliable and'' after
``indicators of performance'';
(iii) in clause (i), by striking ``State established
academic,'' and inserting ``academic content and achievement
standards, as established by the State under section
1111(b)(1) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(b)(1)),'';
(iv) in clause (ii)--
(I) by striking ``or its recognized equivalent,'' and
inserting ``, General Education Development credential (GED),
or other State-recognized equivalent (including recognized
alternative standards for individuals with disabilities),
or''; and
(II) by striking ``, or a postsecondary degree or
credential'';
(v) by amending clause (iii) to read as follows:
``(iii) Student graduation rates (as described in section
1111(b)(2)(C)(vi) of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6311(b)(2)(C)(vi))).'';
(vi) by redesignating clause (iv) as clause (v) and
inserting after clause (iii) the following:
``(iv) Placement in postsecondary education or advanced
training, placement in military service, or placement in
employment.''; and
(vii) in clause (v) (as so redesignated), by striking
``training and employment'' and inserting ``fields'';
(C) by inserting after subparagraph (A) the following:
``(B) Core indicators of performance for postsecondary
students.--Each eligible agency shall identify in the State
plan core indicators of performance of postsecondary students
that are, to the extent practicable, valid and reliable, and
that include, at a minimum, measures of each of the
following:
``(i) Student attainment of challenging academic and
vocational and technical skill proficiencies.
``(ii) Student retention in postsecondary education,
attainment of an associate degree or postsecondary
credential, or transfer to a baccalaureate degree program.
``(iii) Placement in military service or placement or
retention in employment.
``(iv) Student participation in and completion of
vocational and technical education programs in nontraditional
fields.'';
(D) in subparagraph (C) (as so redesignated), by striking
``under the title'' and inserting ``under this title''; and
(E) in subparagraph (D) (as so redesignated), by inserting
``vocational and technical education'' after ``has developed
State''; and
(2) in paragraph (3)--
(A) by amending the paragraph heading to read as follows:
``(3) State levels of performance.--''; and
(B) in subparagraph (A)--
(i) in clause (i)--
(I) by striking ``paragraph (2)(A)'' and inserting
``subparagraphs (A) and (B) of paragraph (2)''; and
(II) in subclause (II), by striking ``to continually'' and
all that follows through ``performance'', and inserting ``to
make continuous and substantial improvement in the academic
and vocational and technical achievement'';
(ii) by amending clause (v) to read as follows:
``(v) Agreement on state adjusted levels of performance for
subsequent years.--
``(I) 3rd and 4th program years.--Prior to the third
program year covered by the State plan, the Secretary and
each eligible agency shall reach agreement on the State
adjusted levels of performance for each of the core
indicators of performance for the third and fourth programs
years covered by the State plan, taking into account the
factors described in clause (vi).
``(II) 5th and 6th program years.--Prior to the fifth
program year covered by the State plan, the Secretary and
each eligible agency shall reach agreement on the State
adjusted levels of performance for each of the core
indicators of performance for the fifth and sixth programs
years covered by the State plan, taking into account the
factors described in clause (vi).
``(III) Agreements incorporated into state plan.--The State
adjusted levels of performance agreed to under this clause
shall be considered the State adjusted levels of performance
for the State for such years and shall be incorporated into
the State plan.'';
(iii) in clause (vi)(II), by inserting ``and substantial''
after ``continuous''; and
(iv) in clause (vii)--
(I) by striking ``clause (vi)(II)'' and inserting ``clause
(vi)''; and
(II) by striking ``under clause (iii) or (vi)'' and
inserting ``under clause (iii) or (v)''.
(c) Local Levels of Performance.--Section 113(b) is further
amended by adding at the end the following:
``(4) Local levels of performance.--
``(A) Local adjusted levels of performance for core
indicators of performance.--
``(i) In general.--Each eligible recipient shall establish
in the local plan submitted under section 134, levels of
performance for each of the core indicators of performance
described in paragraph (2)(A) and (B), as appropriate for the
eligible recipient, for vocational and technical education
activities authorized under this title. The levels of
performance established under this subparagraph shall, at a
minimum--
``(I) be expressed in a percentage or numerical form, so as
to be objective, quantifiable, and measurable; and
``(II) require the eligible recipient to make continuous
and substantial improvement in the academic and vocational
and technical achievement of vocational and technical
education students.
``(ii) Identification in the local plan.--Each eligible
recipient shall identify, in the local plan submitted under
section 134, levels of performance for each of the core
indicators of performance for the first 2 program years
covered by the local plan.
``(iii) Agreement on local adjusted levels of performance
for first 2 years.--The eligible agency and each eligible
recipient shall reach agreement on the levels of performance
for each of the core indicators of performance, for the first
2 program years covered by the local plan, taking into
account the levels identified in the local plan under clause
(ii) and the factors described in clause (v). The levels of
performance agreed to under this clause shall be considered
to be the local adjusted level of performance for the
eligible recipient for such years and
[[Page H2907]]
shall be incorporated into the local plan prior to the
approval of such plan.
``(iv) Agreement on local adjusted levels of performance
for subsequent years.--
``(I) 3rd and 4th program years.--Prior to the third
program year covered by the local plan, the eligible agency
and each eligible recipient shall reach agreement on the
local adjusted levels of performance for each of the core
indicators of performance for the third and fourth program
years covered by the local plan, taking into account the
factors described in clause (v).
``(II) 5th and 6th program years.--Prior to the fifth
program year covered by the local plan, the eligible agency
and each eligible recipient shall reach agreement on the
local adjusted levels of performance for each of the core
indicators of performance for the fifth and sixth program
years covered by the local plan, taking into account the
factors described in clause (v).
``(III) Agreements incorporated into local plan.--The local
adjusted levels of performance agreed to under this clause
shall be considered to be the local adjusted levels of
performance for the eligible recipient for such years and
shall be incorporated into the local plan.
``(v) Factors.--The agreement described in clause (iii) or
(iv) shall take into account--
``(I) how the levels of performance involved compare with
the local adjusted levels of performance established for
other eligible recipients taking into account factors
including the characteristics of participants when the
participants entered the program and the services or
instruction to be provided; and
``(II) the extent to which such levels of performance
promote continuous and substantial improvement on the
indicators of performance by such eligible recipient.
``(vi) Revisions.--If unanticipated circumstances arise
with respect to an eligible recipient resulting in a
significant change in the factors described in clause (v),
the eligible recipient may request that the local adjusted
levels of performance agreed to under clause (iii) or (iv) be
revised. The eligible agency shall issue objective criteria
and methods for making such revisions.
``(B) Levels of performance for additional indicators.--
Each eligible recipient may identify in the local plan, local
levels of performance for any additional indicators of
performance. Such levels shall be considered to be the local
levels of performance for purposes of this title.
``(C) Local report.--
``(i) Content of report.--Each eligible recipient that
receives an allotment under section 111 shall annually
prepare and submit to the eligible agency a report
regarding--
``(I) the progress of such recipient in achieving the local
adjusted levels of performance on the core indicators of
performance; and
``(II) in the case of an eligible recipient that receives
funds described in section 112(a) for activities described in
section 135(b)(3), the progress in achieving the local
adjusted levels of performance on the core indicators of
performance with respect to tech-prep program participants.
``(ii) Data.--Each eligible recipient shall--
``(I) disaggregate data for each of the indicators of
performance under section 113(b)(2) for the categories of
students enumerated under section 1111(b)(2)(C)(v)(II) of the
Elementary and Secondary Education Act of 1965 that are
served under this Act; and
``(II) identify and quantify any disparities or gaps in
performance between any such category of students and the
performance of all students served by the eligible recipient
under the Act.
``(iii) Rules for reporting of data.--The disaggregation of
data under clause (ii) shall be required except in a case in
which the number of students in a category is insufficient to
yield statistically reliable information or in which the
results would reveal personally identifiable information
about an individual student.
``(iv) Availability.--The report described in clause (i)
shall be made available to the public through a variety of
formats, including electronically through the Internet.''.
(d) State Report.--Section 113(c) (20 U.S.C. 2323(c)) is
amended--
(1) by redesignating paragraphs (2) and (3) as paragraphs
(4) and (5), respectively, and inserting after paragraph (1)
the following:
``(2) Data.--Each eligible agency under this subsection
shall--
``(A) disaggregate data for each of the indicators of
performance under section 113(b)(2) for the categories of
students enumerated under section 1111(b)(2)(C)(v)(II) of the
Elementary and Secondary Education Act of 1965 that are
served under this Act; and
``(B) identify and quantify any disparities or gaps in
performance between any such category of students and the
performance of all students served by the eligible agency
under the Act.
``(3) Rules for reporting of data.--The disaggregation of
data under paragraph (2) shall be required except in a case
in which the number of students in a category is insufficient
to yield statistically reliable information or in which the
results would reveal personally identifiable information
about an individual student.''; and
(2) in paragraph (4) (as so redesignated)--
(A) by striking ``special populations'' and inserting
``each of the populations described in section 3(25) and the
populations described in section 1111(h)(1)(C)(i) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(h)(1)(C)(i))''; and
(B) by striking ``have made'' and inserting ``has made''.
SEC. 9. NATIONAL ACTIVITIES.
(a) Program Performance Information.--Section 114(a)(3) (20
U.S.C. 2324(a)(3)) is amended by inserting ``in the
aggregate'' after ``international comparisons''.
(b) Evaluation and Assessment.--Section 114(c) (20 U.S.C.
2324(c)) is amended--
(1) by amending paragraph (2) to read as follows:
``(2) Independent advisory panel.--The Secretary shall
appoint an independent advisory panel, consisting of academic
and vocational and technical education educators,
administrators, experts in evaluation, research, and
assessment, representatives of labor organizations,
businesses, parents, guidance and counseling professionals,
and other individuals with relevant expertise, to advise the
Secretary on the implementation of the assessment described
in paragraph (3), including the issues to be addressed and
the methodology of the studies involved to ensure the
assessment adheres to the highest standards of quality. The
advisory panel shall transmit to the Secretary and to
Congress an independent analysis of the findings and
recommendations resulting from such assessment. The Federal
Advisory Committee Act (5 U.S.C. App.) shall not apply to the
panel established under this subsection.'';
(2) in paragraph (3)--
(A) in subparagraph (A), by inserting ``the implementation
of the'' after ``and assessment of'';
(B) in subparagraph (B)--
(i) by inserting ``but shall not be limited to'' after
``paragraph (1) shall include'';
(ii) by striking clauses (i), (ii), (iv), and (vii) and
redesignating clauses (iii), (v), (vi), and (viii) as clauses
(i) through (iv), respectively;
(iii) in clause (i) (as so redesignated), by striking ``,
and academic, curricula in vocational and technical education
programs,'' and inserting ``education (such as meeting State
established teacher certification or licensing
requirements)''; and
(iv) in clause (ii) (as so redesignated)--
(I) by striking ``and employment outcomes'' and all that
follows through ``including analyses of'' and inserting ``and
vocational and technical education achievement and employment
outcomes of vocational and technical education students,
including analyses of'';
(II) in subclause (I), by striking ``and tech-prep
students'' and inserting ``and students participating in the
activities described in section 135(b)(3)'';
(III) in subclause (II), by striking ``academic, and
vocational and technical, education'' and inserting
``rigorous and challenging academic and vocational and
technical education, including a review of the effect of
integrated rigorous and challenging academic and vocational
and technical education on the achievement of students''; and
(IV) in subclause (III), by inserting ``, particularly
those in which math and science skills are critical,'' after
``high-skill careers''; and
(C) in subparagraph (C)--
(i) in clause (i)--
(I) by striking ``the Committee on Education and the
Workforce of the House of Representatives and the Committee
on Labor and Human Resources of the Senate'' and inserting
``Congress''; and
(II) by striking ``2002'' and inserting ``2009'' both
places it appears; and
(ii) in clause (ii), by striking ``the Committee on
Education and the Workforce of the House of Representatives,
the Committee on Labor and Human Resources of the Senate,''
and inserting ``Congress'';
(3) in paragraph (5)(A)--
(A) by striking ``to carry out research'' each place it
appears, and inserting ``to carry out scientifically based
research'';
(B) in clause (i), by inserting ``scientifically based''
after ``programs, including'';
(C) in clause (ii), by inserting ``that are integrated with
rigorous and challenging academic education'' after
``implementation of vocational and technical education
programs''; and
(D) in clause (iii)(I), by inserting ``and the integration
of those systems with the academic education system'' after
``technical education systems'';
(4) in paragraph (6)--
(A) by striking:
``(6) Demonstrations and dissemination.--
``(A) Demonstration program.--The'', and inserting:
``(6) Demonstrations and dissemination.--The''; and
(B) by striking subparagraph (B); and
(5) in paragraph (8), by striking ``this section'' and all
that follows and inserting ``subsections (a), (b), and (c) of
this section, such sums as may be necessary for each of
fiscal years 2006 through 2011.''
(c) Incentive Grants for Eligible Agencies.--Section 114 is
further amended by adding at the end the following new
subsection:
``(d) Incentive Grants for Eligible Agencies.--
``(1) In general.--From funds reserved under section
111(a)(1)(C), the Secretary may award grants to eligible
agencies for exemplary performance in carrying out programs
under this Act. Such awards shall be based on an eligible
agency exceeding State adjusted levels of performance
established under section 113(b) and showing sustained or
significant improvement.
``(2) Special consideration.--In awarding these grants, the
Secretary may consider--
``(A) an eligible agency's success in effectively
developing connections between secondary education and
postsecondary education and training;
``(B) an eligible agency's integration of rigorous and
challenging academic and technical coursework; and
``(C) an eligible agency's progress in having special
populations participating in vocational and technical
education meet State adjusted levels of performance.
``(3) Use of funds.--The funds awarded to an eligible
agency under this subsection may be used to carry out any
activities authorized under section 124, including
demonstrations of innovative programs.''.
[[Page H2908]]
SEC. 10. OUTLYING AREAS, NATIVE AMERICAN PROGRAMS, AND
TRIBALLY CONTROLLED INSTITUTIONS.
(a) Assistance for the Outlying Areas.--Section 115 (20
U.S.C. 2325) is amended to read as follows:
``SEC. 115. ASSISTANCE FOR THE OUTLYING AREAS.
``(a) Outlying Areas.--From funds reserved pursuant to
section 111(a)(1)(A), the Secretary shall--
``(1) make a grant in the amount of $660,000 to Guam;
``(2) make a grant in the amount of $350,000 to each of
American Samoa and the Commonwealth of the Northern Mariana
Islands; and
``(3) make a grant in the amount of $160,000 to the
Republic of Palau.
``(b) Remainder.--Subject to the provisions of subsection
(a), the Secretary shall make a grant of the remainder of
funds reserved pursuant to section 111(a)(1)(A), in equal
proportion, to each of Guam, American Samoa, and the
Commonwealth of the Northern Mariana Islands, for the purpose
of providing direct vocational and technical educational
services, including--
``(1) teacher and counselor training and retraining;
``(2) curriculum development; and
``(3) the improvement of vocational and technical education
and training programs in secondary schools and institutions
of higher education, or improving cooperative education
programs involving both secondary schools and institutions of
higher education.
``(c) Restriction.--The Republic of Palau shall cease to be
eligible to receive funding under this section upon entering
into an agreement for extension of United States educational
assistance under the Compact of Free Association after the
date of enactment of the Vocational and Technical Education
for the Future Act.''.
(b) Native American Program.--Section 116 (20 U.S.C. 2326)
is amended--
(1) in subsection (a), by inserting a period at the end of
paragraph (5); and
(2) in subsection (b)--
(A) in paragraph (1), by striking ``subsection (d)'' and
inserting ``subsection (c)''; and
(B) in paragraph (2), by striking ``(other than in
subsection (i))''.
(c) Tribally Controlled Institutions.--Section 117 (20
U.S.C. 2327) is amended--
(1) by amending subsection (b) to read as follows:
``(b) Uses of Grants.--Amounts made available under this
section shall be used for vocational and technical education
programs for Indian students and for institutional support
costs of the grant, including the expenses described in
subsection (e).'';
(2) in subsection (c), by inserting after paragraph (2) the
following:
``(3) Indirect costs.--Notwithstanding any other provision
of law or regulation, the Secretary shall not require the use
of a restricted indirect cost rate for grants issued under
this section.'';
(3) by striking subsection (g) and redesignating
subsections (h) and (i) as subsections (g) and (h),
respectively; and
(4) in subsection (h) (as so redesignated)--
(A) by striking ``$4,000,000 for fiscal year 1999 and'';
and
(B) by striking ``the 4 succeeding fiscal years'' and
inserting ``fiscal years 2006 through 2011''.
(d) Occupational and Employment Information.--Section 118
(20 U.S.C. 2328) is amended--
(1) by amending subsection (b) to read as follows:
``(b) State Level Activities.--
``(1) Designated entity.--In order for a State to receive a
grant under this section, the eligible agency and the
Governor of the State shall jointly designate an entity in
the State responsible for conducting the activities in this
subsection.
``(2) Application.--The jointly designated agency shall
submit an application to the Secretary at the same time the
State submits its state plan under section 122. The
application shall be in such a manner and be accompanied by
such information as the Secretary may reasonably require. At
a minimum, the application shall describe how the jointly
designated agency will assist the eligible agency in meeting
its adjusted levels of performance under section 113(b).
``(3) Activities.--The jointly designated agency shall
conduct activities--
``(A) to provide support for career guidance and academic
counseling programs designed to promote improved career and
education decision making by students (and parents, as
appropriate) regarding education and training options and
preparations for high skill, high wage occupations;
``(B) to make available to students, parents, teachers,
administrators, and counselors, and improve accessibility to,
information and planning resources that relate academic and
vocational and technical educational preparation to career
goals and expectations;
``(C) to equip teachers, administrators, and counselors
with the knowledge, skills, and occupational information
needed to assist students and parents with educational and
other postsecondary opportunities and education financing;
``(D) to assist appropriate State entities in tailoring
resources and training for use by such entities;
``(E) to improve coordination and communication among
administrators and planners of programs authorized by this
Act and by section 15 of the Wagner-Peyser Act (29 U.S.C.
49l-2) at the Federal, State, and local levels to ensure
nonduplication of efforts and the appropriate use of shared
information and data; and
``(F) to provide ongoing means for customers, such as
students and parents, to provide comments and feedback on
products and services and to update resources, as
appropriate, to better meet customer requirements.'';
(2) in subsection (e)(1), by striking ``an identification''
and inserting ``a description''; and
(3) in subsection (f), by striking ``1999 through 2003''
and inserting ``2006 through 2011''.
SEC. 11. STATE ADMINISTRATION.
Section 121 (20 U.S.C. 2341) is amended to read as follows:
``SEC. 121. STATE ADMINISTRATION.
``(a) Eligible Agency Responsibilities.--The
responsibilities of an eligible agency under this title shall
include--
``(1) coordination of the development, submission, and
implementation of the State plan, and the evaluation of the
program, services, and activities assisted under this title,
including preparation for nontraditional fields;
``(2) consultation with the Governor and appropriate
agencies, groups, and individuals including parents,
students, teachers, representatives of businesses, labor
organizations, eligible recipients, State and local
officials, and local program administrators, involved in the
planning, administration, evaluation, and coordination of
programs funded under this title;
``(3) convening and meeting as an eligible agency
(consistent with State law and procedure for the conduct of
such meetings) at such time as the eligible agency determines
necessary to carry out the eligible agency's responsibilities
under this title, but not less than four times annually; and
``(4) the adoption of such procedures as the eligible
agency considers necessary to--
``(A) implement State level coordination with the
activities undertaken by the State boards under section 111
of Public Law 105-220; and
``(B) make available to the service delivery system under
section 121 of Public Law 105-220 within the State a listing
of all school dropout, postsecondary, and adult programs
assisted under this title.
``(b) Exception.--Except with respect to the
responsibilities set forth in subsection (a), the eligible
agency may delegate any of the other responsibilities of the
eligible agency that involve the administration, operation,
supervision of activities assisted under this title, in whole
or in part, to one or more appropriate State agencies.''.
SEC. 12. STATE PLAN.
Section 122 (20 U.S.C. 2342) is amended--
(1) in subsection (a)--
(A) in paragraph (1), by striking ``5-year period'' and
inserting ``6-year period'';
(B) in paragraph (2)(B), by striking ``5 year State plan''
and inserting ``6-year period''; and
(C) in paragraph (3), by striking ``(including employers,
labor organizations, and parents)'' and inserting
``(including charter school authorizers and organizers,
employers, labor organizations, parents, students, and
community organizations)'';
(2) in subsection (b)(1), by striking ``teachers, eligible
recipients, parents, students, interested community members''
and inserting ``academic and vocational and technical
education teachers, eligible recipients, charter school
authorizers and organizers, parents, students, interested
community members (including parent and community
organizations), institutions of higher education'';
(3) in subsection (c)--
(A) in paragraph (1)--
(i) by redesignating subparagraphs (A) through (D) as
subparagraphs (B) through (E), respectively, and inserting
before such subparagraphs (as so redesignated) the following:
``(A) the development of model sequences of courses for
vocational and technical content areas that--
``(i) incorporate both secondary and postsecondary
education elements;
``(ii) include rigorous and challenging academic content
and vocational and technical content in a coordinated,
nonduplicative progression of courses that align secondary
education with postsecondary education to adequately prepare
sudents to succeed in postsecondary education;
``(iii) lead to a postsecondary 1-year certificate,
associate or baccalaureate degree, or a proficiency
credential in conjunction with a secondary school diploma;
and
``(iv) may be adopted by local educational agencies and
postsecondary institutions to be offered as an option to
students (and their parents as appropriate), when choosing
future coursework;'';
(ii) in subparagraph (B) (as so redesignated), by inserting
``and how the eligible agency will distribute information
identifying eligible recipients that offer elements of the
model sequences of courses'' before the semicolon;
(iii) by amending subparagraph (C) (as so redesignated) to
read as follows:
``(C) the criteria that will be used by the eligible agency
to evaluate and approve eligible recipients for funds under
this title, including criteria to assess the extent to which
the local plan will promote continuous and substantial
improvement in academic achievement and technical skill
attainment;'';
(iv) in subparagraph (D) (as so redesignated)--
(I) by inserting ``, both academically and technically,''
after ``students''; and
(II) by striking ``; and'' and inserting ``, and how
participating students will be made aware of such
opportunities;'';
(v) in subparagraph (E) (as so redesignated), by inserting
``aligned with rigorous and challenging academic content''
before the semicolon; and
(vi) by inserting after subparagraph (E) (as so
redesignated) the following:
``(F) the process through which the eligible agency will
develop the secondary or postsecondary elements of the model
sequences of courses described in subparagraph (A);
[[Page H2909]]
``(G) the role that any eligible recipients successfully
implementing the activities described in section 135(b)(3)
will play in assisting other eligible recipients in
establishing agreements and plans for coordinating the
offering of model sequences of courses to students at both
the secondary and postsecondary levels;
``(H) how funds will be used effectively to link secondary
and postsecondary academic and vocational and technical
education in a manner that increases student academic and
vocational and technical achievement; and
``(I) how the eligible agency will report the integration
of rigorous and challenging academics in vocational and
technical education programs in order to adequately evaluate
the quality of such integration;'';
(B) by amending paragraph (2) to read as follows:
``(2) describes how comprehensive professional development
(including initial teacher preparation and activities that
support recruitment) for vocational and technical, academic,
guidance, and administrative personnel will be provided,
especially professional development that--
``(A) promotes the integration of rigorous and challenging
academic and vocational and technical education curriculum
development;
``(B) increases the percentage of teachers that meet
teacher certification or licensing requirements;
``(C) increases the academic and industry knowledge of
vocational and technical education teachers; and
``(D) encourages applied learning that contributes to the
academic and vocational and technical knowledge of the
student;'';
(C) in paragraph (3), by inserting ``academic and
vocational and technical'' after ``parents,'';
(D) in paragraph (5)(A)--
(i) by inserting ``(especially as pertaining to math,
science, and technology)'' after ``academic and technical
skills''; and
(ii) by striking ``core academic, and vocational and
technical, subjects'' and inserting ``core academic subjects
(as defined in section 9101(11) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801(11))), and
vocational and technical subjects'';
(E) in paragraph (11), by inserting ``and technology''
after ``equipment'';
(F) by striking paragraph (19) and redesignating paragraphs
(12) through (18) as paragraphs (13) through (19),
respectively;
(G) by inserting after paragraph (11) the following:
``(12) describes how the eligible agency will ensure that
any entity in the State that purchases equipment with funds
under this Act will dispose of that equipment in such a
manner as to ensure that any personally identifiable
information contained in that equipment will be totally
destroyed prior to, or as part of, the disposition;'';
(H) in paragraph (18) (as so redesignated), by striking
``training and employment'' and inserting ``fields''; and
(I) by redesignating paragraphs (20) and (21) as paragraphs
(22) and (23), respectively, and inserting after paragraph
(19) (as so redesignated) the following:
``(20) describes how the eligible agency will award grants,
on a competitive basis or on the basis of a formula
determined by the eligible agency, using funds described in
section 112 (a) (1) for activities described in section
135(b)(3);
``(21) describes how the eligible agency will carry out
measurable, sustainable, and coordinated tech-prep activities
in the State (as described in section 135(b)(3)), with funds
allocated under section 112(a), that are developed in
consultation with the entities described in subsection (b)(1)
and that effectively prepare students for post-secondary
education or employment in high-demand occupations through a
seamless program of study consisting of appropriate advanced
academic and technical courses that include a minimum of 2
years of secondary school preceding graduation and a minimum
of 2 years of higher education or an apprenticeship program
of at least 2 years following secondary instruction;''; and
(4) by striking subsections (d) and (f) and redesignating
subsection (e) as subsection (d).
SEC. 13. IMPROVEMENT PLANS.
Section 123 (20 U.S.C. 2343) is amended to read as follows:
``SEC. 123. IMPROVEMENT PLANS.
``(a) State Program Improvement.--
``(1) Plan.--If a State fails to meet the agreed upon State
adjusted levels of performance required under section
113(b)(3), the eligible agency shall develop and implement a
program improvement plan (with special consideration to
performance gaps identified under section 113(c)(2)) in
consultation with the appropriate agencies, individuals, and
organizations for the first program year succeeding the
program year in which the eligible agency failed to meet the
State adjusted levels of performance, in order to avoid a
sanction under paragraph (3).
``(2) Technical assistance.--If the Secretary determines
that an eligible agency is not properly implementing the
eligible agency's responsibilities under section 122, or is
not making substantial progress in meeting the purposes of
this Act, based on the State's adjusted levels of
performance, the Secretary shall work with the eligible
agency to implement improvement activities consistent with
the requirements of this Act.
``(3) Subsequent action.--
``(A) In general.--If an eligible agency fails to meet the
State adjusted levels of performance and the purposes of this
Act, has not implemented an improvement plan as described in
paragraph (1), has shown no improvement within 1 year after
implementing an improvement plan as described in paragraph
(1), or has failed to meet the State adjusted levels of
performance and the purposes of this Act for 2 or more
consecutive years, the Secretary may, after notice and
opportunity for a hearing, withhold from the eligible agency
all, or a portion of, the eligible agency's allotment under
this title.
``(B) Waiver for exceptional circumstances.--The Secretary
may waive the sanction in subparagraph (A) due to exceptional
or uncontrollable circumstances, such as a natural disaster
or a precipitous and unforeseen decline in the financial
resources of the State.
``(4) Funds resulting from reduced allotments.--
``(A) In general.--The Secretary shall use funds withheld
under paragraph (3) for a State served by an eligible agency,
to provide (through alternative arrangements) services and
activities within the State to meet the purposes of this Act.
``(B) Redistribution.--If the Secretary cannot
satisfactorily use funds withheld under paragraph (3), then
the amount of funds retained by the Secretary as a result of
a reduction in an allotment made under paragraph (3) shall be
redistributed to other eligible agencies in accordance with
section 111.
``(b) Local Program Improvement.--
``(1) Local evaluation.--Each eligible agency shall
evaluate annually, using the local adjusted levels of
performance described in section 113(b)(4), the vocational
and technical education activities of each eligible recipient
receiving funds under this title.
``(2) Plan.--
``(A) In general.--If, after reviewing the evaluation, the
eligible agency determines that an eligible recipient is not
making substantial progress in achieving the local adjusted
levels of performance, or that an eligible recipient
demonstrates under section 113(b)(4)(C) persistent or a
widening of performance gaps between multiple categories of
students served by the eligible recipient in comparison to
all students in the State served under the Act, the eligible
agency shall--
``(i) conduct an assessment of the educational needs that
the eligible recipient shall address to overcome local
performance deficiencies;
``(ii) enter into an improvement plan agreement with an
eligible recipient based on the results of the assessment,
for the first program year succeeding the program year in
which the eligible recipient failed to meet the local
adjusted levels of performance, which plan shall demonstrate
how the local performance deficiencies will be corrected and
include strategies for professional development and
instructional and other programmatic innovations of
demonstrated effectiveness, giving special consideration to
performance gaps identified under section 113(b)(4)(C); and
``(iii) conduct regular evaluations of the progress being
made toward reaching the local adjusted levels of performance
as described in section 113(b)(4) and progress on
implementing the improvement plan.
``(B) Consultation.--The eligible agency shall conduct the
activities described in paragraph (2) in consultation with
teachers, parents, other school staff, appropriate agencies,
and other appropriate individuals and organizations.
``(3) Technical assistance.--If the eligible agency
determines that an eligible recipient is not properly
implementing the eligible recipient's responsibilities under
section 134, or is not making substantial progress in meeting
the purpose of this Act, based on the local adjusted levels
of performance, the eligible agency shall provide technical
assistance to the eligible recipient to assist such recipient
in carrying out the improvement activities consistent with
the requirements of this Act.
``(4) Subsequent action.--
``(A) In general.--If an eligible recipient fails to meet
the local adjusted levels of performance as described in
section 113(b)(4) and the purposes of this Act, has not
implemented an improvement plan as described in paragraph
(2), has shown no improvement within 1 year after
implementing an improvement plan as described in paragraph
(2), or has failed to meet the local adjusted levels of
performance and the purposes of this Act for 2 or more
consecutive years, the eligible agency may, after notice and
opportunity for a hearing, withhold from the eligible
recipient all, or a portion of, the eligible recipient's
allotment under this title.
``(B) Waiver for exceptional circumstances.--The eligible
agency may waive the sanction under this paragraph due to
exceptional or uncontrollable circumstances such as a natural
disaster or a precipitous and unforeseen decline in the
financial resources of the State.
``(5) Funds resulting from reduced allotments.--The
eligible agency shall use funds withheld under paragraph (4)
to continue to provide (through alternative arrangements)
services and activities in the area served by such recipient
to meet the purpose of this Act.''.
SEC. 14. STATE LEADERSHIP ACTIVITIES.
Section 124 (20 U.S.C. 2344) is amended--
(1) in subsection (b)--
(A) in paragraph (1), by striking ``learning'' and
inserting ``education'';
(B) in paragraph (2)--
(i) by inserting ``, and the required math and science
education,'' after ``use of technology in vocational and
technical education''; and
(ii) in subparagraph (B)--
(I) by inserting ``(including the math and science
knowledge that provides a strong basis for such skills)''
after ``technical skills''; and
(II) by striking ``and telecommunications field'' and
inserting ``fields, including nontraditional fields'';
(C) in paragraph (3)--
(i) by inserting ``at the secondary and postsecondary
levels'' after ``academic, guidance, and administrative
personnel'';
(ii) by redesignating subparagraphs (A) through (D) as
subparagraphs (C) through (F), respectively, and inserting
before such subparagraphs (as so redesignated) the following:
``(A) will provide inservice and preservice training for
vocational and technical education
[[Page H2910]]
teachers in the integration and use of rigorous and
challenging academics with vocational and technical subjects;
``(B) are high quality, sustained, intensive, and
classroom-focused in order to have a positive and lasting
impact on classroom instruction and the teacher's performance
in the classroom, and are not 1-day or short-term workshops
or conferences;'';
(iii) in subparagraph (C) (as so redesignated)--
(I) by inserting ``scientifically based'' after ``based
on''; and
(II) by striking ``; and'' and inserting a semicolon;
(iv) in subparagraph (D) (as so redesignated), by striking
``assist students in meeting'' and inserting ``improve
student achievement in order to meet''; and
(v) by amending subparagraph (E) (as so redesignated) to
read as follows:
``(E) will support education programs for teachers of
vocational and technical education in public schools and
other public school personnel who are involved in the direct
delivery of educational services to vocational and technical
education students to ensure that teachers and personnel--
``(i) stay current with the needs, expectations, and
methods of industry;
``(ii) meet teacher certification or licensing
requirements, especially in core academic subjects as defined
in section 9101(11) of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 7801(11));
``(iii) effectively develop integrated rigorous and
challenging academic and vocational and technical education
curriculum;
``(iv) develop a high level of academic and industry
knowledge and skills necessary to provide effective
instruction in vocational and technical education; and
``(v) effectively use applied learning that contributes to
the academic and vocational and technical knowledge of the
student; and'';
(D) in paragraph (4), by striking ``integration of
academics'' and all that follows through ``core academic,''
and inserting ``provision of rigorous and challenging
academics that are integrated with vocational and technical
education to ensure achievement in the core academic subjects
(as defined in section 9101(11) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801(11))),'';
(E) in paragraph (5), by striking ``training and
employment'' and inserting ``fields'';
(F) in paragraph (6), by inserting ``and complete a model
sequence of courses, as described in section 122(c)(1)(A)''
after ``technical skills'';
(G) in paragraph (7), by striking ``; and'' and inserting a
semicolon;
(H) in paragraph (8), by striking the period and inserting
``; and''; and
(I) by inserting after paragraph (8) the following:
``(9) technical assistance for eligible recipients.''; and
(2) in subsection (c)--
(A) by striking paragraph (1), and redesignating paragraphs
(2) through (10) as paragraphs (1) through (9), respectively,
and paragraphs (11) and (12) as paragraphs (12) and (13),
respectively;
(B) in paragraph (9) (as so redesignated), by inserting
``that prepare individuals academically and technically for
current and emerging occupations in demand'' after
``education courses''; and
(C) by inserting after paragraph (9) (as so redesignated)
the following:
``(10) awarding incentive grants to eligible recipients for
exemplary performance in carrying out programs under this
Act, which awards shall be based on--
``(A) eligible recipients exceeding challenging performance
measures established under section 113(b) in a manner that
reflects sustained or significant improvement;
``(B) eligible recipients effectively developing
connections between secondary education and postsecondary
education and training;
``(C) the adoption and integration of rigorous and
challenging academic and technical coursework;
``(D) an eligible recipient's progress in having special
populations participating in vocational and technical
education programs meet local adjusted levels of performance;
or
``(E) other factors relating to the performance of the
eligible recipient under this Act as the eligible agency
determines are appropriate;
``(11) providing for activities to support entrepreneurship
education and training;''.
SEC. 15. DISTRIBUTION OF FUNDS TO SECONDARY SCHOOL PROGRAMS.
Section 131 (20 U.S.C. 2351) is amended--
(1) by striking subsection (a) and redesignating
subsections (b) through (i) as subsections (a) through (h),
respectively;
(2) in subsection (a) (as so redesignated)--
(A) in the subsection heading, by striking ``Special'' and
``for Succeeding Fiscal Years''; and
(B) by striking ``for fiscal year 2000 and succeeding
fiscal years''; and
(3) in subsection (b) (as so redesignated)--
(A) by striking ``subsection (b)'' and inserting
``subsection (a)''; and
(B) by striking ``(42 U.S.C. 9902(2))'' and inserting ``(42
U.S.C. 9902(2)))''.
SEC. 16. ELIMINATION OF REDISTRIBUTION RULE.
Section 133 (20 U.S.C. 2353) is amended by striking
subsection (b) and redesignating subsections (c) and (d) as
subsections (b) and (c), respectively.
SEC. 17. LOCAL PLAN FOR VOCATIONAL AND TECHNICAL EDUCATION
PROGRAMS.
Section 134(b) (20 U.S.C. 2354(b)) is amended--
(1) in paragraph (2), by inserting ``and local'' after
``State'';
(2) in paragraph (3)--
(A) by redesignating subparagraphs (A) through (C) as
subparagraphs (B) through (D), respectively, and inserting
before such subparagraphs the following:
``(A) offer the appropriate courses of at least one of the
model sequences of courses described in section 124(c)(1), as
appropriate to the eligible recipient responsible for that
element of the sequence;'';
(B) in subparagraph (B) (as so redesignated)--
(i) by inserting ``rigorous and challenging'' after
``integration of''; and
(ii) by inserting ``subjects (as defined by section
9101(11) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 7801(11)))'' after ``core academic''; and
(C) in subparagraph (D) (as so redesignated), by inserting
``rigorous and'' after ``taught to the same'';
(3) by redesignating paragraphs (4) through (10) as
paragraphs (5) through (11), respectively, and inserting
after paragraph (3) the following:
``(4) describe how comprehensive professional development
(including initial teacher preparation) for vocational and
technical, academic, guidance, and administrative personnel
will be provided that promotes the integration of rigorous
and challenging academic and technical education (including
curriculum development);'';
(4) in paragraph (5) (as so redesignated)--
(A) by inserting ``academic and vocational and technical''
after ``students,''; and
(B) by inserting ``(including the eligible recipients that
offer elements of the model sequence of courses)'' after
``such individuals and entities''; and
(5) in paragraph (8) (as so redesignated)--
(A) in subparagraph (A), by striking ``; and'' and
inserting a semicolon;
(B) in subparagraph (B), by inserting ``and'' after the
semicolon; and
(C) by inserting after subparagraph (B) the following:
``(C) will provide activities to prepare special
populations, including single parents and displaced
homemakers, for high skill, high wage occupations that will
lead to self-sufficiency;''.
SEC. 18. LOCAL USE OF FUNDS.
Section 135 (20 U.S.C. 2355) is amended--
(1) in subsection (b)--
(A) in paragraph (1), by striking ``to ensure learning in
the core academic'' and inserting ``as established in the
State-developed model sequences of courses described in
section 122(c)(1)(A) to ensure learning in the core academic
subjects (as defined by section 9101(11) of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 7801(11)))'';
(B) by striking paragraph (8);
(C) by redesignating paragraphs (2) through (7) as
paragraphs (4) through (9), respectively, and inserting after
paragraph (1) the following:
``(2) link secondary vocational and technical education and
postsecondary vocational and technical education, including
offering model sequences of courses and implementing tech-
prep programs consistent with the activities described in
paragraph (3);
``(3) support tech-prep programs (if the eligible recipient
receives the funds from the eligible agency under section
112(a)(1)) that--
``(A) are carried out under an articulation agreement
between the participants in a consortium, which shall
include--
``(i) a local educational agency, an intermediate
educational agency or area vocational and technical education
school serving secondary school students, or a secondary
school funded by the Bureau of Indian Affairs; and
``(ii)(I) a nonprofit institution of higher education that
offers--
``(aa) a 2- or 4-year degree program, or a 2-year
certificate program, and is qualified as an institution of
higher education pursuant to section 102 of the Higher
Education Act of 1965 (20 U.S.C. 1002) (except those
institutions described in section 102(a)(1)(C) of such Act),
including an institution receiving assistance under the
Tribally Controlled College or University Assistance Act of
1978 (25 U.S.C. 1801 et seq.) and a tribally controlled
postsecondary vocational and technical institution; or
``(bb) a 2-year apprenticeship program that follows
secondary instruction, if such nonprofit institution of
higher education is not prohibited from receiving assistance
under part B of title IV of the Higher Education Act of 1965
(20 U.S.C. 1071 et seq.) pursuant to the provisions of
section 435(a)(3) of such Act (20 U.S.C. 1083(a)); or
``(II) a proprietary institution of higher education that
offers a 2-year associate degree program and is qualified as
an institution of higher education pursuant to section 102 of
the Higher Education Act of 1965 (20 U.S.C. 1002), if such
proprietary institution of higher education is not subject to
a default management plan required by the Secretary,
and may include nonprofit organizations that provide eligible
recipients with technology and programs to enhance math and
science skills, employers, and labor organizations;
``(B) consist of a minimum of 2 years of secondary school
preceding graduation and a minimum of 2 years of higher
education, or an apprenticeship program of at least 2 years,
following secondary instruction;
``(C) meet academic standards developed by the State,
including standards developed under section 1111 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311) for secondary students, and support proficiency in
mathematics, science, reading, writing, communications, and
technologies;
``(D) are comprised of model sequences of courses that
integrate rigorous and challenging academics and vocational
and technical education;
[[Page H2911]]
``(E) provide technical preparation in a career field such
as engineering technology; applied science; a mechanical,
industrial, or practical art or trade; agriculture; health
occupations; business; applied economics; advanced
manufacturing; or other high-skill, high-wage, high-demand
occupations as determined by the State;
``(F) use, if appropriate and available, work-based or
worksite learning in conjunction with academic and vocational
and technical education;
``(G) use educational technology and distance learning, as
appropriate, to involve all the consortium partners more
fully in the development and operation of programs;
``(H) facilitate and promote close working relationships
among eligible recipients to ensure that programs within a
geographic area are closely integrated with tech-prep program
activities;
``(I) are sustainable and use performance indicator data,
described in section 113, to inform program quality;
``(J) include academic and career counseling for
participants that provides information to students (and
parents, as appropriate) regarding tech-prep programs and
supports student progress in completing tech-prep programs;
``(K) include in-service training for teachers that--
``(i) provides for joint training for teachers in tech-prep
programs; and
``(ii) is designed to ensure that teachers and
administrators stay current with the needs, expectations, and
methods of business and all aspects of an industry; and
``(L) provide students with transferable credit between the
consortium members, as described in subparagraph (A), and may
include programs that allow secondary programs to be co-
located on postsecondary campuses;'';
(D) in paragraph (5) (as so redesignated)--
(i) by inserting ``, and the related math and science
education'' after ``use of technology in vocational and
technical education'';
(ii) in subparagraph (B)--
(I) by inserting ``(including the math and science
knowledge that provides a strong basis for such skills)''
after ``technical skills''; and
(II) by striking ``and telecommunications field'' and
inserting ``fields''; and
(iii) in subparagraph (C)--
(I) by striking ``work'' and inserting ``collaborate''; and
(II) by inserting ``that improve the math and science
knowledge of students'' after ``mentoring programs'';
(E) in paragraph (6) (as so redesignated)--
(i) by striking ``teachers,'' and inserting ``secondary and
postsecondary teachers, instructors,''; and
(ii) in subparagraph (A), by striking ``in effective
teaching skills based on research'' and inserting ``in
effective integration of rigorous and challenging academic
and vocational and technical education, in effective teaching
skills based on scientifically based research''; and
(F) by inserting after paragraph (9) (as so redesignated)
the following:
``(10) provide activities to prepare special populations,
including single parents and displaced homemakers, for high
skill, high wage occupations that will lead to self
sufficiency.''; and
(2) in subsection (c)--
(A) in paragraph (2), by inserting ``, regarding the range
of postsecondary options available, including for adult
students who are changing careers or updating skills'' before
the semicolon;
(B) in paragraph (5), by inserting ``, including the
establishment and operation of special arrangements with
industry partners that allow qualified industry professionals
to serve as faculty in postsecondary programs'' before the
semicolon;
(C) in paragraph (8), by striking ``aides'' and inserting
``aids and publications'';
(D) in paragraph (9), by inserting ``that address the
integration of academic and vocational and technical
education and'' after ``teacher preparation programs'';
(E) by redesignating paragraphs (10) through (14) as
paragraphs (12) through (16), and paragraph (15) as paragraph
(19), respectively, and inserting after paragraph (9) the
following:
``(10) to develop and expand postsecondary program
offerings that are accessible by students, including the use
of distance education;
``(11) to provide activities to support entrepreneurship
education and training;'';
(F) in paragraph (12) (as so redesignated), by inserting
``, including development of new proposed model sequences of
courses for consideration by the eligible agency and courses
that prepare individuals academically and technically for
current and emerging occupations that are in demand, and dual
enrollment opportunities by which secondary vocational and
technical education students could obtain postsecondary
credit to count towards an associate or baccalaureate
degree'' before the semicolon;
(G) by amending paragraph (16) (as so redesignated) to read
as follows:
``(16) to support training in nontraditional fields;''; and
(H) by inserting after paragraph (16) (as so redesignated)
the following:
``(17) to provide accurate information relating to the
availability of supportive services available in an area
served by the eligible recipient, and referral to such
services, as appropriate;
``(18) to support the activities described in subsection
(b)(3); and''.
SEC. 19. REPEAL OF TECH-PREP EDUCATION ACT.
Title II (20 U.S.C. 2071 et seq.) is repealed.
SEC. 20. GENERAL PROVISIONS.
(a) Redesignation of Title III.--
(1) Redesignation.--Title III (20 U.S.C. 2391 et seq.) is
amended--
(A) by striking section 318;
(B) by redesignating such title as title II of such Act;
and
(C) by redesignating sections 311 through 317 as section
211 through 217 and sections 321 through 325 as sections 221
through 225, respectively.
(2) Table of contents amendment.--The table of contents in
section 1(b) is amended--
(A) by striking the items relating to title III; and
(B) by amending the items relating to title II to read as
follows:
``TITLE II--GENERAL PROVISIONS
``Part A--Federal Administrative Provisions
``Sec. 211. Fiscal requirements.
``Sec. 212. Authority to make payments.
``Sec. 213. Construction.
``Sec 214. Voluntary selection and participation.
``Sec. 215. Limitation for certain students.
``Sec. 216. Federal laws guaranteeing civil rights.
``Sec. 217. Participation of private school children and personnel.
``Part B--State Administrative Provisions
``Sec. 221. Joint funding.
``Sec. 222. Prohibition on use of funds to induce out-of-State
relocation of businesses.
``Sec. 223. State administrative costs.
``Sec. 224. Limitation on Federal regulations.
``Sec. 225. Student assistance and other Federal programs.''.
(b) Fiscal Requirements.--Section 211(b) (20 U.S.C.
2391(b)) (as so redesignated) is amended by inserting after
paragraph (2) the following:
``(3) Definition.--For purposes of this subsection, the
term `preceding fiscal year' means the Federal fiscal year or
the 12-month fiscal period used by a State for official
reporting purposes, prior to the beginning of the Federal
fiscal year in which funds are available for obligation by
the Secretary.''.
(c) Participation of Private School Children and
Personnel.--Section 217 (as so redesignated) is amended to
read as follows:
``SEC. 217. PARTICIPATION OF PRIVATE SCHOOL CHILDREN AND
PERSONNEL.
``(a) Participation on Equitable Basis.--
``(1) In general.--To the extent consistent with the number
of children in the school district of a local educational
agency that is eligible to receive funds under this Act, or
that serves the area in which a program assisted under this
Act is located, who are enrolled in private nonprofit
elementary schools and secondary schools, or, with respect to
instructional or personnel training programs funded by an
eligible agency, the local educational agency, after
consultation with appropriate private school officials--
``(A) shall provide, on an equitable basis and as may be
necessary, for the benefit of such children in such schools,
secular, neutral, and nonideological services (or other
benefits), materials, and equipment, including the
participation of the teachers of such children (and other
educational personnel serving such children) in training
programs; or
``(B) if such services, materials, and equipment are not
feasible or necessary in one or more such private schools (as
determined by the local educational agency after consultation
with the appropriate private school officials), shall provide
such other arrangements as will assure equitable
participation of such children in the purposes and benefits
of this Act.
``(2) Application of requirements.--The requirements of
this section relating to the participation of children,
teachers, and other personnel serving such children shall
apply to programs carried out under this Act by an eligible
agency or local educational agency, whether directly or
through grants to, or contracts with, other public or private
agencies, institutions, or organizations.
``(b) Equal Expenditures.--
``(1) In general.--Expenditures for programs under
subsection (a) shall be equal (consistent with the number of
children to be served) to expenditures for programs under
this Act for children enrolled in the public schools of the
local educational agency.
``(2) Concentrated programs.--When funds available to a
local educational agency under this Act are used to
concentrate programs on a particular group, attendance area,
or grade or age level, the local educational agency shall,
after consultation with the appropriate private school
officials, assure the equitable participation in both the
purposes and benefits of such programs for children enrolled
in private schools who are included within the group,
attendance area, or grade or age level selected for such
concentration, taking into account the needs of the
individual children and other factors that relate to the
expenditures referred to in paragraph (1).
``(c) Administrative Requirements.--
``(1) Funds, materials and equipment.--
``(A) Funds.--The control of funds expended under this
section shall be administered by a public agency.
``(B) Materials and equipment.--The title to materials and
equipment provided under this section, shall remain with a
public agency for the uses and purposes provided in this Act
``(2) Provision of services.--Services provided under this
Act shall be provided by employees of a public agency or
through contract by such a public agency with a person,
association, agency, organization, institution or corporation
that, in the provision of such services, is independent of
the private school and of any religious organizations, and
such employment or contract shall be under the control and
supervision of such a public agency. The funds utilized under
this section shall not be commingled with State or local
funds.
``(3) Timing and content of consultation.--The consultation
required under this section shall include meetings of agency
and private school officials and shall occur before the
eligible agency and local educational agency makes any
decision that affects the opportunities of eligible private
school children to participate in
[[Page H2912]]
programs under this Act. Such meetings shall include a
discussion of service delivery mechanisms (including third
party contractors) and shall continue throughout
implementation and assessment of services under this Act.
``(d) Waiver and Bypass Procedures.--
``(1) State prohibition.--If an eligible agency or local
educational agency is prohibited, by reason of any provision
of law, from providing for the participation in programs of
children enrolled in private elementary schools and secondary
schools as required by subsections (a) through (c), the
Secretary shall waive such requirements for the agency
involved and shall arrange for the provision of services to
such children through arrangements that shall be subject to
the requirements of this section.
``(2) Failure to comply.--If the Secretary determines that
an eligible agency or a local educational agency has
substantially failed, or is unwilling, to provide for the
participation on an equitable basis of children enrolled in
private elementary schools and secondary schools as required
by subsections (a) through (c), the Secretary may waive such
requirements and shall arrange for the provision of services
to such children through arrangements that shall be subject
to the requirements of this section.
``(3) Payment from state allotment.--When the Secretary
arranges for services under this subsection, the Secretary
shall, after consultation with the appropriate public school
and private school officials, pay the cost of such services,
including the administrative costs of arranging for those
services, from the appropriate allotment of the eligible
agency under this Act.
``(4) Duration of determination.--Any determination by the
Secretary under this section shall continue in effect until
the Secretary determines that there will no longer be any
failure or inability on the Act of the eligible agency or
local educational agency to meet the requirements of
subsections (a) through (c).
``(5) Review of determination.--The Secretary shall not
take any final action under this section until the eligible
agency and the local educational agency affected by such
action have had an opportunity, for not less than 45 days
after receiving written notice thereof, to submit written
objections and to appear before the Secretary or the
Secretary's designee to show cause why that action should not
be taken.
``(e) Withholding of Allotment or Allocation.--Pending
final resolution of any investigation or complaint that could
result in a waiver under subsection (d)(1) or (d)(2), the
Secretary may withhold from the allotment or allocation of
the affected eligible agency or local educational agency the
amount estimated by the Secretary to be necessary to pay the
cost of services to be provided by the Secretary under such
subsection.
``(f) Prior Determination.--Any bypass determination by the
Secretary under Title I or Title IX of the Elementary and
Secondary Education Act of 1965 shall, to the extent
consistent with the purposes of this Act, apply to programs
under this Act until such determinations terminate or
expire.''.
The Acting CHAIRMAN. No amendment to the committee amendment is in
order except those printed in House Report 109-69. Each amendment may
be offered only in the order printed in the report, by a Member
designated in the report, shall be considered read, shall be debatable
for the time specified in the report, equally divided and controlled by
the proponent and an opponent, shall not be subject to amendment, and
shall not be subject to a demand for division of the question.
It is now in order to consider amendment No. 1 printed in House
Report 109-69.
Amendment No. 1 Offered by Mr. Castle
Mr. CASTLE. Mr. Chairman, I offer an amendment.
The Acting CHAIRMAN. The Clerk will designate the amendment.
The text of the amendment is as follows:
Amendment No. 1 offered by Mr. Castle:
Page 10, line 23, strike ``not less than the amount
allotted'' and insert ``an amount equal to the amount
allotted''.
The Acting CHAIRMAN. Pursuant to House Resolution 254, the gentleman
from Delaware (Mr. Castle) and a Member opposed each will control 7\1/
2\ minutes.
The Chair recognizes the gentleman from Delaware (Mr. Castle).
Mr. CASTLE. Mr. Chairman, I yield myself such time as I may consume.
Before discussing the amendment, I, too, would like to thank all the
staff who worked on this. We sit here and we say nice things about
these bills, and I think that the gentlewoman from California (Ms.
Woolsey) and I and others in the room who have worked on these bills
know that without our staffs they simply would not be done in the same
detail, the same execution. But all those on the committee who the
gentleman from Ohio (Chairman Boehner) referred to I particularly
thank. They do a great job on our Committee on Education and the
Workforce. I am very grateful to them and to my staff who helped with
this as well. It is the reason we get legislation, I think, that we can
all pretty much agree to on the floor of the House of Representatives.
My amendment before us, Mr. Chairman, is very simple. It would make
an important clarification to the underlying bill. As we have heard,
H.R. 366 consolidates the funding streams of Tech-Prep and the basic
State grant, but still requires States to fund Tech-Prep activities. I
have worked with my colleagues on the other side of the aisle to draft
this amendment that will clarify our intent. This amendment simply
explains that Tech-Prep activities are held harmless to the amount that
was appropriated to the Tech-Prep program in fiscal year 2005.
Evidence suggests that under current law, the Tech-Prep program has
not worked as anticipated and designed. The intent of the program is
for high schools and postsecondary institutions to draft agreements
that allow for a nonduplicative, seamless transition for students.
The rationale behind consolidating the programs was to streamline the
funding stream. We can all agree that Tech-Prep is an important
component of technical and vocational education, which is what this
amendment is intended to clarify by ensuring Tech-Prep activities are
still funded. In order to prohibit the inadequacies of the past, H.R.
366 incorporates program improvements to ensure that Tech-Prep
activities will include credit transfer agreements, ensuring that
secondary vocational and technical education students can move easily
into postsecondary education, a necessary exercise for those students
who decide to go on to some form of postsecondary education or
training.
I urge my colleagues to support my simple and technical amendment.
Mr. Chairman, I reserve the balance of my time.
Ms. WOOLSEY. Mr. Chairman, I rise to clearly not oppose this
amendment, and I claim the time in opposition, and I yield myself such
time as I may consume. I would echo what the gentleman on the other
side of the aisle have said about our good and wonderful staffs. I do
not know what we would do without them, and I thank them very much, our
wonderful staff and the Republican staff.
I want to thank, again, the chairman of my subcommittee, the
gentleman from Delaware (Mr. Castle), for letting me work with him in a
bipartisan way on this bill and for offering this amendment. As I noted
in my opening statement, I do not think that merging Tech-Prep programs
into the basic State grant is good policy, and I would prefer that this
amendment allow proportional increases for Tech-Prep funding as overall
funding increases, because as things get more expensive, it is pretty
hard to flat fund. But I hope we will address this as the bill moves
forward.
I need to say, though, that I appreciate the commitment of the
gentleman from Delaware (Mr. Castle) to hold Tech-Prep funding harmless
at the fiscal year 2005 level, and I do agree with his amendment.
Mr. Chairman, I am pleased to yield such time as he may consume to
the gentleman from Wisconsin (Mr. Kind).
(Mr. KIND asked and was given permission to revise and extend his
remarks.)
Mr. KIND. Mr. Chairman, I thank the gentlewoman for yielding me this
time.
I too want to commend everyone on the committee and the staff in
regards to the bipartisan process of bringing the vocational education
bill to the floor for reauthorization. I think it is pretty self-
evident that those of us who do have career and tech colleges in our
district understand the true value that they bring in preparing the
workforce for the future, and the incredible involvement that they have
in our community, the leadership that they provide, the economic
development and spin-off opportunities that arise from them.
Just one example: we had before the Committee on Education and the
Workforce a little bit earlier this year President Bill Ihlenfeldt, who
is president of the Chippewa Valley Tech College in my congressional
district in western Wisconsin. They have just launched and broken
ground on a new nanotechnology center that they are moving forward on,
clearly trying to advance the skills of our workers in the region on
what could be the next ``new'' thing in regards to economic
opportunities, job creation, cutting-edge
[[Page H2913]]
science and engineering, and technological discoveries in this new
nanotechnology center.
Every bill, as the chairman of the committee expressed, may not be a
perfect bill; but this one is good. It could be better. This amendment
makes it a little bit better, and I commend my colleague and friend
from Delaware for offering the amendment to clarify the language that
at least for the next fiscal year we will be looking at level funding
for the Tech-Prep program.
During markup of the legislation in committee, the gentleman from
Massachusetts (Mr. Tierney) and I offered an amendment that would have
restored and kept in tact the separate identity as well as the separate
funding stream for the Tech-Prep program. We were not doing this just
willy-nilly in support of the status quo, but we were doing it in
response to those who have worked with the Tech-Prep program, the
feedback that we were getting from outside organizations, and the
leadership of the tech education system in the country, about the
importance of maintaining Tech-Prep as a separate, distinct identity
with a separate funding stream, which the Senate bill recognizes and is
moving forward on.
They fear, as I do and others who supported the amendment in
committee, that by removing it as a separate entity, by merging it into
the general grant program, we are going to lose focus, lose attention,
lose incentives for these programs to continue to function in the
highly successful manner in which they have. I think, hopefully, we
will have a chance to come back and address that issue in conference
once the Senate completes their work.
But I would encourage my colleagues to support this amendment. I
would encourage them to support the underlying bill. I think it is an
important investment in regards to maintaining our ability to be
creative and innovative as a society. Right now, we are just leaving
too many students behind. There was a recent report submitted to
Congress that showed that because of tuition increases and fees, with
the cutbacks in financial aid programs at the Federal and State level,
with the eroding value of the Pell grant, that 48 percent of low-income
students are not going on to postsecondary education opportunities,
whether it is a career or technical college, whether it is a 4-year
college or university. In short, we are leaving too many students
behind at the exact time when we cannot afford to leave anyone behind.
Just a few weeks ago, under the leadership of the gentleman from
California (Chairman McKeon), some of us on the Education Committee had
a chance to do an education tour of China. China is getting it. China
is trying to propel themselves into the modern economy of the 21st
century. This whole globalization that is going on and the trade
debates that we have is not so much a race to the bottom with weak
labor and environmental standards as it is a race to the top. And China
is a country, having just come from there, that is not content at just
being good at copying what we make and mass producing it. They want to
be good at the cutting-edge research of technology and science and
medicine, and they are making major investments in their education
infrastructure today that we have never seen before.
They are graduating eight times the number of engineers that we are
in our own country. Unless we are willing to accept a fate which may
lead us to a less competitive position with countries like China and
India that are making this conversion in regards to their education
system, we need to recognize the value of a vocational and technical
education system, the reauthorization of this bill, the higher
education bill, which we will hopefully have an opportunity to bring up
later in the year; and offer a new New Deal for the American people,
for the workers and the students and our children by holding out hope
and a promise that they will be able to develop the skills and the
qualities that they need to survive and to succeed in what is a very
integrated, competitive playing field throughout the world today.
This, I think, is an important and significant step to making that
investment. Hopefully, through the work the Senate and the conference
committee later this year will do, we will be able to improve some of
the provisions in this bill to make it even better. But this amendment
is worthy of support, the bill is worthy of bipartisan support, so that
we can at least be moving in the right direction in regards to the
global competition that we are all facing, but especially the students
who are in the audience here today and the rest of our children, so
that they know that they are going to have the ability to compete in a
global marketplace.
Again, I commend the leadership on the committee for the work done on
this bill, and I encourage support of the amendment and the underlying
legislation.
{time} 1300
Ms. WOOLSEY. Mr. Chairman, I yield back the balance of my time.
Mr. CASTLE. Mr. Chairman, I urge the support of the amendment by
everybody.
Mr. Chairman, I yield back the balance of my time.
The Acting CHAIRMAN (Mr. Culberson). The question is on the amendment
offered by the gentleman from Delaware (Mr. Castle).
The amendment was agreed to.
The Acting CHAIRMAN. It is now in order to consider amendment No. 2
printed in House Report 109-69.
Amendment No. 2 Offered by Mr. Wu
Mr. WU. Mr. Chairman, I offer an amendment.
The Acting CHAIRMAN. The Clerk will designate the amendment.
The text of the amendment is as follows:
Amendment No. 2 offered by Mr. Wu:
Page 56, line 15, strike ``paragraphs (12) through (13),
respectively'' and insert ``paragraphs (13) and (14),
respectively''.
Page 57, line 21, strike the quotation mark and period and
insert:
``(12) support for initiatives to facilitate the transition
of sub-baccalaureate career and technical education students
into baccalaureate degree programs, including--
``(A) statewide articulation agreements between sub-
baccalaureate degree granting career and technical
postsecondary educational institutions and baccalaureate
degree granting post-secondary educational institutions;
``(B) postsecondary dual and concurrent enrollment program;
``(C) academic and financial aid counseling; and
``(D) other initiatives to--
``(i) encourage the pursuit of a baccalaureate degree; and
``(ii) overcome barriers to participation in baccalaureate
degree programs, including geographic and other barriers
affecting rural students and special populations;''.
The Acting CHAIRMAN. Pursuant to House Resolution 254, the gentleman
from Oregon (Mr. Wu) and a Member opposed each will control 7\1/2\
minutes.
The Chair recognizes the gentleman from Oregon (Mr. Wu).
Mr. WU. Mr. Chairman, I yield myself such time as I may consume.
Mr. Chairman, we have heard much about America and Americans losing
our competitive edge. In math and science, our fourth graders are among
the best in the world. But, by their senior year in high school, they
score near the bottom among all industrialized nations.
This problem is further exacerbated by the fact that only 68 percent
of the young people who start high school as freshmen ultimately
graduate. The rest drop out of high school at some time, and for
minorities, the drop-out rate is considerably higher.
Our college drop-out rate is one of the highest in the world. The
United States has dropped from first to fifth in the percentage of
young adults with a college degree. Singapore has displaced in United
States as the top economy in information technology competitiveness,
and the number of patents awarded to Americans is declining.
Collectively, these are all indicators for concern about our global
competitiveness as a people, and as an economy. More than ever, we need
rigorous, relevant career and technical education programs to help
students prepare for post secondary education, and to address the
shortage of highly skilled workers necessary to meet the demands of a
contemporary workforce. A skilled and flexible workforce is essential
to building a strong and dynamic economy and to maintaining our
country's ability to compete in this increasingly globalized economy.
I am very pleased to support H.R. 366, the Vocational Technical
Education Act for the Future, because it does this through the
promotion of a rigorous
[[Page H2914]]
curriculum, innovative learning environments, and relevant course work
and training.
However, as always, there is more to be done, and that is exactly
what my amendment is aimed at. We must ensure that we do not leave
career and technical education students behind a glass ceiling of lack
of further training and education. We must encourage them to continue
their training and education at a 4-year institution and hopefully
continue on to a baccalaureate degree.
By 2010, 80 percent of all jobs in this Nation will require secondary
and post-secondary education and training, as a prerequisite for a job
that supports a middle-class lifestyle. It is important that we do all
we can to encourage career and technical education students to continue
their education and training at a college or university.
My amendment would do just that. Specifically, it would allow States
to use funds under this bill to facilitate the transition of vocational
and career education students into baccalaureate degree programs. This
permissible use of activities would include Statewide agreements
between career and technical schools, and colleges and universities to
facilitate transfers of students, and to facilitate concurrent
enrollment.
It would permit dual and concurrent enrollment programs between
career and technical schools and baccalaureate-granting institutions.
It would encourage the joining of academic and financial aid
counseling, and it would also encourage other initiatives for the
pursuit of a baccalaureate degree, including overcoming geographic and
special populations barriers.
This language is contained in the Senate version of this bill. And I
urge my colleagues to support this common sense amendment to H.R. 366.
Mr. Chairman, I reserve the balance of my time.
Mr. BOEHNER. Mr. Chairman, while I do not object to the gentleman's
amendment, I would like to claim the time in opposition.
The Acting CHAIRMAN. Without objection, the gentleman from Ohio (Mr.
Boehner) will control the time.
There was no objection.
Mr. BOEHNER. Mr. Chairman, I yield myself such time as I may consume.
Mr. Chairman, I support the amendment. Clearly those who take
technical and vocational education programs ought to have the ability
to take those credits and that time that they have invested in that
program and be able to move on, if they choose, into, whether it is a
2-year school or a 4-year school.
What we have seen in the past, many students who were in vocational
schools, technical schools, and who may have then decided to change
their minds, did not have the ability to move on to get that 2-year
degree or to get that certificate they may be looking for, or even a 4-
year degree. And I think that the articulation agreements that would be
permissible under this bill, with the gentleman from Oregon (Mr. Wu's)
amendment, are growing from State to State.
I know in Ohio, all of the State-sponsored schools now have an
articulation agreement, a transfer of credit policy, as well, which I
think will help facilitate students who want to continue their
education at various schools. And I think the allowable use of funds in
this amendment will, in fact, help students all over the country, and I
am pleased to support the gentleman from Oregon (Mr. Wu's) amendment.
Mr. Chairman, I reserve the balance of my time.
Mr. WU. Mr. Chairman, I yield myself such time as I may consume.
Mr. Chairman, I want to thank the gentleman from Ohio (Mr. Boehner)
the Chairman, and the gentleman from Delaware (Mr. Castle) the chairman
of the subcommittee, for their hard work on this bipartisan piece of
legislation, and recognize the leadership of the gentlewoman from
California (Ms. Woolsey) and for her hard work on this bill also.
The intent of this amendment is exactly as the chairman laid out.
People develop further ambitions, and maybe perhaps change their goals
in life, and we ought to make it as easy as possible for folks to
pursue their dreams as broadly as they can.
Mr. Chairman, I yield back the balance of my time.
Mr. BOEHNER. Mr. Chairman, I yield myself the balance of our time.
Let me just thank the gentleman from Oregon (Mr. Wu) for his
amendment and thank him for working with us on this language. It is
similar language to what is in the Senate bill. The gentleman from
Oregon (Mr. Wu) is a valued member of our committee, and we have worked
closely on a number of issues, and we are glad to support this
amendment.
Mr. Chairman, I yield back the balance of my time.
The Acting CHAIRMAN. The question is on the amendment offered by the
gentlewoman from Oregon (Mr. Wu).
The amendment was agreed to.
The Acting CHAIRMAN. It is now in order to consider Amendment No. 3
printed in House Report 109-69.
Amendment No. 3 Offered by Ms. Millender-McDonald
Ms. Millender-McDonald. Mr. Chairman, I offer an amendment.
The Acting CHAIRMAN. The Clerk will designate the amendment.
The text of the amendment is as follows:
Amendment No. 3 offered by Ms. Millender-McDonald:
Page 68, line 17, strike `` paragraph (19)'' and insert
``paragraph (20)''.
Page 69, line 23, strike ``and'.'' and insert a semicolon.
Page 69, after line 23, insert the following:
``(19) for programs that assist in the training of
automotive technicians in diesel retrofitting, hybrid,
hydrogen, and alternative fuel automotive technologies;
and''.
The Acting CHAIRMAN. Pursuant to House Resolution 254, the
gentlewoman from California (Ms. Millender-McDonald) and a Member
opposed each will control 7\1/2\ minutes.
The Chair recognizes the gentlewoman from California (Ms. Millender-
McDonald).
Ms. MILLENDER-McDONALD. Mr. Chairman, I yield myself such time as I
may consume.
Mr. Chairman, today I am offering an amendment that establishes an
automotive technicians workers training program and makes eligible this
particular program under the Vocational and Technology Education for
the Future Act, the use of funds for establishing curricula to train
automotive technicians to work on hybrid, hydrogen and alternative fuel
technologies for the new automobile fleets sold in the United States.
This amendment speaks to the true intent of the Perkins Act. It will
graduate students into employable jobs that will have an immediate
return on our educational system. Automotive technicians are in great
demand. We need to educate the new generation of automotive workers so
that they will be able to work on the new hybrid vehicles that are fast
becoming a dominant part of the automotive marketplace.
The numbers speak for themselves, Mr. Chairman. In 2004, close to
90,000 hybrid vehicles were sold in the United States. Since the hybrid
vehicles debut in the American market in 1999, U.S. hybrid sales have
doubled every year. An estimated 10 percent of the 2 million mid-sized
vehicles sold in 2006 will be hybrid vehicles.
By 2007, it is estimated that over 400,000 hybrid vehicles will be
sold in the United States. The American public is willing to invest in
automobiles that incorporate environmentally sound technology. Whether
consumers are motivated by environmental concerns, such as the health
of their children, by rising fuel costs that causes further dependence
on foreign oil, or by a combination of the two, the car dealerships are
consistently selling out the hybrid vehicles.
In order for this purchasing trend to continue, consumers need to be
able to purchase hybrid automobiles with the knowledge that they are
doing their part to help the environment along with the reassurance
that they will be able to find high quality service. We need the work
force to meet these new demands.
Currently the average age of automotive technicians is 50 years old.
As the Department of Labor has projected, we will need almost 32,000
new automotive technicians a year for the next several years to service
these new vehicles. Automotive technicians are high skilled, high wage
and high demand.
In my home State of California alone the need for new highly skilled
technicians will outpace supply by 42,750. The need for technicians is
expected to increase by 18 percent in the next year.
[[Page H2915]]
When this is added to an expected turnover rate of 34.5 percent, which
is due to attrition, the true scope of educating new automotive
technicians become apparent.
This is a much needed training program, and a much needed amendment,
and I ask my colleagues to support the amendment.
Mr. Chairman, I reserve the balance of my time.
Mr. BOEHNER. Mr. Chairman, while I am not opposed to the amendment, I
would like to claim the time in opposition to it.
The Acting CHAIRMAN. Without objection the gentleman from Ohio (Mr.
Boehner) will control the time.
There was no objection.
Mr. BOEHNER. Mr. Chairman, I yield myself such time as I may consume.
Mr. Chairman, I appreciate the gentlewoman's amendment. I appreciate
her willingness to work with us on her amendment, to put it in a form
that we think is acceptable. And while these activities are clearly
allowed under the bill, the specific training that is outlined here, I
think is, in fact, needed not only in her State of California, but all
across the country, as we look at a lot of high skilled jobs that are
out there, but yet no one to fill them.
And I think if you look at vocational and technical education in a
broader sense is intended to help provide the type of skills necessary
in today's economy. We think the gentlewoman has a good amendment.
Mr. Chairman, I reserve the balance of my time.
Ms. MILLENDER-McDONALD. Mr. Chairman, I yield 1\1/2\ minutes to the
gentlewoman from California (Ms. Woolsey).
Ms. WOOLSEY. Mr. Chairman, I want to thank my colleague, the
gentlewoman from California (Ms. Millender-McDonald) for offering this
very important amendment. We hear a lot of talk, especially with every
increasing gas prices of the need for alternative automotive fuel
technologies.
And we need to do more, because we are not developing the
technologies nor the talent to develop the technologies. In fact,
several Congresses ago, then Secretary Reich encouraged us to take more
interest in high-tech automotive job training, noting then of the
severe shortage of workers for the industry, and because cars and
trucks are not simply machines, simply machines at that, we have to
have a workforce of technicians who understand what is needed, or else
we will all be in really big trouble, not just personally, but
economically as a country.
{time} 1315
This amendment would ensure that regardless of changes in fuel
technology, we will have the workforce we need; and I encourage my
colleagues to support it.
Ms. MILLENDER-McDONALD. Mr. Chairman, I thank the chairman, the
ranking member, and all of the subcommittee chairs and ranking members
for their support for this very needed amendment.
Mr. Chairman, I have no further requests for time, and I yield back
the balance of my time.
Mr. BOEHNER. Mr. Chairman, I yield back the balance of my time.
The Acting CHAIRMAN (Mr. Culberson). The question is on the amendment
offered by the gentlewoman from California (Ms. Millender-McDonald).
The amendment was agreed to.
The Acting CHAIRMAN. There being no further amendments, the question
is on the committee amendment in the nature of a substitute, as
amended.
The committee amendment in the nature of a substitute, as amended,
was agreed to.
The Acting CHAIRMAN. Under the rule, the Committee rises.
Accordingly, the Committee rose; and the Speaker pro tempore (Mr.
Feeney) having assumed the chair, Mr. Culberson, Acting Chairman of the
Committee of the Whole House on the State of the Union, reported that
that Committee, having had under consideration the bill (H.R. 366) to
amend the Carl D. Perkins Vocational and Technical Education Act of
1998 to strengthen and improve programs under that Act, pursuant to
House Resolution 254, he reported the bill back to the House with an
amendment adopted by the Committee of the Whole.
The SPEAKER pro tempore. Under the rule, the previous question is
ordered.
Is a separate vote demanded on the amendment to the committee
amendment in the nature of a substitute adopted by the Committee of the
Whole? If not, the question is on the amendment.
The amendment was agreed to.
The SPEAKER pro tempore. The question is on engrossment and third
reading of the bill.
The bill was ordered to be engrossed and read a third time, and was
read the third time.
Motion To Recommit Offered By Mr. George Miller of California
Mr. GEORGE MILLER of California. Mr. Speaker, I offer a motion to
recommit.
The SPEAKER pro tempore. Is the gentleman opposed to the bill?
Mr. GEORGE MILLER of California. I am, Mr. Speaker, in its present
form.
The SPEAKER pro tempore. The Clerk will report the motion to
recommit.
The Clerk read as follows:
Mr. George Miller of California moves to recommit the bill,
H.R. 366, to the Committee on Education and the Workforce,
with instructions to report the bill back to the House
forthwith with the following amendment:
Page 8, line 20, strike the closed quotation mark and
following period and insert the following:
``(e) Prohibition on Use of Funds for Propaganda.--
Notwithstanding any other provision of this Act, no funds
authorized under this Act may be used--
``(1) to pay journalists or media commentators, or any
organization owned or controlled by a journalist or media
commentator, for publicity or propaganda purposes related to
this Act, or any services related to such publicity or
propaganda; or
``(2) for the production of any television or radio news
segment or program related to this Act unless the segment or
program includes a clear notification to the audience that
the segment or program was prepared or funded by the Federal
government.''.
Mr. GEORGE MILLER of California (during the reading). Mr. Speaker, I
ask unanimous consent that the motion be considered as read and printed
in the Record.
The SPEAKER pro tempore. Is there objection to the request of the
gentleman from California?
There was no objection.
The SPEAKER pro tempore. The gentleman from California (Mr. George
Miller) is recognized for 5 minutes.
Mr. GEORGE MILLER of California. Mr. Speaker, I yield myself such
time as I may consume.
Mr. Speaker, as Members have heard, the purpose of this amendment is
to make sure that no monies expended under this act will be used to pay
for propaganda by members of the media.
Specifically, my motion requires that the prepackaged news stories
put together with Federal funds must be disclosed to viewers. This
portion of the motion was offered as an amendment to the supplemental
by Senator Byrd and was passed 98 to 0.
The motion also prohibits using public funds to pay journalists or
media commentators to promote the views of the agency, which directly
addresses the Armstrong Williams propaganda fiasco.
The Department of Education Inspector General recently issued a
report that I requested that concludes that the Department squandered
hundreds of thousands of taxpayer dollars in a contract with Ketchum
Communications and a subcontract with media commentator Armstrong
Williams.
Specifically, the Inspector General found that Department officials
involved in the Armstrong Williams contract made poor management
decisions, exercised poor judgment and oversight, and paid for work
that did not reach its intended audience, and paid for work that the
Department never received. The report notes that the covert editorial
comments by Armstrong Williams in support of No Child Left Behind were
specifically required by Department work orders, and confirmed by
activity reports submitted by Mr. Williams.
In my view, the Federal Government was defrauded out of hundreds of
thousands of dollars in this case. An even greater concern is this may
not be an isolated case in the Department of Education. The Inspector
General is preparing the release of a second report in coming weeks
that will review a number of highly questionable activities regarding
the use of propaganda by
[[Page H2916]]
the Department of Education officials. We must stop this act of the
abuse of taxpayer funds.
This motion to recommit is very simple. Members can vote for it and
report the bill back to the House, and then we can pass the bill. It is
a simple choice. Do we want to use education dollars for the education
of our children, or do we want to use it for propaganda? This amendment
says we shall not use it for propaganda; we shall not pay news
commentators to engage in propaganda on behalf of the Department of
Education.
Mr. Speaker, I yield such time as she may consume to the gentlewoman
from Connecticut (Ms. DeLauro).
Ms. DeLAURO. Mr. Speaker, covert propaganda has no place in our
democracy. Today we encourage the formation of democracies in countries
that have long suffered under the brutality of totalitarian regimes.
America ought to set an example that the governments of democratic
societies do not resort to propagandizing and misinformation campaigns
with taxpayer dollars. That is exactly what this administration has
been doing.
The Education Department secretly paid conservative commentator
Armstrong Williams $241,000 of taxpayer funds. The purpose? To promote
the President's No Child Left Behind education law.
The administration has also paid two other columnists. They produced
fake news reports to promote the President's controversial Medicare and
marriage initiatives. The GAO has found these video news releases
violate existing law.
The campaigns of misinformation share two things. They lead the
public to believe that the conclusions are reached by independent
voices when they are not. They advocate for a controversial piece of
the administration's agenda that has failed to win public support.
This is a dangerous precedent. Our government's agenda should be able
to stand on its own two feet. The President has said as much. This
motion would end this undemocratic, un-American effort.
I urge my colleagues to support it.
Mr. GEORGE MILLER of California. Mr. Speaker, I yield myself such
time as I may consume.
Mr. Speaker, I thank the gentlewoman for her support. Again, the
choice is very simple here: whether or not at a time when education
programs are being cut in the Federal budget that we passed last week,
whether or not we will now decide not to use these hard-earned
education dollars, hard-paid-for education dollars by the taxpayers
that we represent to develop propaganda that they shall be restricted
to the uses for which this program was passed, and that is the
vocational education of our students in this country.
I urge the support of this motion.
Mr. BOEHNER. Mr. Speaker, I claim time in opposition to the motion to
recommit.
The SPEAKER pro tempore. The gentleman from Ohio (Mr. Boehner) is
recognized for 5 minutes.
Mr. BOEHNER. Mr. Speaker, I yield myself such time as I may consume.
Mr. Speaker, the amendment that the Democrat leadership is talking
about would not do a single thing to improve educational opportunities
for American students.
The Democrat leadership amendment has nothing to do with the
bipartisan legislation that is being debated on the floor today. It is
a partisan cheap shot aimed at the administration. It really has no
place in this bill.
When USA Today first reported on the Armstrong Williams contract in
January, I immediately supported the gentleman from California's (Mr.
George Miller) request for an independent investigation by the
Education Department's Inspector General.
That investigation has taken place and the Inspector General has
concluded that nothing illegal or unethical took place.
Now, what happened with respect to the Armstrong Williams contract
was stupid; but passing laws to outlaw stupidity is not Congress' job.
Now, the new education Secretary has taken decisive action to ensure
that what happened in the Armstrong Williams case does not happen
again. But I think what we see here today is what I said earlier, a
partisan cheap shot aimed at the administration. It does not belong in
this bill. I urge my colleagues to reject the motion to recommit.
Mr. Speaker, I yield back the balance of my time.
The SPEAKER pro tempore. Without objection, the previous question is
ordered on the motion to recommit.
There was no objection.
The SPEAKER pro tempore. The question is on the motion to recommit.
The question was taken; and the Speaker pro tempore announced that
the noes appeared to have it.
Mr. GEORGE MILLER of California. Mr. Speaker, on that I demand the
yeas and nays.
The yeas and nays were ordered.
The SPEAKER pro tempore. Pursuant to clauses 8 and 9 of rule XX, this
15-minute vote on the motion to recommit will be followed by 5-minute
votes on passage of H.R. 366, if ordered, and on motions to suspend the
rules and agree to H. Con. Res. 127 and H. Res. 195.
The vote was taken by electronic device, and there were--yeas 197,
nays 224, not voting 12, as follows:
[Roll No. 153]
YEAS--197
Abercrombie
Ackerman
Allen
Baca
Baird
Baldwin
Barrow
Bean
Becerra
Berkley
Berman
Berry
Bishop (GA)
Bishop (NY)
Blumenauer
Boren
Boswell
Boucher
Boyd
Brady (PA)
Brown, Corrine
Butterfield
Capps
Capuano
Cardin
Cardoza
Carnahan
Carson
Case
Chandler
Clay
Cleaver
Clyburn
Conyers
Cooper
Costa
Costello
Cramer
Crowley
Cuellar
Cummings
Davis (AL)
Davis (CA)
Davis (FL)
Davis (IL)
Davis (TN)
DeFazio
DeGette
Delahunt
DeLauro
Dicks
Dingell
Doggett
Doyle
Edwards
Emanuel
Engel
Eshoo
Etheridge
Evans
Farr
Fattah
Filner
Ford
Frank (MA)
Gonzalez
Gordon
Green, Al
Green, Gene
Grijalva
Gutierrez
Harman
Hastings (FL)
Herseth
Higgins
Hinchey
Hinojosa
Holden
Holt
Honda
Hooley
Hoyer
Inslee
Israel
Jackson (IL)
Jackson-Lee (TX)
Jefferson
Johnson, E. B.
Jones (OH)
Kanjorski
Kaptur
Kennedy (RI)
Kildee
Kilpatrick (MI)
Kind
Kucinich
Langevin
Lantos
Larsen (WA)
Lee
Levin
Lewis (GA)
Lipinski
Lofgren, Zoe
Lowey
Lynch
Maloney
Markey
Marshall
Matheson
Matsui
McCarthy
McCollum (MN)
McDermott
McGovern
McIntyre
McKinney
McNulty
Meehan
Meek (FL)
Meeks (NY)
Menendez
Michaud
Millender-McDonald
Miller (NC)
Miller, George
Mollohan
Moore (KS)
Moore (WI)
Moran (VA)
Murtha
Nadler
Napolitano
Neal (MA)
Oberstar
Obey
Olver
Ortiz
Owens
Pallone
Pascrell
Pastor
Payne
Pelosi
Peterson (MN)
Pomeroy
Price (NC)
Rahall
Ramstad
Rangel
Reyes
Ross
Rothman
Roybal-Allard
Ruppersberger
Rush
Ryan (OH)
Sabo
Salazar
Sanchez, Linda T.
Sanders
Schakowsky
Schiff
Schwartz (PA)
Scott (GA)
Serrano
Sherman
Skelton
Slaughter
Smith (WA)
Snyder
Solis
Spratt
Stark
Strickland
Stupak
Tanner
Tauscher
Taylor (MS)
Thompson (CA)
Thompson (MS)
Tierney
Towns
Udall (CO)
Udall (NM)
Van Hollen
Velazquez
Visclosky
Wasserman Schultz
Waters
Watson
Watt
Waxman
Wexler
Woolsey
Wu
Wynn
NAYS--224
Aderholt
Akin
Alexander
Andrews
Bachus
Baker
Barrett (SC)
Bartlett (MD)
Barton (TX)
Bass
Beauprez
Biggert
Bilirakis
Bishop (UT)
Blackburn
Blunt
Boehlert
Boehner
Bonilla
Bonner
Bono
Boozman
Boustany
Bradley (NH)
Brady (TX)
Brown (SC)
Brown-Waite, Ginny
Burgess
Burton (IN)
Buyer
Calvert
Camp
Cannon
Cantor
Capito
Carter
Castle
Chabot
Chocola
Coble
Cole (OK)
Conaway
Cox
Crenshaw
Cubin
Culberson
Cunningham
Davis (KY)
Davis, Jo Ann
Davis, Tom
Deal (GA)
DeLay
Dent
Doolittle
Drake
Dreier
Duncan
Ehlers
Emerson
English (PA)
Everett
Feeney
Ferguson
Fitzpatrick (PA)
Flake
Foley
Forbes
Fortenberry
Fossella
Foxx
Franks (AZ)
Frelinghuysen
Gallegly
Garrett (NJ)
Gerlach
Gibbons
Gilchrest
Gillmor
Gingrey
Gohmert
Goode
Goodlatte
Granger
Graves
Green (WI)
Hall
Harris
Hart
Hastings (WA)
Hayes
Hayworth
Hefley
Hensarling
Herger
Hobson
Hoekstra
Hostettler
Hulshof
Hunter
Hyde
Inglis (SC)
Issa
Istook
Jenkins
Jindal
Johnson (CT)
Johnson (IL)
Johnson, Sam
Jones (NC)
Keller
Kelly
Kennedy (MN)
King (IA)
King (NY)
Kingston
Kirk
Kline
Knollenberg
Kolbe
[[Page H2917]]
Kuhl (NY)
LaHood
Latham
LaTourette
Leach
Lewis (CA)
Lewis (KY)
Linder
LoBiondo
Lucas
Lungren, Daniel E.
Mack
Manzullo
Marchant
McCaul (TX)
McCotter
McCrery
McHenry
McHugh
McKeon
McMorris
Mica
Miller (FL)
Miller (MI)
Miller, Gary
Moran (KS)
Murphy
Musgrave
Myrick
Neugebauer
Ney
Northup
Norwood
Nunes
Nussle
Osborne
Otter
Oxley
Paul
Pearce
Pence
Peterson (PA)
Petri
Pickering
Pitts
Platts
Poe
Pombo
Porter
Price (GA)
Pryce (OH)
Putnam
Radanovich
Regula
Rehberg
Reichert
Renzi
Reynolds
Rogers (AL)
Rogers (KY)
Rohrabacher
Ros-Lehtinen
Royce
Ryan (WI)
Ryun (KS)
Saxton
Schwarz (MI)
Sensenbrenner
Sessions
Shadegg
Shaw
Shays
Sherwood
Shimkus
Shuster
Simmons
Simpson
Smith (NJ)
Sodrel
Souder
Stearns
Sullivan
Sweeney
Tancredo
Taylor (NC)
Terry
Thomas
Thornberry
Tiahrt
Tiberi
Turner
Upton
Walden (OR)
Walsh
Wamp
Weldon (FL)
Weller
Westmoreland
Whitfield
Wicker
Wilson (NM)
Wilson (SC)
Wolf
Young (AK)
Young (FL)
NOT VOTING--12
Brown (OH)
Diaz-Balart, L.
Diaz-Balart, M.
Gutknecht
Larson (CT)
Melancon
Rogers (MI)
Sanchez, Loretta
Scott (VA)
Smith (TX)
Weiner
Weldon (PA)
{time} 1350
Messrs. ADERHOLT, SHADEGG, HYDE, BAKER and COLE of Oklahoma changed
their vote from ``yea'' to ``nay.''
Mr. CUELLAR changed his vote from ``nay'' to ``yea.''
So the motion to recommit was rejected.
The result of the vote was announced as above recorded.
Stated for:
Ms. LORETTA SANCHEZ of California. Mr. Speaker, on Wednesday, May 4,
2005, I was unavoidably detained due to a prior obligation.
I request that the Congressional Record reflect that had I been
present and voting, I would have voted as follows: Rollcall No. 153,
``yea'' (On Motion to Recommit with Instructions on H.R. 366, the
Vocational and Technical Education for the Future Act).
personal explanation
Mr. ANDREWS. Mr. Speaker, I ask that the Record show that although I
was recorded as having voted ``nay'' on the May 4, 2005 recorded vote
regarding the motion to recommit H.R. 366 (rollcall 153), I intended to
vote ``yea.''
The SPEAKER pro tempore (Mr. Feeney). The question is on the passage
of the bill.
The question was taken; and the Speaker pro tempore announced that
the ayes appeared to have it.
Recorded Vote
Mr. BOEHNER. Mr. Speaker, I demand a recorded vote.
A recorded vote was ordered.
The SPEAKER pro tempore. This is a 5-minute vote.
The vote was taken by electronic device, and there were--ayes 416,
noes 9, not voting 8, as follows:
[Roll No. 154]
AYES--416
Abercrombie
Ackerman
Aderholt
Akin
Alexander
Allen
Andrews
Baca
Bachus
Baird
Baker
Baldwin
Barrett (SC)
Barrow
Barton (TX)
Bass
Bean
Beauprez
Becerra
Berkley
Berman
Berry
Biggert
Bilirakis
Bishop (GA)
Bishop (NY)
Bishop (UT)
Blackburn
Blumenauer
Blunt
Boehlert
Boehner
Bonilla
Bonner
Bono
Boozman
Boren
Boswell
Boucher
Boustany
Boyd
Bradley (NH)
Brady (PA)
Brady (TX)
Brown (SC)
Brown, Corrine
Brown-Waite, Ginny
Burgess
Burton (IN)
Butterfield
Buyer
Calvert
Camp
Cannon
Cantor
Capito
Capps
Capuano
Cardin
Cardoza
Carnahan
Carson
Carter
Case
Castle
Chabot
Chandler
Chocola
Clay
Cleaver
Clyburn
Coble
Cole (OK)
Conaway
Conyers
Cooper
Costa
Costello
Cox
Cramer
Crenshaw
Crowley
Cubin
Cuellar
Culberson
Cummings
Cunningham
Davis (AL)
Davis (CA)
Davis (FL)
Davis (IL)
Davis (KY)
Davis (TN)
Davis, Jo Ann
Davis, Tom
Deal (GA)
DeFazio
DeGette
Delahunt
DeLauro
DeLay
Dent
Dicks
Dingell
Doggett
Doolittle
Doyle
Drake
Dreier
Duncan
Edwards
Ehlers
Emanuel
Emerson
Engel
English (PA)
Eshoo
Etheridge
Evans
Everett
Farr
Fattah
Ferguson
Filner
Fitzpatrick (PA)
Flake
Foley
Forbes
Ford
Fortenberry
Fossella
Foxx
Frank (MA)
Frelinghuysen
Gallegly
Gerlach
Gibbons
Gilchrest
Gillmor
Gingrey
Gohmert
Gonzalez
Goode
Goodlatte
Gordon
Granger
Graves
Green (WI)
Green, Al
Green, Gene
Grijalva
Gutierrez
Gutknecht
Hall
Harman
Harris
Hart
Hastings (FL)
Hastings (WA)
Hayes
Hayworth
Hefley
Herger
Herseth
Higgins
Hinchey
Hinojosa
Hobson
Hoekstra
Holden
Holt
Honda
Hooley
Hoyer
Hulshof
Hunter
Hyde
Inglis (SC)
Inslee
Israel
Issa
Istook
Jackson (IL)
Jackson-Lee (TX)
Jefferson
Jenkins
Jindal
Johnson (CT)
Johnson (IL)
Johnson, E. B.
Johnson, Sam
Jones (NC)
Jones (OH)
Kanjorski
Kaptur
Keller
Kelly
Kennedy (MN)
Kennedy (RI)
Kildee
Kilpatrick (MI)
Kind
King (IA)
King (NY)
Kingston
Kirk
Kline
Knollenberg
Kolbe
Kucinich
Kuhl (NY)
LaHood
Langevin
Lantos
Larsen (WA)
Latham
LaTourette
Leach
Lee
Levin
Lewis (CA)
Lewis (GA)
Lewis (KY)
Linder
Lipinski
LoBiondo
Lofgren, Zoe
Lowey
Lucas
Lungren, Daniel E.
Lynch
Mack
Maloney
Manzullo
Marchant
Markey
Marshall
Matheson
Matsui
McCarthy
McCaul (TX)
McCollum (MN)
McCotter
McCrery
McDermott
McGovern
McHenry
McHugh
McIntyre
McKeon
McKinney
McMorris
McNulty
Meehan
Meek (FL)
Meeks (NY)
Melancon
Menendez
Mica
Michaud
Millender-McDonald
Miller (FL)
Miller (MI)
Miller (NC)
Miller, Gary
Miller, George
Mollohan
Moore (KS)
Moore (WI)
Moran (KS)
Moran (VA)
Murphy
Murtha
Musgrave
Myrick
Nadler
Napolitano
Neal (MA)
Neugebauer
Ney
Northup
Norwood
Nunes
Nussle
Oberstar
Obey
Olver
Ortiz
Osborne
Otter
Owens
Oxley
Pallone
Pascrell
Pastor
Payne
Pearce
Pelosi
Pence
Peterson (MN)
Peterson (PA)
Petri
Pickering
Pitts
Platts
Poe
Pombo
Pomeroy
Porter
Price (GA)
Price (NC)
Pryce (OH)
Putnam
Radanovich
Rahall
Ramstad
Rangel
Regula
Rehberg
Reichert
Renzi
Reyes
Reynolds
Rogers (AL)
Rogers (KY)
Rogers (MI)
Rohrabacher
Ros-Lehtinen
Ross
Rothman
Roybal-Allard
Ruppersberger
Rush
Ryan (OH)
Ryan (WI)
Ryun (KS)
Sabo
Salazar
Sanchez, Linda T.
Sanchez, Loretta
Sanders
Saxton
Schakowsky
Schiff
Schwartz (PA)
Schwarz (MI)
Scott (GA)
Serrano
Sessions
Shadegg
Shaw
Shays
Sherman
Sherwood
Shimkus
Shuster
Simmons
Simpson
Skelton
Slaughter
Smith (NJ)
Smith (TX)
Smith (WA)
Snyder
Sodrel
Solis
Souder
Spratt
Stark
Stearns
Strickland
Stupak
Sullivan
Sweeney
Tancredo
Tanner
Tauscher
Taylor (MS)
Taylor (NC)
Terry
Thomas
Thompson (CA)
Thompson (MS)
Thornberry
Tiahrt
Tiberi
Tierney
Turner
Udall (CO)
Udall (NM)
Upton
Van Hollen
Velazquez
Visclosky
Walden (OR)
Walsh
Wamp
Wasserman Schultz
Waters
Watson
Watt
Waxman
Weldon (FL)
Weller
Westmoreland
Wexler
Whitfield
Wicker
Wilson (NM)
Wilson (SC)
Wolf
Woolsey
Wu
Wynn
Young (AK)
Young (FL)
NOES--9
Bartlett (MD)
Feeney
Franks (AZ)
Garrett (NJ)
Hensarling
Hostettler
Paul
Royce
Sensenbrenner
NOT VOTING--8
Brown (OH)
Diaz-Balart, L.
Diaz-Balart, M.
Larson (CT)
Scott (VA)
Towns
Weiner
Weldon (PA)
{time} 1359
So the bill was passed.
The result of the vote was announced as above recorded.
A motion to reconsider was laid on the table.
____________________