[Congressional Record (Bound Edition), Volume 154 (2008), Part 13]
[Senate]
[Pages 18116-18121]
[From the U.S. Government Publishing Office, www.gpo.gov]




          STATEMENTS ON INTRODUCED BILLS AND JOINT RESOLUTIONS

      By. Mr. DORGAN:
  S. 3454. A bill to transfer unexpended Iraq reconstruction funds to 
develop renewable energy and improve energy efficiency in the United 
States, and for other purposes; to the Committee on Appropriations.
  Mr. DORGAN. Mr. President, I am introducing legislation today in two 
ways, and I will send the bills to the desk following my comments. The 
first bill is called the Iraq Self-Sufficiency and American Energy 
Independence Act, and, the second is called the Rescission of Unneeded 
Iraq Reconstruction Funds Act of 2008.
  In a nutshell, the bills say this: We are going to take up to $11.48 
billion that has been appropriated but not yet expended for Iraq 
reconstruction, funds that are American taxpayers' dollars and that the 
Iraqi Government says it does not need, and bring that money back to 
this country. In the first approach, we would use the funds to 
substantially increase our renewable energy and make us less dependent 
on foreign sources of oil. Alternatively, in the second approach, we 
would use those funds to reduce the deficit. Either is fine with me, 
and I am introducing it both ways.
  Here is the Special Inspector General Report for Iraq Reconstruction. 
This report shows that there are now $11.48 billion in U.S. funds 
destined for Iraq reconstruction.
  And let me quote, if I may, the Deputy Prime Minister of Iraq: ``Iraq 
does not need financial assistance.''
  That is for sure. The price of oil has gone way up like a Roman 
candle. They are producing 2 million barrels a day in Iraq. They have, 
by all accounts, somewhere around a $49 billion surplus in bank 
accounts for the Government of Iraq, and there have been estimates that 
will reach a $79 billion surplus. Meanwhile, our country is deep in 
debt, and yet we have money going to Iraq for reconstruction coming 
from American taxpayers' dollars while Iraqi money sits in the bank? It 
doesn't make any sense to me.
  There is $11.4 billion that has already been appropriated and is as 
yet

[[Page 18117]]

unspent. My feeling is let's take the Iraqis at their word: ``Iraq does 
not need financial assistance.''
  All right, I agree with that. Then let's not provide that financial 
assistance, and let's tell the Iraqis they have the capability to use 
their own surpluses to invest in their country.
  It is interesting to me that we are now funding something like 900 
water projects in the country of Iraq, and President Bush, in his 
budget, says let's cut back water projects in our country by a very 
substantial amount. We are going to take American taxpayers' dollars 
and build water projects in Iraq and stop building infrastructure in 
this country at a time when they have a big surplus and we have a big 
deficit? I don't think so.
  I have a chart that shows what has happened to the price of oil from 
July 2003 to July 2008: $27 a barrel to $128 a barrel. The country of 
Iraq is producing 2 million barrels a day, and therefore their treasury 
is fattening in a way that is very significant.
  I have a New York Times story on August 6, just a month ago:

       Soaring oil prices will leave the Iraqi Government with a 
     cumulative budget surplus of as much as $79 billion by year's 
     end, according to an American federal oversight agency. But 
     Iraq has spent only a minute fraction of that on 
     reconstruction costs, which are now largely borne by the 
     United States.

  That makes no sense to me. It just makes no sense. I want to show 
something on page 10 of the special inspector general's report, which 
is a description of what is going on in Iraq. This is a picture of 
something called the Whale. This is referred to as the Whale in Iraq. 
It is actually the Kahn Bani Sa'ad Correctional Facility. U.S. 
taxpayers paid $40 million to build that prison in Iraq. I am told the 
Iraqis said they don't want the prison, but $40 million went to the 
Parsons Corporation.
  Take a look at this photo. I will bring it to the Senate floor in a 
chart. It is in unbelievable disrepair. Apparently, after the $40 
million, they kicked the contractor off the site, brought another 
contractor in, and spent another $10 million. So they have $50 million 
invested in something called the Whale, a prison the Iraqis did not 
want, is not now being used, will never be used, and sits in the desert 
rotting with 50 million of American taxpayers' dollars having been 
spent on it. Reconstruction, American taxpayers' dollars, construction 
in Iraq, in some cases even construction Iraqis don't want.
  The question, it seems to me, for us is, are we going to continue 
this? At some point, is some common sense going to prevail? We 
shouldn't take money from American taxpayers and send it to Iraq, a 
country that has substantial surplus in the bank, and build projects in 
Iraq even while we cut infrastructure projects in our country.
  The legislation I am introducing will say we will take $11.48 billion 
that is appropriated but as of yet unspent and rescind that spending 
and use it either to reduce this country's budget deficit or use it to 
substantially change our energy future so we are less dependent on that 
part of the world for our energy future.
  The funds I am proposing to eliminate are in three categories. One is 
the IRRF2. It is called the Iraq Relief and Reconstruction Fund, which 
covers many projects, including, as I just described, the prison which 
sits unused and falling apart, a $50 million prison called the Whale. 
The ISFF is the Iraq Security Forces Fund. A country with currently 
about $50 billion in the bank in surplus surely should have the ability 
now, after these long years of the American taxpayers footing the bill, 
to provide for infrastructure for their own army and their own police. 
Finally there is the ESF, the Economic Support Fund, which includes 
funding for provincial reconstruction teams, microfinance, and so on.
  I would note that I am not proposing to cut the Commander's Emergency 
Response Program, which gives field commanders some discretion to 
provide funds for local projects.
  But I do suggest it is long past the time for this Congress to use 
just a small amount of common sense. Instead of shoveling money out the 
door in support of reconstruction projects in Iraq, money we don't 
have, money we are borrowing from the Chinese and Japanese, by the way, 
instead of shoveling money out the door to provide money in a country 
that is piling up its own surpluses from oil sales, let's decide that 
which we previously decided to spend will no longer be spent and 
brought back home. It seems to me we must do that if we are going to 
begin to put this country's fiscal house in order.
                                 ______
                                 
      By Mr. FEINGOLD (for himself and Mr. Leahy):
  S. 3457. A bill to reaffirm United States objectives in Ethiopia and 
encourage critical democratic and humanitarian principles and 
practices, and for other purposes; to the Committee on Foreign 
Relations.
  Mr. FEINGOLD. Mr. President, today I am pleased to introduce the 
Support for Democracy and Human Rights in Ethiopia Act of 2008. Senator 
Leahy joins me as an original cosponsor. The purpose of this bill is to 
reaffirm policy objectives towards Ethiopia and encourage greater 
commitment to the underpinnings of a true democracy--an independent 
judiciary and the rule of law, respect for human and political rights, 
and an end to restrictions on the media and non-governmental 
organizations.
  As many in this body know, I have spoken numerous times in recent 
months about the situation in Ethiopia and I continue to believe that 
the U.S.-Ethiopian partnership is very important--one of the more 
critical ones given not only our historic relationship but also 
Ethiopia's location in an increasingly strategic region. Ethiopia sits 
on the Horn of Africa--perhaps one of the roughest neighborhoods in the 
world, with Somalia a failed state and safe haven for terrorists, 
Eritrea an inaccessible authoritarian government that meddles across 
national borders, Sudan a genocidal regime, and Kenya still emerging 
from a profound electoral crisis. One look at the deteriorating 
situation across the Horn and the importance of a robust relationship 
with Ethiopia is obvious. And, by contrast with some of its neighbors, 
Ethiopia appears relatively stable with a growing economy. But I am 
concerned about a number of anti-democratic actions in that country, 
particularly since this administration has largely overlooked them.
  The security threats in Ethiopia are real but, unfortunately, the 
Bush administration's approach to addressing these threats and 
strengthening this alliance remains short-sighted and narrow--focusing 
predominately on short-term ways to address insecurity while 
overlooking the need for long-term measures that are needed to achieve 
the same goal, such as desperately needed goverance reform, the rule of 
law, and increased accountability. Genuine democratic progress in 
Ethiopia is essential if we are to have a healthy and positive 
bilateral relationship. It is also essential if we are going to 
successfully combat extremism, thereby bolstering our own national 
security here at home.
  That is why today I am introducing the Support for Democracy and 
Human Rights in Ethiopia Act of 2008--because as our administration 
fails to balance our priorities in Ethiopia, or to adopt comprehensive 
strategies to achieve those priorities, we are watching significant 
backsliding in previously hard-won democratic gains. As we turn a blind 
eye to the escalating political tensions, people are being thrown in 
jail without justification and non-government organizations are being 
restricted, while civilians are dying unnecessarily in the Ogaden 
region--just like so many before them in Oromiya, Amhara, and Gambella. 
Furthermore, the Ethiopian military has come under increasing scrutiny 
for its conduct in the Ogaden as well as Somalia, with credible reports 
from non-governmental organizations of torture, rape and indiscriminate 
attacks. By providing unconditioned security assistance we are also 
sowing the seeds of insecurity and creating new grievances both in 
Ethiopia and in its neighboring countries.
  I want to see greater progress--not less--in Ethiopia which is why 
this bill

[[Page 18118]]

authorizes an additional $20 million for democracy and governance 
projects in Ethiopia. The addition of these funds would make it one of 
the top five countries on the continent receiving this kind of 
assistance from this U.S. Government. This bill calls on the President 
to take additional steps to implement these programs but also requires 
that funds made available to the Ethiopian government be subject to 
regular congressional notification. This ensures U.S. taxpayer dollars 
are being used appropriately--and used to support a government taking 
steps to become more democratic, not less.
  I make it a practice to pay for all bills I introduce, and the 
authorization in this bill is offset by a transfer of funds from NASA. 
Some may disagree with me on the need for an offset, but recent Office 
of Management and Budget projections confirm that we now have the 
biggest budget deficit in the history of our country. We cannot afford 
to be fiscally irresponsible so we must make choices to ensure that our 
children and grandchildren do not bear the burden of our reckless 
spending. Instead of cutting specific programs, which are likely to 
have begun and thus would cost more to close, transferring $20 million 
from the general budget would allow appropriators to evaluate, at their 
discretion, how best to make this transfer.
  I ask my colleagues to consider what our own State Department has 
said about the political situation in Ethiopia and then consider how 
best to rectify the situation. The 2007 State Department Report on 
Human Rights notes that in Ethiopia the following occurred: 
``limitation[s] on citizens' right to change their government during 
the most recent elections; unlawful killings, and beating, abuse, and 
mistreatment of detainees and opposition supporters by security forces; 
poor prison conditions; arbitrary arrest and detention, particularly of 
those suspected of sympathizing with or being members of the opposition 
or insurgent groups; detention of thousands without charge and lengthy 
pretrial detention; infringement on citizens' privacy rights and 
frequent refusal to follow the law regarding search warrants; use of 
excessive force by security services in an internal conflict and 
counter-insurgency operations; restrictions on freedom of the press; 
arrest, detention, and harassment of journalists for publishing 
articles critical of the government; restrictions on freedom of 
assembly; limitations on freedom of association; violence and societal 
discrimination against women and abuse of children; female genital 
mutilation, FGM; exploitation of children for economic and sexual 
purposes; trafficking in persons; societal discrimination against 
persons with disabilities and religious and ethnic minorities; and 
government interference in union activities, including killing and 
harassment of union leaders.''
  The continued failure of the administration to acknowledge this 
reality is emblematic of its insular thinking and unwillingness to see 
the big picture. Without a balanced policy that addresses both short 
and long-term concerns in Ethiopia we are putting ourselves at greater 
risk and making ourselves more vulnerable, not less.
                                 ______
                                 
      By Mr. FEINGOLD:
  S. 3459. A bill to amend the Elementary and Secondary Education Act 
of 1965 to authorize a connecting education and emerging professions 
demonstration grant program; to the Committee on Health, Education, 
Labor, and Pensions.
  Mr. FEINGOLD. Mr. President, this week I am introducing a number of 
different bills designed to fuel job creation and spur economic 
development. My initiative, dubbed E4, because of its focus on economy, 
employment, education, and energy, seeks to respond to economic and job 
development needs both in my State of Wisconsin and around the country. 
Today I am introducing a bill, the Connecting Education and Emerging 
Professions Act of 2008, to help promote better collaboration between 
our Nation's high schools and local, regional, and statewide businesses 
and workforce development groups.
  This legislation seeks to address a couple of interrelated issues. 
The first issue is the alarmingly high dropout rate in our Nation's 
high schools. While numbers vary slightly, a growing body of research 
indicates that the United States has a graduation rate of approximately 
70 percent and about one-third of our country's high school students 
will not graduate on time. Graduation rates for minority and low-income 
students are even lower, in many cases, alarmingly lower. In addition, 
many of our Nation's urban school districts report very high dropout 
rates, including the Milwaukee Public School District. According to the 
Cities in Crisis report put out earlier this year by the Editorial 
Projects in Education Research Center, the Milwaukee Public Schools has 
a graduation rate of 46.1 percent. Unfortunately, there are at least a 
dozen large urban districts that have even lower graduation rates than 
Milwaukee.
  One of our top education priorities as a nation must be to address 
the low graduation rates nationwide in urban, suburban, and rural 
school districts. We must also work to close the huge opportunity gap 
that is created by the large disparity in graduation rates between our 
minority and non-minority students as well as between low income and 
more affluent students. Solving this problem will require a broad, 
comprehensive solution involving the Federal, State and local 
governments. It is my hope that when Congress finally reauthorizes the 
Elementary and Secondary Education Act, we pay particular attention to 
the needs of our Nation's high schools and our students.
  While many factors contribute to high dropout rates, disengagement 
from classroom instruction can contribute to a student's decision to 
drop out. Some students feel that high school is not relevant to their 
lives and do not see how completing high school will translate into 
future career and academic success. In this increasingly competitive 
twenty-first century where postsecondary education is now required for 
many entry-level jobs, it is up to us to show our Nation's students why 
it is imperative that they graduate from high school.
  Another issue that this bill seeks to address is the growing sense 
among employers and postsecondary institutions that our Nation's high 
school students who do graduate are increasingly unprepared for success 
either in the workforce or in college. Employers in various economic 
sectors, including technology, manufacturing, health care, 
construction, and others, report difficulty in identifying qualified 
candidates for skilled positions. Recent surveys also indicate that 
many employers are dissatisfied with the overall preparation of 
secondary school graduates. In order for companies in the United States 
to be competitive in a global economy, we must have a highly skilled 
workforce. Adequate preparation at the high school level can help 
prepare students for entry into our rapidly changing global economy 
where new emerging industries are cropping up in Wisconsin and around 
the country.
  To address these two interrelated issues, I am introducing the 
Connecting Education and Emerging Professions Act. My bill would 
provide 5-year competitive education grants to states and school 
districts to foster collaboration and discussions between schools, 
businesses, and others about the emerging industry workforce needs and 
how to prepare our high school students to meet those needs, both 
academically and practically. States and local school districts must 
use this money to form partnerships with local or regional businesses, 
postsecondary institutions, workforce development boards, labor 
organizations, nonprofit organizations and others.
  These partnerships will have the responsibility of surveying the 
local, regional, and statewide emerging industries and deciding what 
are the academic and work-based skills that our high school students 
need in order to be successful in these emerging industries. The 
partnerships will then work together to develop new and engaging 
curriculum and programs designed to teach the academic and work-based 
skills that are necessary to succeed in

[[Page 18119]]

these new emerging industries. Once the partnership has designed a 
curriculum or program and received approval from the Federal Department 
of Education, the partnership will work to implement the program in 
qualifying schools.
  During the implementation phase, the partnership will come together 
to implement hands-on learning and work opportunities for students 
including internships, apprenticeships, job shadowing, and other career 
and technical education programs. These hands-on learning and work 
opportunities will be based on the emerging industry pathways 
curriculum or program that the eligible partnership has designed and 
will offer students practical academic experiences and skill-building 
lessons that they can use in the workplace or in postsecondary 
education.
  This legislation seeks to help schools, businesses, colleges, and the 
students who would be served by this legislation all talk with each 
other to build new programs that would help boost student engagement in 
learning and student attendance and graduation rates while also 
preparing students for success in the workforce or in college after 
they graduate. There are a number of successful local and state 
programs around Wisconsin that this legislation would help support and 
that served as valuable examples as I developed this legislation.
  Wisconsin's Department of Public Instruction, Department of Workforce 
Development, and various local school districts have all been working 
to boost Wisconsin's career and technical education offerings and gear 
these offerings towards emerging industries. My bill seeks to help 
Wisconsin and other states build on these efforts and engage in 
additional conversations with interested stakeholders to design new 
curriculums and programs to prepare students for emerging industries.
  I look forward to pushing this legislation forward in the coming 
weeks and months. Some of our Nation's schools are experiencing high 
dropout rates in part because students aren't connecting with what they 
are being taught. At the same time, we're seeing an emergence of new 
industries, like those aiming to capitalize on alternative energies and 
energy efficiency, that need employers with skills and training in 
their field. If we help schools connect their students with businesses, 
workforce development boards, and colleges that offer career and 
academic opportunities in these new and exciting fields, we can help to 
lower the alarming dropout rates while helping these emerging 
industries thrive.
  Mr. President, I ask unanimous consent that the text of the bill be 
printed in the Record.
  There being no objection, the text of the bill was ordered to be 
printed in the Record, as follows:

                                S. 3459

       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 ``Connecting Education and 
     Emerging Professions Act of 2008''.

     SEC. 2. FINDINGS AND PURPOSES.

       (a) Findings.--Congress finds the following:
       (1) The majority of secondary school students in the United 
     States receive some career-related instruction before 
     graduation, and about half of secondary school students have 
     a strong career-related component to their educational 
     programs.
       (2) A gap still remains between what students are learning 
     in school and the knowledge required to succeed in the 
     current labor market.
       (3) Employers in various economic sectors, including 
     technology, manufacturing, healthcare, construction, and 
     others, report difficulty in identifying qualified candidates 
     for skilled positions.
       (4) A survey of more than 400 employers nationwide found 
     that nearly half were dissatisfied with the overall 
     preparation of secondary school graduates.
       (5) Almost 40 percent of secondary school graduates report 
     feeling unprepared for the workplace or postsecondary 
     education.
       (6) In order for companies in the United States to be 
     competitive in a global economy, the United States must have 
     a highly skilled workforce.
       (7) Adequate preparation on the secondary school level can 
     help prepare students to enter high-demand fields in need of 
     skilled workers.
       (8) Collaboration between businesses, industries, and 
     education leaders can help determine how best to prepare 
     students for workforce success.
       (9) Career-related experiences, such as apprenticeships 
     during secondary education are associated with positive labor 
     market outcomes for students.
       (10) The United States has a secondary school graduation 
     rate of 70 percent, and approximately one-third of students 
     entering secondary school will not graduate on time.
       (11) Minority and low socioeconomic status students have 
     significantly lower graduation rates.
       (12) Disengagement from classroom instruction contributes 
     to student decisions to drop out of school.
       (13) Studies indicate a link between career-oriented models 
     of secondary education, dropout rate reduction, and higher 
     earning potential for graduates.
       (14) Studies suggest that academic lessons taught in a work 
     context or an applied manner can improve some students' 
     ability to comprehend and retain information.
       (b) Purposes.--The purposes of this Act are to--
       (1) foster improved collaboration among secondary schools, 
     State, regional, and local businesses, institutions of higher 
     education, industry, or workforce development organizations, 
     labor organizations, and other nonprofit community 
     organizations to identify emerging industry pathways, as well 
     as the academic skills necessary to improve student success 
     in the workforce or postsecondary education;
       (2) address industry and postsecondary education needs for 
     a prepared and skilled workforce;
       (3) improve the potential for economic and employment 
     growth in covered communities; and
       (4) help address the dropout crisis in the United States by 
     involving students in a collaborative curriculum or program 
     development process related to emerging industry pathways to 
     improve student engagement and attendance in secondary 
     school.

     SEC. 3. CONNECTING EDUCATION AND EMERGING PROFESSIONS 
                   DEMONSTRATION GRANT PROGRAM.

       (a) Authorization.--Part D of title V of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 7241 et seq.) is 
     amended by adding at the end the following:

      ``Subpart 22--Connecting Education and Emerging Professions 
                      Demonstration Grant Program

     ``SEC. 5621. DEFINITIONS.

       ``In this subpart:
       ``(1) Covered community.--The term `covered community' 
     means a town, city, community, region, or State that has--
       ``(A) experienced a significant percentage job loss in the 
     5 years prior to the date of enactment of this subpart or is 
     projected to experience a significant percentage job loss 
     within 5 years after the date of enactment of this subpart; 
     or
       ``(B) an unemployment rate that has increased in the 12 
     months prior to the date of enactment of this subpart.
       ``(2) Eligible partnership.--The term `eligible 
     partnership' means a State educational agency, a consortium 
     of local educational agencies, a local educational agency 
     that collaborates with State, regional, or local businesses, 
     including small businesses, that serve a covered community in 
     which qualifying schools are located, or a regional workforce 
     investment board that serves a covered community in which 
     qualifying schools are located, and at least 1 of the 
     following entities:
       ``(A) An institution of higher education that provides a 4-
     year program of instruction.
       ``(B) An accredited community college.
       ``(C) An accredited career or technical school or college.
       ``(D) A tribal college or university.
       ``(E) A nonprofit community organization.
       ``(F) A labor organization.
       ``(3) Emerging industry pathways.--The term `emerging 
     industry pathways' means industry careers that--
       ``(A) are estimated to increase in the number of job 
     opportunities in a covered community within the 5 to 7 years 
     after the date of enactment of this subpart;
       ``(B) require new academic skill sets because of new 
     technology or innovation in the field;
       ``(C) are important to the growth of the State, region, or 
     local area's economy; and
       ``(D) may include--
       ``(i) green industries;
       ``(ii) health care industries;
       ``(iii) advanced manufacturing industries; and
       ``(iv) programs of study, as described in section 
     122(c)(1)(A) of the Carl D. Perkins Career and Technical 
     Education Act of 2006.
       ``(4) Qualifying school.--The term `qualifying school' 
     means a secondary school that--
       ``(A) serves students not less than 30 percent of whom are 
     eligible for the school lunch program under the Richard B. 
     Russell National School Lunch Act or an equivalent indicator 
     of poverty established by the Secretary;

[[Page 18120]]

       ``(B) has a graduation rate that is lower than the State 
     average; and
       ``(C) is located in a covered community.
       ``(5) School- and work-based curriculum or program.--The 
     term `school- and work-based curriculum or program' means a 
     curriculum or program that incorporates a combination of 
     school-based instruction and work-based learning 
     opportunities, including internships, work experience 
     programs, apprenticeships, service learning programs, 
     mentorship opportunities, job shadowing, and other career and 
     technical education programs, in an emerging industry 
     pathway.

     ``SEC. 5622. PROGRAM AUTHORIZED.

       ``(a) In General.--The Secretary shall establish and carry 
     out an emerging professions and educational improvement 
     demonstration project, by awarding grants, on a competitive 
     basis, to eligible partnerships.
       ``(b) Program Periods.--
       ``(1) In general.--The Secretary shall award grants under 
     this subpart for periods of not more than 5 years, of which 
     the eligible partnership shall use--
       ``(A) not more than 18 months for assessing emerging 
     industry pathways, assessing the academic skills needed for 
     success in such pathways, and developing a school- and work-
     based curriculum or program to teach such academic skills 
     necessary for success in an emerging industry pathway;
       ``(B) not more than 48 months for implementing the new 
     emerging industry pathways school- and work-based curriculum 
     or program in qualifying schools; and
       ``(C) not more than 12 months to disseminate best practices 
     to other State educational agencies, local educational 
     agencies, or schools.
       ``(2) Overlap.--The Secretary may award grant periods under 
     this subpart that overlap.
       ``(c) Priority.--In awarding grants under this subpart, the 
     Secretary shall give priority to eligible partnerships that--
       ``(1) serve qualifying schools in which 50 percent or more 
     of the students are eligible for the school lunch program 
     under the Richard B. Russell National School Lunch Act or an 
     equivalent indicator of poverty established by the Secretary;
       ``(2) serve qualifying schools the majority of which have 
     dropout rates in the top 25 percent statewide;
       ``(3) pledge to serve the students most at-risk of dropping 
     out within qualifying schools;
       ``(4) develop school- and work-based curricula and programs 
     serving green industries, health care industries, and 
     advanced manufacturing industries; or
       ``(5) have a demonstrated record of success in forming 
     collaborative partnerships with businesses, workforce 
     development boards, institutions of higher education, local 
     community and technical colleges, tribal colleges, labor 
     organizations, and other nonprofit community organizations.

     ``SEC. 5623. APPLICATIONS.

       ``An eligible partnership that desires to receive a grant 
     under this subpart shall submit to the Secretary an 
     application at such time, in such manner, and containing such 
     information as the Secretary may require, including--
       ``(1) a description of the eligible partnership, including 
     the responsibilities of each partner and how each partner 
     will meet its responsibilities;
       ``(2) a description of the statewide, regional, or local 
     emerging industry pathways and labor market needs to be 
     filled;
       ``(3) a description of how members of the eligible 
     partnership will collaborate with each other and interested 
     community stakeholders to assess the emerging industry 
     pathways in the State, region, or local area;
       ``(4) a description of how the eligible partnership will 
     engage students from qualifying schools to be served in the 
     design and implementation of the school- and work-based 
     curriculum or program;
       ``(5) a description of how the eligible partnership will 
     use the assessment of emerging industry pathways to establish 
     a school- and work-based curriculum or program to teach 
     academic and industry skills needed for success in such 
     emerging industries and how these skills will be aligned with 
     existing challenging State academic content standards;
       ``(6) a description of how teachers, parents or guardians, 
     and school guidance counselors will be consulted by the 
     eligible partnership in the development of the school- and 
     work-based curriculum or program developed under this 
     subpart;
       ``(7) a description of how the eligible partnership will 
     ensure that teachers and instructors have the necessary 
     training and preparation to teach the school- and work-based 
     curriculum or program developed under this subpart;
       ``(8) a description of how the school- and work-based 
     curriculum or program developed under this subpart will 
     improve the academic achievement, student attendance, and 
     secondary school completion of at-risk students and such 
     students' readiness to enter into a career in an emerging 
     industry or pursue postsecondary education;
       ``(9) a description of how the eligible partnership will 
     design a school- and work-based curriculum or program that 
     meets the unique academic and career development needs of 
     students to be served by the curriculum or program;
       ``(10) a description of how the school- and work-based 
     curriculum or program will support statewide, regional, or 
     local emerging industries;
       ``(11) a description of how the eligible partnership will 
     measure and report improvement in academic and student 
     engagement outcomes among students who participate in the 
     school- and work-based curriculum or program developed under 
     this subpart;
       ``(12) a description of how the eligible partnership will 
     seek to leverage other sources of Federal, State, and local 
     funding to support the development and implementation of the 
     school- and work-based curriculum or program;
       ``(13) a description of how the eligible partnership will 
     work to create, use, and evaluate individual learning plans 
     and career portfolios for students served under this subpart;
       ``(14) a description of how the eligible partnership will 
     coordinate such curriculum or program with programs funded 
     under the Carl D. Perkins Career and Technical Education Act 
     of 2006; and
       ``(15) a description of how the eligible partnership plans 
     to sustain and expand such school- and work-based curriculum 
     or program after the Federal grant period ends.

     ``SEC. 5624. PROGRAM ADMINISTRATION.

       ``(a) Selection.--In awarding grants under this subpart, 
     the Secretary shall--
       ``(1) consider the information submitted by the eligible 
     partnerships under section 5623;
       ``(2) prioritize applications in accordance with section 
     5622(c); and
       ``(3) select eligible partnerships that submit applications 
     in compliance with section 5623.
       ``(b) Award Amounts.--
       ``(1) In general.--Subject to subsection (c), the Secretary 
     shall award each grant in an amount of not more than 
     $5,000,000 for a period of not more than 5 years.
       ``(2) Use of funds.--An eligible partnership that receives 
     a grant under this subpart shall use--
       ``(A) not more than 35 percent of the grant funds for 
     designing the emerging industry pathways school- and work-
     based curriculum or program; and
       ``(B) not less than 65 percent of the grant funds for 
     implementing the emerging industry pathways school- and work-
     based curriculum or program in qualifying schools.
       ``(c) Funding To Implement Curricula or Programs.--The 
     Secretary may not award grant funds under subsection 
     (b)(2)(B) to implement the emerging industry pathways school- 
     and work-based curriculum or program until the Secretary 
     certifies that the eligible partnership is in compliance with 
     the following:
       ``(1) The eligible partnership has engaged in a 
     collaborative process involving educators and school 
     administrators, including curriculum experts, as well as 
     representatives from local businesses and industry to assess 
     emerging industry demands and the academic knowledge and 
     skills needed to meet those demands.
       ``(2) The school- and work-based curriculum or program 
     developed by the eligible partnership is aligned with 
     challenging State academic content standards.
       ``(3) The eligible partnership has consulted with and 
     involved students in qualifying schools in the collaboration 
     process and design of the school- and work-based curriculum 
     or program.
       ``(4) The eligible partnership has received a commitment 
     from at least 1 qualifying school agreeing to implement the 
     school- and work-based curriculum or program in the 
     qualifying school.
       ``(5) The school- and work-based curriculum or program will 
     help prepare students for both direct entry into a career in 
     emerging industries and success in postsecondary education.
       ``(6) The eligible partnership has established a plan to 
     promote the school- and work-based curriculum or program 
     among qualifying schools, businesses, parental groups, and 
     community organizations.
       ``(d) Eligible Uses of Funds.--
       ``(1) Planning phase.--An eligible partnership that 
     receives a grant under this subpart shall use the grant funds 
     in the planning phase for the following:
       ``(A) Establishing collaborative working groups consisting 
     of educators, school administrators, representatives of local 
     or regional businesses, postsecondary education 
     representatives, representatives from labor organizations, 
     and representatives from nonprofit organizations.
       ``(B) Identifying emerging industry pathways at the State, 
     regional, or local level.
       ``(C) Identifying the academic and skill gaps that need to 
     be addressed to promote success in the emerging industry 
     pathways identified in subparagraph (B).
       ``(D) Developing a school- and work-based curriculum or 
     program to teach and integrate the academic and work-based 
     skills, including soft skills, that are needed for success in 
     emerging industry pathways and postsecondary education.
       ``(E) Creating a comprehensive set of academic and industry 
     skills to be taught across multiple emerging industry 
     pathways.
       ``(F) Aligning the school- and work-based curriculum or 
     program with challenging State academic content standards.

[[Page 18121]]

       ``(G) Establishing professional development opportunities 
     for educators, business partners, school counselors, and 
     others who will be implementing the school- and work-based 
     curriculum or program.
       ``(H) Collaborating with multistate regions to develop and 
     identify a school- and work-based curriculum or program that 
     addresses regional emerging industry pathways.
       ``(2) Implementing phase.--An eligible partnership that 
     receives a grant under this subpart shall use the grant funds 
     in the implementing phase for the following:
       ``(A) Integrating the emerging industry pathways school- 
     and work-based curriculum or program into classroom- or work-
     based instruction.
       ``(B) Providing professional development opportunities 
     designed around the school- and work-based curriculum or 
     program for educators, business partners, and others.
       ``(C) Identifying and creating school- and work-based 
     learning curricula or programs for students in such emerging 
     industry pathways.
       ``(D) Promoting the school- and work-based curriculum or 
     program among school guidance counselors.
       ``(E) Working with pupil services staff to develop 
     opportunities for career exploration among emerging industry 
     pathways business partners.
       ``(F) Conducting ongoing evaluations of the school- and 
     work-based curriculum or program, including assessing whether 
     participating students report increased engagement in 
     learning, increased school attendance, and improved success 
     upon entry into the workforce or postsecondary education.
       ``(G) Purchasing resources, including textbooks, reference 
     materials, assessments, labs, computers, and software, for 
     use in the school- and work-based curriculum or program.
       ``(3) Dissemination phase.--An eligible partnership that 
     receives a grant under this subpart shall use the grant funds 
     in the dissemination phase for the following:
       ``(A) Evaluating, cataloging, and disseminating best 
     practices from the school- and work-based curriculum or 
     program.
       ``(B) Disseminating the school- and work-based curriculum 
     or program to--
       ``(i) the National Research Center for Career and Technical 
     Education;
       ``(ii) State, regional, and local professional education 
     organizations; and
       ``(iii) institutions of higher education.
       ``(e) Matching Contributions.--An eligible partnership that 
     receives a grant under this subpart shall provide, from non-
     Federal sources, matching funds, which may be provided in 
     cash or in-kind, to carry out the activities supported by the 
     grant, in an amount for which the--
       ``(1) first year of the grant award shall be equal to 5 
     percent of the amount of the grant for such year;
       ``(2) second such year shall be equal to 10 percent of the 
     amount of the grant for such year;
       ``(3) third such year shall be equal to 15 percent of the 
     amount of the grant for such year;
       ``(4) fourth such year shall be equal to 20 percent of the 
     amount of the grant for such year; and
       ``(5) fifth such year shall be equal to 25 percent of the 
     amount of the grant for such year.
       ``(f) Supplement, Not Supplant.--Grant funds awarded under 
     this subpart shall be used to supplement and not supplant 
     other Federal, State, and local funds available to implement 
     secondary school education programs or career and technical 
     education programs.

     ``SEC. 5625. EVALUATION AND REPORTS.

       ``(a) Annual Reports.--An eligible partnership that 
     receives a grant under this subpart shall submit an annual 
     report to the Secretary during the grant period detailing how 
     the eligible partnership is using the grant funds under this 
     subpart, including--
       ``(1) how the State educational agency or local educational 
     agency that is a member of the partnership collaborated with 
     local businesses, workforce boards, institutions of higher 
     education, and community organizations to assess emerging 
     industry pathways;
       ``(2) how the eligible partnership has consulted with and 
     involved students in qualifying schools in the design and 
     implementation of the emerging industry pathways school- and 
     work-based curriculum or program;
       ``(3) the effectiveness of the school- and work-based 
     curriculum or program on improving student engagement, 
     attendance, graduation rates, and preparation for and 
     placement in a career in an emerging industry or in 
     postsecondary education;
       ``(4) how the eligible partnership has improved its 
     capacity to respond to new workforce development priorities 
     and create educational opportunities that address such new 
     workforce development priorities; and
       ``(5) any other information the Secretary may reasonably 
     require.
       ``(b) Final Reports.--
       ``(1) In general.--An eligible partnership that receives a 
     grant under this subpart shall, at the end of the grant 
     period, collect and prepare a report on the following 
     information:
       ``(A) The number and percentage of students served by the 
     eligible partnership who--
       ``(i) graduated from secondary school with a regular high 
     school diploma in the standard number of years;
       ``(ii) entered into a job in an emerging industry; and
       ``(iii) enrolled in a postsecondary institution.
       ``(B) The emerging industry pathways school- and work-based 
     curriculum or program and the--
       ``(i) successes of such curriculum or program, including 
     placement rates of students in work or postsecondary 
     education and trends in graduation rates in qualifying 
     schools utilizing the school- and work-based curriculum;
       ``(ii) areas of improvement for the school- and work-based 
     curriculum or program;
       ``(iii) lessons learned from the implementation of the 
     school- and work-based curriculum or program in secondary 
     schools; and
       ``(iv) plans to replicate the school- and work-based 
     curriculum or program in other schools or examples of 
     successful replication of the curriculum or program.
       ``(2) Submission of reports.--A report prepared under 
     paragraph (1) shall be submitted to the Secretary of 
     Education and the National Research Center for Career and 
     Technical Education.
       ``(c) Federal Evaluation and Report.--Not later than 6 
     years after the date of enactment of this subpart, the 
     Secretary shall--
       ``(1) develop and execute a plan for evaluating the 
     emerging industry pathways school- and work-based curricula 
     or programs assisted under this subpart; and
       ``(2) submit a report to Congress--
       ``(A) detailing aggregate data on--
       ``(i) the categories of activities for which eligible 
     partnerships used grant funds under this subpart;
       ``(ii) the impact of the grants on--

       ``(I) student engagement, attendance, and completion of 
     secondary school; and
       ``(II) the postsecondary placement of students in high-
     quality emerging industry careers or postsecondary education; 
     and

       ``(iii) promising strategies for improving student 
     engagement, attendance, and completion of secondary school 
     through engaging curricula or programs; and
       ``(B) that includes any recommendations for improvements 
     that can be made to the grant program under this subpart.

     ``SEC. 5626. AUTHORIZATION OF APPROPRIATIONS.

       ``(a) In General.--From the amounts appropriated to and 
     available for Program Administration with the Departmental 
     Management account in the Department of Education for each of 
     fiscal years 2009 through 2012, there are authorized to be 
     appropriated $25,000,000 for each of fiscal years 2009 
     through 2012, respectively, to carry out this subpart.
       ``(b) Set Aside for Evaluation.--Of the amounts 
     appropriated under subsection (a) for a fiscal year, 2 
     percent shall be set aside for such fiscal year for the 
     Federal evaluation required under section 5625(c).''.
       (b) Table of Contents.--The table of contents in section 2 
     of the Elementary and Secondary Education Act of 1965 is 
     amended by inserting after the item relating to section 5618 
     the following:

      ``subpart 22--connecting education and emerging professions 
                      demonstration grant program

``Sec. 5621. Definitions.
``Sec. 5622. Program authorized.
``Sec. 5623. Applications.
``Sec. 5624. Program administration.
``Sec. 5625. Evaluation and reports.
``Sec. 5626. Authorization of appropriations.''.

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