[House Report 105-177]
[From the U.S. Government Publishing Office]



105th Congress                                                   Report
                        HOUSE OF REPRESENTATIVES

 1st Session                                                    105-177
_______________________________________________________________________


 
 CARL D. PERKINS VOCATIONAL-TECHNICAL EDUCATION ACT AMENDMENTS OF 1997

_______________________________________________________________________


 July 14, 1997.--Committed to the Committee of the Whole House on the 
              State of the Union and ordered to be printed

                                _______
                                

   Mr. Goodling, from the Committee on Education and the Workforce, 
                        submitted the following

                              R E P O R T

                             together with

                     ADDITIONAL AND MINORITY VIEWS

                        [To accompany H.R. 1853]

      [Including cost estimate of the Congressional Budget Office]

  The Committee on Education and the Workforce, to whom was 
referred the bill (H.R. 1853) to amend the Carl D. Perkins 
Vocational and Applied Technology Education Act, having 
considered the same report favorably thereon with an amendment 
and recommend that the bill as amended do pass.
  The amendment is as follows:
  Strike out all after the enacting clause and insert in lieu 
thereof the following:

SECTION 1. SHORT TITLE.

  This Act may be cited as the ``Carl D. Perkins Vocational-Technical 
Education Act Amendments of 1997''.

SEC. 2. REFERENCES TO ACT.

  (a) Short Title of Act.--Section 1(a) of the Act is amended by 
striking ``(a) Short Title.--'' and further by striking ``Vocational 
and Applied Technology'' and inserting ``Vocational-Technical''.
  (b) References to Act.--Except as otherwise expressly provided, 
whenever in this Act an amendment or repeal is expressed in terms of an 
amendment to, or repeal of, a title, chapter, part, subpart, section, 
subsection, or other provision, the reference shall be considered to be 
made to a title, chapter, part, subpart, section, subsection, or other 
provision of the Carl D. Perkins Vocational-Technology Education Act as 
amended in subsection (a).

SEC. 3. TABLE OF CONTENTS.

  Section 1(b) is repealed.

 SEC. 4. PURPOSE.

  Section 2 of the Act is amended to read as follows:

``SEC. 2. PURPOSE.

  ``It is the purpose of this Act to develop more fully the academic, 
occupational, and technical skills of individuals participating in 
vocational-technical education programs. This purpose will be achieved 
through concentrating resources on improving vocational-technical 
education programs leading to academic and technical skill competencies 
needed to work in a technologically advanced society.''.

 SEC. 5. AUTHORIZATION OF APPROPRIATIONS.

  Section 3 of the Act is amended--
          (1) in subsection (a) by striking ``$1,600,000,000'' and all 
        that follows and inserting ``$1,300,000,000, for fiscal year 
        1998 and such sums as may be necessary for each of the 4 
        succeeding fiscal years to carry out the provisions of titles I 
        and II.'';
          (2) by amending subsection (b) to read as follows:
  ``(b) Title I.--Of the amounts made available under subsection (a)--
          ``(1) 1.5 percent shall be reserved to carry out section 103, 
        relating to Indian and Native Hawaiians programs; and
          ``(2) 0.2 percent shall be reserved to carry out section 
        101A, relating to the territories.''; and
          (3) by striking subsections (c) through (f).

    TITLE I--VOCATIONAL-TECHNICAL EDUCATION ASSISTANCE TO THE STATES

 SEC. 101. ALLOTMENT.

  (a) In General.--Title I is amended by striking the matter preceding 
the text of section 101 and inserting the following:

   ``TITLE I--VOCATIONAL-TECHNICAL EDUCATION ASSISTANCE TO THE STATES

                  ``PART A--ALLOTMENT AND ALLOCATION''

``SEC. 101. ALLOTMENT.''.

  (b) Allotment.--
          (1) Paragraphs (1) and (2) of section 101(a) are amended to 
        read as follows:
  ``(a) Specific Populations.--'';
          ``(1) In general.--In each fiscal year, from amounts made 
        available under section 3(a), the Secretary shall reserve--
                  ``(A) 1.5 percent to carry out section 103, of 
                which--
                          ``(i) 1.25 percent shall be available to 
                        carry out section 103(c); and
                          ``(ii) 0.25 percent shall be available to 
                        carry out section 103(i); and
                  ``(B) 0.2 percent for the purpose of carrying out 
                section 101A.''; and
          ``(2) Remainder of funds.--From the remainder of the sums 
        appropriated pursuant to section 3, the Secretary shall allot 
        to each State for each fiscal year--
                  ``(A) an amount which bears the same ratio to 50 
                percent of the sums being allotted as the product of 
                the population aged 15 to 19 inclusive, in the State in 
                the fiscal year preceding the fiscal year for which the 
                determination is made and the State's allotment ratio 
                bears to the sum of the corresponding products for all 
                the States; and
                  ``(B) an amount which bears the same ratio to 50 
                percent of the sums being allotted as the product of 
                the population aged 20 to 24, inclusive, in the State 
                in the fiscal year preceding the fiscal year for which 
                the determination is made and the State's allotment 
                ratio bears to the sum of the corresponding products 
                for all the States.'';
          (2) Paragraph (3) of section 101(a) is amended--
                  (A) by striking subparagraphs (A) and (C);
                  (B) by redesignating subparagraphs (B) and (D) as (A) 
                and (B), respectively;
                  (C) in subparagraph (A), as redesignated, by striking 
                clause (i), and inserting the following:
``(i) Notwithstanding any other provision of law and subject to 
subparagraph (B) and clause (ii), no State shall receive less than \1/
2\ of 1 percent of the amount available for each such program for each 
fiscal year under this subsection.''; and
                  (D) in subparagraph (A)(ii), as redesignated, by 
                striking ``or part A, B, C, D, or E of title III''; and
          (3) by amending subsection (c) to read as follows:
  ``(c) Allotment Ratio.--
          ``(1) In general.--The allotment ratio for any State shall be 
        1.00 less the product of--
                  ``(A) 0.50; and
                  ``(B) the quotient obtained by dividing the per 
                capita income for the State by the per capita income 
                for all the States (exclusive of Puerto Rico and the 
                Virgin Islands), except that--
                          ``(i) the allotment ratio in no case shall be 
                        more than 0.55 or less than 0.40; and
                          ``(ii) the allotment ratio for Puerto Rico 
                        and the Virgin Islands shall be 0.55.
          ``(2) Allotment ratios.--The allotment ratios shall be 
        promulgated by the Secretary for each fiscal year between 
        October 1 and December 31 of the fiscal year preceding the 
        fiscal year for which the determination is made. Allotment 
        ratios shall be computed on the basis of the average of the 
        appropriate per capita incomes for the 3 most recent 
        consecutive fiscal years for which satisfactory data are 
        available.
          ``(3) Definition.--The term `per capita income' means, with 
        respect to a fiscal year, the total personal income in the 
        calendar year ending in such year, divided by the population of 
        the area concerned in such year.
          ``(4) Population determination.--For the purposes of this 
        section, population shall be determined by the Secretary on the 
        basis of the latest estimates available to the Department.''.

SEC. 101A. THE TERRITORIES.

  Section 101A of the Act is amended by inserting after subsection (c) 
the following new subsection:
  ``(d) Restriction.--Notwithstanding any other provision of law, the 
Republic of the Marshall Islands, the Federated States of Micronesia, 
and the Republic of Palau shall not receive any funds under this part 
for any fiscal year that begins after September 30, 2001.''.

 SEC. 102. WITHIN STATE ALLOTMENTS.

  Section 102 is amended--
          (1) in subsection (a)--
                  (A) in paragraph (1) by striking ``at least'' and all 
                that follows through the semicolon and inserting ``an 
                amount equal to not less than 90 percent of the 
                allotment shall be available for basic programs under 
                part B of title II;'';
                  (B) by striking paragraph (2);
                  (C) by redesignating paragraphs (3) and (4) as 
                paragraphs (2) and (3), respectively;
                  (D) in paragraph (2), as redesignated, by striking 
                ``8.5'' and inserting ``8'' and further by adding after 
                the semicolon ``and'';
                  (E) in paragraph (3), as redesignated--
                          (i) by striking ``5'' and inserting ``2'';
                          (ii) by striking ``of which--'' and all that 
                        follows through ``and'' at the end and 
                        inserting the following:
        ``which may be used for the costs of--
                  ``(A) developing the State application;
                  ``(B) reviewing local applications;
                  ``(C) monitoring and evaluating program 
                effectiveness; and
                  ``(D) assuring compliance with all applicable Federal 
                laws.''; and
                  (F) by striking paragraph (5);
          (2) in subsection (b) by striking ``(a)(4)'' and inserting 
        ``(a)(3)''; and
          (3) by striking subsection (c) and inserting the following:
  ``(c) Rural Reserve.--A State may reserve not more than 10 percent of 
the allotment made under section 102(a)(1) to use for grants to rural 
areas.
  ``(d) Incentive Awards.--A State may reserve not more than 5 percent 
of the allotment made under section 102(a)(1) to make awards--
          ``(1) to a local eligible recipient that meets or exceeds the 
        State benchmarks described in section 114;
          ``(2) to a local eligible recipient that meets or exceeds the 
        average State graduation rate; or
          ``(3) to assist a local eligible recipient that has 
        significantly failed to meet the State benchmarks described in 
        section 114, or has a graduation rate that is significantly 
        below the average State graduation rate.''

 SEC. 103. INDIAN AND NATIVE HAWAIIAN PROGRAMS.

  Section 103 of the Act is amended to read as follows:

``SEC. 103. NATIVE AMERICAN PROGRAM.

  ``(a) Indian Policy.--All programs assisted under this section shall 
be administered in a manner consistent with the principles of the 
Indian Self-Determination and Education Assistance Act (25 U.S.C. 450 
et seq.) and the government-to-government relationship between the 
Federal Government and Indian tribal governments.
  ``(b) Definitions.--As used in this section:
          ``(1) Alaska native.--The term `Alaska Native' means a Native 
        as such term is defined in section 3(b) of the Alaska Native 
        Claims Settlement Act (43 U.S.C. 1602(b)).
          ``(2) Bureau Funded.--The term `Bureau funded school' means--
                  ``(A) a Bureau school;
                  ``(B) a contract school; or
                  ``(C) a school for which assistance is provided under 
                the Tribally Controlled Schools Act of 1988.
          ``(3) Indian, Indian tribe, and tribal organization.--The 
        terms `Indian', `Indian tribe', and `tribal organization' have 
        the meanings given such terms in subsections (d), (e), and (l), 
        respectively, of section 4 of the Indian Self-Determination and 
        Education Assistance Act (25 U.S.C. 450b).
          ``(4) Institution of higher education.--The term `institution 
        of higher education' has the meaning given such term in section 
        1201(a) of the Higher Education Act of 1965 (20 U.S.C. 
        1141(a)).
          ``(5) Native hawaiian and native hawaiian organization.--The 
        terms `Native Hawaiian' and `Native Hawaiian organization' have 
        the meanings given such terms in paragraphs (1) and (3), 
        respectively, of section 9212 of the Native Hawaiian Education 
        Act (20 U.S.C. 7912).
          ``(6) Tribally controlled community college.--The term 
        `tribally controlled community college' has the meaning given 
        such term in section 2(a)(4) of the Tribally Controlled 
        Community College Assistance Act of 1978 (25 U.S.C. 
        1801(a)(4)).
          ``(7) Tribally controlled postsecondary vocational 
        institution.--The term `tribally controlled postsecondary 
        vocational institution' means an institution of higher 
        education that--
                  ``(A) is formally controlled, or has been formally 
                sanctioned or chartered, by the governing body of an 
                Indian tribe or Indian tribes;
                  ``(B) offers a technical degree or certificate 
                granting program;
                  ``(C) is governed by a board of directors or 
                trustees, a majority of whom are Indians;
                  ``(D) demonstrates adherence to stated goals, a 
                philosophy, or a plan of operation, that fosters 
                individual Indian economic and self-sufficiency 
                opportunity, including programs that are appropriate to 
                stated tribal goals of developing individual 
                entrepreneurships and self-sustaining economic 
                infrastructures on reservations;
                  ``(E) has been in operation for at least 3 years;
                  ``(F) holds accreditation with or is a candidate for 
                accreditation by a nationally recognized accrediting 
                authority for postsecondary vocational-technical 
                education; and
                  ``(G) enrolls the full-time equivalent of not less 
                than 100 students, of whom a majority are Indians.
  ``(c) Program Authorized.--
          ``(1) In general.--From amounts reserved under section 
        101(a)(1)(A)(i), the Secretary shall make grants to Indian 
        tribes, tribal organizations and Alaska Native entities to 
        carry out the authorized programs described in subsection (d), 
        except that such terms shall not include secondary school 
        programs in Bureau funded schools.
          ``(2) Special authority relating to secondary schools 
        operated or supported by the bureau of Indian affairs.--An 
        Indian tribe, a tribal organization, or an Alaska Native 
        entity, that receives funds through a grant made or contract 
        entered into under paragraph (1) may use the funds to provide 
        assistance to a secondary school operated or supported by the 
        Bureau of Indian Affairs to enable such school to carry out 
        vocational-technical education programs.
  ``(d) Authorized Programs.--Funds made available under this section 
shall be used to carry out vocational-technical education programs 
consistent with the purposes of this Act.
  ``(e) Grant Application.--In order to receive a grant under this 
section an entity described in subsection (c) shall submit an 
application to the Secretary and shall include an assurance that such 
entity shall comply with the requirements of this Act.
  ``(f) Special Consideration.--The Secretary, in making grants under 
subsection (c), shall give special consideration to--
          ``(1) grants which involve, coordinate with, or encourage 
        tribal economic development plans; and
          ``(2) applications from tribally controlled community 
        colleges which--
                  ``(A) are accredited or are candidates for 
                accreditation by a nationally recognized accreditation 
                organization as an institution of postsecondary 
                vocational-technical education; or
                  ``(B) operate vocational-technical education programs 
                that are accredited or are candidates for accreditation 
                by a nationally recognized accreditation organization 
                and issue certificates for completion of vocational-
                technical education programs.
  ``(g) Consolidation of Funds.--Each entity receiving assistance under 
this section may consolidate such assistance with assistance received 
from related programs in accordance with the provisions of the Indian 
Employment, Training and Related Services Demonstration Act of 1992 (25 
U.S.C 3401 et seq.).
  ``(h) Nonduplicative and Nonexclusive Services.--Nothing in this 
section shall be construed--
          ``(1) to limit the eligibility of any entity described in 
        subsection (c) to participate in any activity offered by a 
        State or local entity under this title; or
          ``(2) to preclude or discourage any agreement, between any 
        entity described in subsection (c) and any State or local 
        entity, to facilitate the provision of services by such entity 
        or to the population served by such entity.
  ``(i) Native Hawaiian Programs.--From the funds reserved pursuant to 
section 101(a)(1)(A)(ii), the Secretary is directed to enter into 
contracts with organizations primarily serving and representing Native 
Hawaiian Programs which are recognized by the Governor of the State of 
Hawaii to plan, conduct, and administer programs, or portions thereof, 
which are authorized by and consistent with the provisions of this 
section for the benefit of Native Hawaiian Programs.''.

 SEC. 104. TRIBALLY CONTROLLED POSTSECONDARY VOCATIONAL INSTITUTIONS.

  Part A of title I of the Act is amended by adding at the end the 
following:

``SEC. 104. TRIBALLY CONTROLLED POSTSECONDARY VOCATIONAL-TECHNICAL 
                    EDUCATION PROGRAMS

  ``(a) Grants Authorized.--The Secretary shall, subject to the 
availability of appropriations, make grants pursuant to this section to 
tribally controlled postsecondary vocational-technical institutions to 
provide basic support for the education and training of Indian 
students.
  ``(b) Use of Grants.--Amounts made available pursuant to this section 
shall be used for vocational-technical education programs.
  ``(c) Eligible Grant Recipients.--To be eligible for assistance under 
this section a tribally controlled postsecondary vocational-technical 
institution shall--
          ``(1) be governed by a board of directors or trustees, a 
        majority of whom are Indians;
          ``(2) have been in operation for at least 3 years;
          ``(3) hold accreditation with or be a candidate for 
        accreditation by a nationally recognized accrediting authority 
        for postsecondary vocational-technical education; and
          ``(4) enroll the full-time equivalent of not less than 100 
        students, of whom a majority are Indians.
  ``(d) Applications.--Any tribally controlled postsecondary 
vocational-technical institution that desires to receive a grant under 
this section shall submit an application to the Secretary in such 
manner and form as the Secretary may require.
  ``(e) Other Programs.--
          ``(1) In general.--Except as specifically provided in this 
        Act, eligibility for assistance under this section shall not 
        preclude any tribally controlled postsecondary vocational-
        technical institution from receiving Federal financial 
        assistance under any program authorized under the Higher 
        Education Act of 1965or any other applicable program for the 
benefit of institutions of higher education or vocational-technical 
education.
          ``(2) Prohibition on allocation of grant amount.--The amount 
        of any grant for which tribally controlled postsecondary 
        vocational-technical institutions are eligible under this 
        subpart shall not be altered because of funds allocated to any 
        such institution from funds appropriated under the Act of 
        November 2, 1921.
          ``(3) Prohibition on contract denial.--No tribally controlled 
        postsecondary vocational-technical institution for which an 
        Indian tribe has designated a portion of the funds appropriated 
        for the tribe from funds appropriated under the Act of November 
        2, 1921, may be denied a contract for such portion under the 
        Indian Self-Determination and Education Assistance Act (except 
        as provided in that Act), or denied appropriate contract 
        support to administer such portion of the appropriated funds.
  ``(f) Definitions.--For the purposes of this section:
          ``(1) Indian.--The terms `Indian' and `Indian tribe' have the 
        meanings given such terms in section 2 of the Tribally 
        Controlled Community College Assistance Act of 1978.
          ``(2) Tribally controlled postsecondary vocational-technical 
        institution.--The term `tribally controlled postsecondary 
        vocational-technical institution' means an institution of 
        higher education which is formally controlled, or has been 
        formally sanctioned or chartered by the governing body of an 
        Indian tribe or tribes which offers technical degrees or 
        certificate granting programs.
          ``(3) Indian student count.--The term `Indian student count' 
        means a number equal to the total number of Indian students 
        enrolled in each tribally controlled vocational-technical 
        institution, determined as follows:
                  ``(A) Registrations.--The registrations of Indian 
                students as in effect on October 1 of each year.
                  ``(B) Summer term.--Credits or clock hours toward a 
                certificate earned in classes offered during a summer 
                term shall be counted toward the computation of the 
                Indian student count in the succeeding fall term.
                  ``(C) Admission criteria.--Credits or clock hours 
                toward a certificate earned in classes during a summer 
                term shall be counted toward the computation of the 
                Indian student count if the institution at which the 
                student is in attendance has established criteria for 
                the admission of such student on the basis of the 
                student's ability to benefit from the education or 
                training offered. The institution shall be presumed to 
                have established such criteria if the admission 
                procedures for such studies include counseling or 
                testing that measures the student's aptitude to 
                successfully complete the course in which the student 
                has enrolled. No credit earned by such student for 
                purposes of obtaining a high school degree or its 
                equivalent shall be counted toward the computation of 
                the Indian student count.
                  ``(D) Determination of hours.--Indian students 
                earning credits in any continuing education program of 
                a tribally controlled vocational-technical institution 
                shall be included in determining the sum of all credit 
                or clock hours.
                  ``(E) Continuing education.--Credits or clock hours 
                earned in a continuing education program shall be 
                converted to the basis that is in accordance with the 
                institution's system for providing credit for 
                participation in such programs.
  ``(g) Authorization of Appropriations.--There is authorized to be 
appropriated not more than $4,000,000 for fiscal year 1998 and such 
sums as may be necessary for each of the 4 succeeding fiscal years to 
carry out the provisions of this section.''.

       PART B--STATE ORGANIZATIONAL AND PLANNING RESPONSIBILITIES

 SEC. 111. STATE ADMINISTRATION.

  Section 111 of this Act is amended--
          (1) in subsection (a)(1)(A), by striking ``pursuant to 
        section 113(b)(8), section 116, and section 117'';
          (2) by striking subsection (a)(1)(B);
          (3) in subsection (a)(1)(C), by striking ``consultation 
        with'' and all that follows through the semicolon at the end of 
        subsection (a)(1)(C) and inserting ``consultation with the 
        Governor and appropriate agencies, groups, and individuals, 
        including business, industry and representatives of employees 
        involved in the planning, administration, evaluation, and 
        coordination of programs funded under this Act;''; and
          (4) by striking subsections (b) through (g) and inserting the 
        following:
  ``(b) List of Programs Assisted.--The State board shall make 
available to each Private Industry Council established under section 
102 of the Job Training Partnership Act within the State a listing of 
all programs assisted under this Act.''.

 SEC. 112. STATE COUNCIL ON VOCATIONAL EDUCATION.

  Section 112 of the Act is repealed.

 SEC. 113. STATE APPLICATION.

  Section 113 of the Act is amended--
          (1) by redesignating such section as section 112;
          (2) by striking ``plan'' in the section heading and inserting 
        ``application'';
          (3) in subsection (a)--
                  (A) in paragraph (1), by striking ``(A)'' and further 
                by striking all that follows after ``Secretary'' and 
                inserting ``an application in such manner and 
                accompanied by such information as the Secretary may 
                require but which, at a minimum, shall be for a 5-year 
                period.'';
                  (B) in paragraph (1), by striking subparagraph (B);
                  (C) by amending paragraph (2) to read as follows:
  ``(2) The State board shall conduct public hearings in the State, 
after appropriate and sufficient notice, for the purpose of affording 
all segments of the public and interested organizations and groups an 
opportunity to present their views and make recommendations regarding 
the State application. A summary of such recommendations and the State 
board's response shall be included with the State application.''; and
                  (D) by striking paragraph (3); and
          (4) by striking subsections (b) and (c) and inserting the 
        following:
  ``(b) Contents.--Each State application shall--
          ``(1) describe the vocational-technical education programs 
        that will be carried out with funds received by the State under 
        this Act, including a description of--
                  ``(A) the secondary and postsecondary vocational-
                technical education programs to be carried out at the 
                State level pursuant to section 201, including programs 
                that will be carried out by the State to develop, 
                improve, and expand access to quality, state-of-the-art 
                technology in vocational-technical education programs;
                  ``(B) the criteria that will be used by the State in 
                approving applications of eligible recipients of funds 
                under this Act; and
                  ``(C) how such programs will prepare vocational-
                technical education students for opportunities in 
                postsecondary education or entry into high skill, high 
                wage jobs;
          ``(2) describe how the State will actively involve parents, 
        teachers, local businesses (including small- and medium-sized 
        businesses) and representatives of employees in the planning, 
        development, and implementation of such vocational-technical 
        education programs;
          ``(3) describe how funds received by the State through the 
        allotment made under section 102 will be allocated among 
        secondary school vocational-technical education, or 
        postsecondary and adult vocational-technical education, or 
        both, including the rationale for such allotment;
          ``(4) describe how the State will--
                  ``(A) improve the academic and technical skills of 
                students participating in vocational-technical 
                education programs which includes strengthening the 
                academic component of vocational-technical education 
                programs through the integration of academics with 
                vocational-technical education to ensure learning in 
                the core academic subjects and provide students with 
                strong experience and understanding of all aspects of 
                the industry; and
                  ``(B) ensure that students who participate in such 
                vocational-technical education programs are taught to 
                the same challenging academic proficiencies as are 
                provided for all other students;
          ``(5) describe how the State will annually evaluate the 
        effectiveness of such vocational-technical education programs 
        and describe how the State is coordinating such programs to 
        ensure nonduplication with other existing Federal programs;
          ``(6) identify the benchmarks that the State will use to 
        measure the progress of the State, including a description of 
        how such benchmarks will ensure continuous improvement for 
        vocational-technical students in meeting such benchmarks;
          ``(7) describe how the State will--
                  ``(A) provide vocational-technical education programs 
                that lead to high skill, high wage careers for members 
                of special populations, displaced homemakers, single 
                parents, and single pregnant women; and
                  ``(B) ensure that members of special populations meet 
                State benchmarks established under section 114 and are 
                prepared for postsecondary education, further learning, 
                and high skill, high wage careers;
          ``(8) provide a financial audit of funds received under this 
        Act; and
          ``(9) provide assurances that none of the funds expended 
        under this Act will be used to acquire equipment (including 
        computer software) in any instance in which such acquisition 
        results in a direct financial benefit to any organization 
        representing the interests of the purchasing entity or its 
        employees or any affiliate of such an organization.
  ``(c) Amendments.--The State board may submit amendments to the State 
application, as necessary, during the 5-year period. Such amendments 
shall be submitted in accordance with section 113(c).''.

 SEC. 114. SUBMISSION OF STATE APPLICATION.

  Section 114 of the Act is amended--
          (1) by redesignating such section as section 113;
          (2) by striking ``STATE PLAN APPROVAL'' in the section 
        heading and inserting ``SUBMISSION OF STATE APPLICATION'';
          (3) by striking subsections (a) and (b); and
          (4) by adding at the end the following:
  ``(a) Application.--Each State application shall be submitted to the 
Secretary by not later than May 1 preceding the beginning of the first 
fiscal year for which a State application is to be in effect.
  ``(b) Consultation.--The State board shall develop the portion of 
each State application relating to the amount and uses of any funds 
proposed to be reserved for adult vocational-technical education, 
postsecondary vocational-technical education, tech-prep education, and 
secondary vocational-technical education after consultation with the 
State agency responsible for supervision of community colleges, 
technical institutes, or other 2-year postsecondary institutions 
primarily engaged in providing postsecondary vocational-technical 
education, and the State agency responsible for secondary education. If 
a State agency finds that a portion of the final State application is 
objectionable, such agency shall file such objections with the State 
board. The State board shall respond to any objections of such agency 
in submitting such application to the Secretary.
  ``(c) Application Submission.--A State application submitted to the 
Secretary under this section shall be approved by the Secretary unless 
the Secretary makes a written determination, within 90 days after 
receiving the application, that the application is in violation of the 
provisions of this Act.''.

 SEC. 115. ACCOUNTABILITY.

  Part B of title I is amended by inserting after section 113, as 
redesignated, the following:

``SEC. 114. ACCOUNTABILITY.

  ``(a) Benchmarks.--To be eligible to receive an allotment under 
section 102, a State shall develop and identify in the State 
application submitted under section 113 proposed rigorous and 
quantifiable benchmarks to measure the statewide progress of the State, 
which shall include, at a minimum, measures, of--
          ``(1) attainment of challenging State academic proficiencies;
          ``(2) attainment of secondary school diplomas or general 
        equivalency diplomas; and
          ``(3) placement in, retention in, and completion of, 
        postsecondary education or advanced training, or placement and 
        retention in military service, or employment.
  ``(b) Program Improvement and Sanctions.--
          ``(1) State program improvement plan.--If a State fails to 
        meet its State benchmarks as described in the report submitted 
        under subsection (c), the State shall develop and implement a 
        program improvement plan in consultation with appropriate 
        agencies, individuals, and organizations for the first program 
        year succeeding the program year in which the State failed to 
        meet its benchmarks in order to avoid a sanction as provided 
        under paragraph (3).
          ``(2) Local improvement plan.--If an eligible recipient fails 
        to meet its State benchmarks, the eligible recipient shall 
        develop a program improvement plan with appropriate agencies, 
        individuals, and organizations for the succeeding program year.
          ``(3) Sanctions.--
                  ``(A) In general.--If a State fails to meet the State 
                benchmarks required under subsection (a), and has not 
                implemented an improvement plan as described in 
                paragraph (1), has not demonstrated improvement in 
                meeting its benchmarks, or has failed to meet its 
                benchmarks for 2 or more consecutive years, the 
                Secretary may, after notice and opportunity for a 
                hearing, or withhold from the State all, or a portion 
                of, the State's allotment under this Act. The Secretary 
                may waive the sanction due to exceptional or 
                uncontrollable circumstances such as a natural disaster 
                or a precipitous and unforeseen decline in the 
                financial resources of the State.
                  ``(B) Funds resulting from reduced allotments.--The 
                amount of funds retained by the Secretary as a result 
                of a reduction in an allotment made under subparagraph 
                (A) shall be redistributed to other States in 
                accordance with section 101.
  ``(c) Report.--
          ``(1) In general.--
                  ``(A) Information.--Each State that receives an 
                allotment under section 102 shall annually prepare and 
                submit to the Secretary a report on how the State is 
                performing on State benchmarks that relate to 
                vocational-technical education programs. In preparing 
                the report, the State may include information on such 
                additional vocational-technical education benchmarks as 
                the State may establish.
                  ``(B) Special populations.--The report submitted by 
                the State in accordance with subparagraph (A) shall 
                include a description of how special populations, 
                displaced homemakers, single parents, and single 
                pregnant women participating in vocational-technical 
                education programs have met the vocational-technical 
                education benchmarks established by the State.
          ``(2) Information dissemination.--The Secretary shall make 
        the information contained in such reports available to the 
        general public through publication and other appropriate 
        methods which may include electronic communication.
          ``(3) Benchmark performance.--Each local recipient shall make 
        available to the general public information regarding how the 
        local recipient is performing in regard to the State 
        benchmarks.''.

 SEC. 116. PROGRAM EVALUATION.

  Sections 115, 116, 117, and 118 of the Act are repealed.

    TITLE II--BASIC STATE GRANTS FOR VOCATIONAL-TECHNICAL EDUCATION

 SEC. 201. STATE PROGRAMS.

  (a) Heading.--The heading for title II is amended to read as follows:

  ``TITLE II--BASIC STATE GRANTS FOR VOCATIONAL-TECHNICAL EDUCATION''.

  (b) Programs.--Section 201 of the Act is amended--
          (1) in subsection (a), by striking ``102(a)(3)'' and 
        inserting ``102(a)(2)'';
          (2) by amending subsection (b) to read as follows:
  ``(b) Required Uses of Funds.--The programs described in subsection 
(a) shall include--
          ``(1) an assessment of the vocational-technical education 
        programs carried out with funds under this Act that includes an 
        assessment of how the needs of special populations are being 
        met and how such programs will ensure that the benchmarks 
        established under section 114 are being met;
          ``(2) developing, improving, or expanding the use of 
        technology in vocational-technical education which may include:
                  ``(A) training of vocational-technical education 
                personnel to use state-of-the-art technology, which may 
                include distance learning,
                  ``(B) providing vocational-technical education 
                students with the academic and technical skills that 
                lead to entry into the high technology and 
                telecommunications field; or
                  ``(C) encouraging schools to work with high tech 
                industries to offer voluntary internships and mentoring 
                programs;
          ``(3) professional development programs, including--
                  ``(A) inservice and preservice training in state-of-
                the-art vocational-technical education programs and 
                techniques; and
                  ``(B) support of education programs for teachers of 
                vocational-technical education in public schools and 
                other public school personnel who are involved in the 
                direct delivery of educational services to vocational 
                education students to ensure that such teachers stay 
                current with the needs, expectations, and methods of 
                industry; and
          ``(4) support for vocational-technical education programs 
        that improve the academic and technical skills of students 
        participating in vocational-technical education programs by 
        strengthening the academic component of such vocational-
        technical education programs through the integration of 
        academics with vocational-technical education to ensure 
        learning in the core academic subjects.'';
          (3) by amending subsection (c) to read as follows:
  ``(c) Permissible Uses of Funds.--The programs under subsection (a) 
may include--
          ``(1) technical support for eligible recipients;
          ``(2) support for tech-prep programs;
          ``(3) support for programs for single parents, displaced 
        homemakers, single pregnant women, and individuals in 
        nontraditional occupations that lead to high skill, high wage 
        careers;
          ``(4) support for cooperative education;
          ``(5) support for vocational student organizations;
          ``(6) support for public charter schools operating secondary 
        vocational-technical education programs;
          ``(7) support for vocational-technical education programs 
        that offer experience in, and understanding of, all aspects of 
        the industry for which students are preparing to enter;
          ``(8) support for family and consumer sciences programs; and
          ``(9) support for corrections vocational-technical 
        education.''; and
          (4) by adding after subsection (c) the following new 
        subsection:
  ``(d) Restriction on Uses of Funds.--A State that receives funds 
under section 102(a)(2) may not use any of such funds to pay 
administrative costs.''.

 SEC. 202. SECONDARY, POSTSECONDARY, AND ADULT VOCATION-TECHNICAL 
                    EDUCATION PROGRAMS.

  Part B of title II of the Act is amended to read as follows:

  ``PART B--SECONDARY, POSTSECONDARY, AND ADULT VOCATIONAL-TECHNICAL 
                           EDUCATION PROGRAMS

                  ``Subpart 1--Within-State Allocation

``SEC. 221. DISTRIBUTION OF FUNDS TO SECONDARY SCHOOL PROGRAMS.

  ``(a) General Rule.--Except as otherwise provided in this section and 
section 223, each State shall distribute the funds received under this 
Act and available in fiscal year 1998 for secondary school vocational-
technical education to local educational agencies within the State as 
follows:
          ``(1) From 70 percent of such funds, each local educational 
        agency shall be allocated an amount that bears the same 
        relationship to such 70 percent as the amount such local 
        educational agency was allocated under section 1124 or such 
        section's predecessor authority of the Elementary and Secondary 
        Education Act of 1965 in the preceding fiscal year bears to the 
        total amount received under such section by local educational 
        agencies in the State in such year.
          ``(2) From 20 percent of such funds, each local educational 
        agency shall be allocated an amount that bears the same 
        relationship to such 20 percent as the number of students with 
        disabilities who have individualized education programs under 
        section 614(d) of the Individuals with Disabilities Education 
        Act who are served by such local educational agency in the 
        preceding fiscal year bears to the total number of such 
        students served by local educational agencies in the State in 
        such year.
          ``(3) From 10 percent of such funds, each local educational 
        agency shall be allocated an amount that bears the same 
        relationship to such 10 percent as the number of students 
        enrolled in schools and adults enrolled in training programs 
        under the jurisdiction of such local educational agency in the 
        preceding fiscal year bears to the number of students enrolled 
        in schools and adults enrolled in training programsunder the 
jurisdiction of all local educational agencies in the State in such 
year.
  ``(b) Allocation for Subsequent Fiscal Years.--In fiscal year 1999, 
and the succeeding 3 fiscal years, each State shall distribute the 
funds available in any such fiscal year for secondary school 
vocational-technical education programs to local educational agencies 
within the State as follows:
          ``(1) Population.--50 percent shall be allocated to such 
        agencies in proportion to the number of individuals aged 15 to 
        19, inclusive, who reside in the school district served by such 
        agency for the preceding fiscal year compared to the total 
        number of such individuals who reside in the school districts 
        served by all local educational agencies in the State for such 
        preceding year.
          ``(2) Income.--50 percent shall be allocated to such agencies 
        in proportion to the number of individuals aged 15 through 19, 
        inclusive, who reside in the school district served by such 
        agency from families with incomes below the poverty line (as 
        defined by the Office of Management and Budget and revised 
        annually in accordance with section 673(2) of the Community 
        Services Block Grant Act (42 U.S.C. 9902(2))) applicable to a 
        family of the size involved for the fiscal year for which the 
        determination is made compared to the number of such 
        individuals in all the local educational agencies in the State.
  ``(c) Waiver for More Equitable Distribution.--The Secretary may 
waive the application of subsection (b) in the case of any State that 
submits to the Secretary an application for such a waiver that--
          ``(1) demonstrates that the formula described in subsection 
        (b) does not result in a distribution of funds to local 
        educational agencies within the State that have the greatest 
        economic need and that an alternative formula would result in 
        such a distribution; and
          ``(2) includes a proposal for such an alternative formula.
  ``(d) Minimum Grant Amount.--
          ``(1) In general.--Except as provided in paragraph (2), no 
        local educational agency shall be eligible for a grant under 
        this part unless the amount allocated to such agency under 
        subsections (a) and (b) is not less than $7,500. A local 
        educational agency may enter into a consortium with other local 
        educational agencies for purposes of meeting the minimum 
        allocation requirement of this paragraph.
          ``(2) Waiver.--The State shall waive the application of 
        paragraph (1) in any case in which the local educational 
        agency--
                  ``(A)(i) is located in a rural, sparsely populated 
                area, or
                  ``(ii) is a public charter school operating secondary 
                vocational-technical education programs; and
                  ``(B) demonstrates that the agency is unable to enter 
                into a consortium for purposes of providing services 
                under this part.
          ``(3) Redistribution.--Any amounts that are not allocated by 
        reason of paragraph (1) or paragraph (2) shall be redistributed 
        to local educational agencies that meet the requirements of 
        paragraph (1) or (2) in accordance with the provisions of this 
        section.
  ``(e) Limited Jurisdiction Agencies.--
          ``(1) In general.--In applying the provisions of subsections 
        (a), (b), (c), and (d), no State receiving assistance under 
        this Act shall allocate funds to a local educational agency 
        that serves only elementary schools, but shall distribute such 
        funds to the local educational agency or regional educational 
        agency that provides secondary school services to secondary 
        school students in the same attendance area.
          ``(2) Secondary school jurisdiction.--The amount to be 
        allocated under paragraph (1) to a local educational agency 
        that has jurisdiction only over secondary schools shall be 
        determined based on the number of students that were enrolled 
        in such secondary schools in the previous year from the 
        elementary schools involved.
  ``(f) Allocations to Area Vocational-Technical Education Schools and 
Educational Service Agencies.--
          ``(1) In general.--Each State shall distribute funds 
        available for secondary school vocational-technical education 
        programs to the appropriate area vocational-technical education 
        school or educational service agency in any case in which the 
        area vocational-technical education school or educational 
        service agency and the local educational agency concerned--
                  ``(A) have formed or will form a consortium for the 
                purpose of receiving funds under this section; or
                  ``(B) have entered into or will enter into a 
                cooperative arrangement for such purpose.
          ``(2) Allocation basis.--If an area vocational-technical 
        education school or educational service agency meets the 
        requirements of paragraph (1), then the amount that would 
        otherwise be distributed to the local educational agency shall 
        be allocated to the area vocational-technical education school, 
        the educational service agency, and the local educational 
        agency based on each school's or entity's relative share of 
        students who are attending vocational-technical education 
        programs (based, if practicable, on the average enrollment for 
        the prior 3 years).
          ``(3) Appeals procedure.--The State board shall establish an 
        appeals procedure for resolution of any dispute arising between 
        a local educational agency and an area vocational-technical 
        education school or an educational service agency with respect 
        to the allocation procedures described in this section, 
        including the decision of a local educational agency to leave a 
        consortium or terminate a cooperative arrangement.
  ``(g) Consortium Requirements.--
          ``(1) Alliance.--Any local educational agency receiving an 
        allocation that is not sufficient to conduct a program which 
        meets the requirements of section 225 is encouraged to--
                  ``(A) form a consortium or enter into a cooperative 
                agreement with an area vocational-technical education 
                school or educational service agency offering programs 
                that meet the requirements of section 225;
                  ``(B) transfer such allocation to the area 
                vocational-technical education school or educational 
                service agency; and
                  ``(C) be of sufficient size, scope, and quality as to 
                be effective.
          ``(2) Funds to consortium.--Funds allocated to a consortium 
        formed to meet the requirements of this paragraph shall be used 
        only for purposes and programs that are mutually beneficial to 
        all members of the consortium and can be used only for programs 
        authorized under this Act. Such funds may not be reallocated to 
        individual members of the consortium for purposes or programs 
        benefiting only one member of the consortium.
  ``(h) Data.--The Secretary shall collect information from States 
regarding the specific dollar allocations made available by the State 
for vocational-technical education programs under subsections (a), (b), 
(c), and (d) and how these allocations are distributed to local 
educational agencies, area vocational-technical education schools, 
educational services agencies, and eligible institutions within the 
State in accordance with this section.

``SEC. 222. DISTRIBUTION OF FUNDS FOR POSTSECONDARY AND ADULT 
                    VOCATIONAL-TECHNICAL EDUCATION PROGRAMS.

  ``(a) Allocation.--
          ``(1) In general.--Except as provided in subsections (b) and 
        (c) and section 223, each State shall distribute funds 
        available in any fiscal year for postsecondary and adult 
        vocational-technical education programs to eligible 
        institutions or consortia of eligible institutions within the 
        State.
          ``(2) Formula.--Each eligible institution or consortium of 
        eligible institutions shall receive an amount that bears the 
        same relationship to the amount of funds available under such 
        section as the number of individuals who are Pell Grant 
        recipients or recipients of assistance from the Bureau of 
        Indian Affairs and are enrolled in programs meeting the 
        requirements of section 225 offered by such institution or 
        consortium in the preceding fiscal year bears to the number of 
        such recipients enrolled in such programs within the State for 
        such year.
          ``(3) Consortium requirements.--
                  ``(A) In general.--In order for a consortium of 
                eligible institutions described in paragraph (2) to 
                receive assistance pursuant to such paragraph, such 
                consortium shall operate joint projects that--
                          ``(i) provide services to all postsecondary 
                        institutions participating in the consortium; 
                        and
                          ``(ii) are of sufficient size, scope, and 
                        quality as to be effective.
                  ``(B) Funds to consortium.--Funds allocated to a 
                consortium formed to meet the requirements of this 
                section shall be used only for purposes and programs 
                that are mutually beneficial to all members of the 
                consortium and can be used only for programs authorized 
                under this Act. Such funds may not be reallocated to 
                individual members of the consortium for purposes or 
                programs benefiting only one member of the consortium.
  ``(b) Waiver for More Equitable Distribution.--The Secretary may 
waive the application of subsection (a) in the case of any State that 
submits to the Secretary of Education an application for such a waiver 
that--
          ``(1) demonstrates that the formula described in subsection 
        (a) does not result in a distribution of funds to the 
        institutions or consortia within the State that have the 
        highest numbers of economically disadvantaged individuals and 
        that an alternative formula would result in such a 
        distribution; and
          ``(2) includes a proposal for such an alternative formula.
  ``(c) Minimum Grant Amount.--
          ``(1) In general.--No funds provided to any institution or 
        consortium under this section shall be for an amount that is 
        less than $20,000.
          ``(2) Redistribution.--Any amounts that are not distributed 
        by reason of paragraph (1) shall be redistributed to eligible 
        institutions or consortia of eligible institutions in 
        accordance with the provisions of this section.
  ``(d) Definitions.--For the purposes of this section--
          ``(1) the term `eligible institution' means an institution of 
        higher education as such term is defined in section 1201(a) of 
        the Higher Education Act of 1965, a local educational agency 
        serving adults, or an area vocational education school serving 
        adults that offers or will offer a program that meets the 
        requirements of section 225 and seeks to receive assistance 
        under this part; and
          ``(2) the term `Pell Grant' means a recipient of financial 
        aid under subpart 1 of part A of title IV of the Higher 
        Education Act of 1965.

``SEC. 223. SPECIAL RULES FOR VOCATIONAL-TECHNICAL EDUCATION.

  ``(a) Special Rule for Minimal Allocation.--
          ``(1) General authority.--Notwithstanding the provisions of 
        sections 221 and 222 and in order to make a more equitable 
        distribution of funds for programs serving the areas of 
        greatest economic need, for any program year for which a 
        minimal amount is made available by a State for distribution 
        under section 221 or 222, such State may distribute such 
        minimal amount for such year--
                  ``(A) on a competitive basis; or
                  ``(B) through any alternative method determined by 
                the State.
          ``(2) Minimal amount.--For purposes of this section, the term 
        `minimal amount' means not more than 15 percent of the total 
        amount made available for distribution under this part.
  ``(b) Redistribution.--
          ``(1) In general.--In any academic year that a local 
        educational agency or eligible institution does not expend all 
        of the amounts it is allocated for such year under section 221 
        or 222, such recipient shall return any unexpended amounts to 
        the State to be reallocated under section 221 or 222, as 
        appropriate.
          ``(2) Redistribution of amounts returned late in an academic 
        year.--In any academic year in which amounts are returned to 
        the State under section 221 or 222 and the State is unable to 
        reallocate such amounts according to such sections in time for 
        such amounts to be expended in such academic year, the State 
        shall retain such amounts for distribution in combination with 
        amounts provided under this title for the following academic 
        year.
  ``(c) Construction.--Nothing in section 221 or 222 shall be 
construed--
          ``(1) to prohibit a local educational agency (or a consortium 
        thereof) that receives assistance under section 221, from 
        working with an eligible recipient (or consortium thereof) that 
        receives assistance under section 222, to carry out secondary 
        school vocational-technical education programs in accordance 
        with this title;
          ``(2) to prohibit an eligible recipient (or consortium 
        thereof) that receives assistance under section 222, from 
        working with a local educational agency (or consortium thereof) 
        that receives assistance under section 221, to carry out 
        postsecondary and adult vocational-technical education programs 
        in accordance with this title; or
          ``(3) to require a charter school that is a local educational 
        agency to jointly establish its eligibility unless the charter 
        school is explicitly permitted to do so under the State's 
        charter school statute.
  ``(d) Consistent Application.--For purposes of this section, the 
State board shall provide funds to charter schools that offer 
vocational-technical education programs that are public schools of the 
local educational agency in the same manner as it provides those funds 
to other schools of the local educational agency. Such program within a 
charter school shall be of sufficient size, scope, and quality as to be 
effective.

``SEC. 224. LOCAL APPLICATION FOR VOCATIONAL-TECHNICAL EDUCATION 
                    PROGRAMS.

  ``(a) Application Required.--Any eligible recipient desiring 
financial assistance under this part shall, in accordance with 
requirements established by the State board, submit an application to 
the State board. Such application shall cover the same period of time 
as the period of time applicable to the State application submitted 
under section 112.
  ``(b) Contents.--The State board shall determine requirements for 
local applications, except that each application shall--
          ``(1) describe how the vocational-technical education 
        programs required under section 225(b) will be carried out with 
        funds received under this part;
          ``(2) describe how students participating in vocational-
        technical education programs carried out with funds under this 
        Act will reach the State benchmarks as established under 
        section 114;
          ``(3) describe how the eligible recipient will--
                  ``(A) improve the academic and technical skills of 
                students participating in vocational-technical 
                education programs by strengthening the academic 
                component of such programs through the integration of 
                academics with vocational-technical education programs 
                through a coherent sequence of courses to ensure 
                learning in the core academic subjects; and
                  ``(B) ensure that students who participate in such 
                vocational-technical education programs are taught to 
                the same challenging academic proficiencies as are 
                provided for all other students;
          ``(4) describe how parents, students, teachers, business and 
        representatives of employees are involved in the development 
        and implementation of vocational-technical education programs 
        assisted under this Act; and
          ``(5) provide assurances that the eligible recipient will 
        provide a vocational-technical education program that is of 
        such size, scope, and quality as to bring about improvement in 
        the quality of vocational-technical education programs.

``SEC. 225. LOCAL USES OF FUNDS.

  ``(a) General Authority.--Each eligible recipient that receives a 
grant under this part shall use such funds to improve vocational-
technical education programs.
  ``(b) Requirements for Uses of Funds.--Funds made available under 
this part shall be used to provide vocational-technical education 
programs that--
          ``(1) strengthen the academic and technical skills of 
        students participating in vocational-technical education 
        programs by strengthening the academic component of such 
        programs through the integration of academics with vocational-
        technical education programs through a coherent sequence of 
        courses to ensure learning in the core academic subjects;
          ``(2) develop, improve, or expand the use of technology in 
        vocational-technical education which may include:
                  ``(A) training of vocational-technical education 
                personnel to use State-of-the art technology, which may 
                include distance learning;
                  ``(B) providing vocational-technical education 
                students with the academic and technical skills that 
                lead to entry into the high technology and 
                telecommunications field; or
                  ``(C) encouraging schools to work with high tech 
                industries to offer voluntary internships and mentoring 
                programs;
          ``(3) provide professional development programs, including--
                  ``(A) inservice training in state-of-the-art 
                vocational-technical education programs and techniques; 
                and
                  ``(B) support of education programs for teachers of 
                vocational-technical education in public schools and 
                other public school personnel who are involved in the 
                direct delivery of educational services to vocational 
                education students, to ensure that such teachers stay 
                current with the needs, expectations, and methods of 
                industry;
          ``(4) support vocational-technical education programs that 
        improve the academic and technical skills of students 
        participating in vocational-technical education programs by 
        strengthening the academic component of such vocational-
        technical education programs through the integration of 
        academics with vocational-technical education to ensure 
        learning in the core academic subjects; and
          ``(5) provide an assessment of the vocational-technical 
        education programs carried out with funds under this Act, 
        including an assessment of how the needs of special populations 
        are being met, and how such programs will ensure that the 
        benchmarks established under section 114 are being met.
  ``(c) Permissible Activities.--The vocational-technical education 
programs described in subsection (b) may be used for--
          ``(1) establishing agreements between secondary and 
        postsecondary vocational-technical education programs in order 
        to provide postsecondary education and training opportunities 
        for students participating in such vocational-technical 
        programs, such as tech-prep programs;
          ``(2) involving parents, business, and representatives of 
        employees in the design and implementation of vocational-
        technical education programs authorized under this Act;
          ``(3) providing career guidance and counseling;
          ``(4) providing work related experience, such as internships, 
        cooperative education, school-based enterprises, 
        entrepreneurship, and job shadowing that are related to 
        vocational-technical education programs;
          ``(5) programs for single parents, displaced homemakers, and 
        single pregnant women;
          ``(6) local education and business partnerships;
          ``(7) vocational student organizations;
          ``(8) mentoring and support services;
          ``(9) leasing, purchasing, or upgrading of equipment; and
          ``(10) establishing effective programs and procedures to 
        enable vocational-technical education program participants and 
        their parents to participate directly in decisions that 
        influence the programs, including providing information and 
        assistance for informed effective participation.
  ``(d) Administrative Costs.--Each eligible recipient receiving funds 
under this part shall not use more than 2 percent of the funds for 
administrative costs associated with the administration of the 
grant.''.

 SEC. 203. REPEAL OF PART C.

  Part C of title II is repealed.

                  TITLE III--RESEARCH AND DEVELOPMENT

 SEC. 301. EVALUATION; RESEARCH, DEMONSTRATIONS AND DISSEMINATION.

  (a) Heading.--The heading for title III is amended to read as 
follows:

                ``TITLE III--RESEARCH AND DEVELOPMENT''.

  (b) Part A.--Part A of title III is amended to read as follows:

                   ``PART A--RESEARCH AND DEVELOPMENT

``SEC. 301. EVALUATION; RESEARCH; DEMONSTRATIONS; AND DISSEMINATION.

  ``(a) Single Plan.--
          ``(1) In general.--The Secretary shall develop a single plan 
        for evaluation and assessment, research, demonstrations, and 
        dissemination with regard to the vocational-technical education 
        programs assisted under this Act.
          ``(2) Plan.--Such plan shall--
                  ``(A) identify the vocational-technical education 
                programs the Secretary will carry out under this 
                section;
                  ``(B) describe how the Secretary will evaluate such 
                vocational-technical education programs in accordance 
                with subsection (b); and
                  ``(C) include such other information as the Secretary 
                determines to be appropriate.
  ``(b) Evaluation and Assessment.--
          ``(1) In general.--From amounts made available under 
        subsection (g), the Secretary shall provide for the conduct of 
        an independent evaluation and assessment of vocational-
        technical education programs under this Act through studies and 
        analyses conducted independently through grants and contracts 
        awarded on a competitive basis.
          ``(2) Contents.--Such evaluation and assessment of 
        vocational-technical education programs shall include 
        descriptions of--
                  ``(A) the extent to which State, local, and tribal 
                entities have developed, implemented, or improved State 
                and local vocational-technical education programs;
                  ``(B) the degree to which the expenditures at the 
                Federal, State, local, and tribal levels address 
                improvement in vocational-technical education programs;
                  ``(C) the extent to which vocational-technical 
                education programs succeed in preparing individuals 
                participating in such programs for entry into 
                postsecondary education, further learning, or high 
                skill, high wage careers; and
                  ``(D) the effect of State benchmarks, performance 
                measures, and other measures of accountability on the 
                delivery of vocational-technical education programs.
  ``(c) Information Collection and Report.--
          ``(1) In general.--The Secretary may collect and disseminate 
        information from States regarding State efforts to meet State 
        benchmarks described in section 114.
          ``(2) Report.--The Secretary shall gather any information 
        collected pursuant to paragraph (1) and submit a report to the 
        Committee on Education and the Workforce of the House of 
        Representatives and the Committee on Labor and Human Resources 
        of the Senate.
  ``(d) Research.--
          ``(1) In general.--The Secretary shall award grants, on a 
        competitive basis, to an institution of higher education, a 
        public or private organization or agency, or a consortium of 
        such institutions, organizations, or agencies to establish a 
        national research center or centers--
                  ``(A) to carry out research for the purpose of 
                developing, improving, and identifying the most 
                successful methods for successfully addressing the 
                education, employment, and training needs of 
                participants in vocational-technical education 
                programs;
                  ``(B) to carry out research to increase the 
                effectiveness and improve the implementation of 
                vocational-technical education programs, including 
                conducting research and development and studies 
                providing longitudinal information or formative 
                evaluation with respect to vocational-technical 
                education programs;
                  ``(C) to carry out such other programs as the 
                Secretary determines to be appropriate to achieve the 
                purposes of this Act.
          ``(2) Summary.--The Secretary shall provide an annual report 
        summarizing the evaluations and assessments described in 
        subsection (b), and the research conducted pursuant to this 
        subsection, and the findings of such evaluations and 
        assessments, and research, to the Committee on Education and 
        the Workforce of the House of Representatives and the Committee 
        on Labor and Human Resources of the Senate.
  ``(e) Demonstrations and Dissemination.--
          ``(1) Demonstration Program.--The Secretary is authorized to 
        carry out demonstration vocational-technical education 
        programs, to replicate model vocational-technical education 
        programs, to disseminate best practices information, and to 
        provide technical assistance upon request of a State, for the 
        purposes of developing, improving, and identifying the most 
        successful methods and techniques for providing vocational-
        technical education programs assisted under this Act.
          ``(2) Demonstration partnership.--
                  ``(A) In general.--The Secretary shall carry out a 
                demonstration partnership project involving a 4-year, 
                accredited postsecondary institution, in cooperation 
                with local public education organizations, volunteer 
                groups, and private sector business participants to 
                provide program support, and facilities for education, 
                training, tutoring, counseling, employment preparation, 
                specific skills training in emerging and established 
                professions, retraining of military medical personnel, 
                retraining of individuals displaced by corporate or 
                military restructuring, migrant workers, and other 
                individuals who otherwise would not have access to such 
                services, through multi-site, multi-State distance 
                learning technologies.
                  ``(B) Program.--Such program may be carried out 
                directly or through grants, contracts, cooperative 
                agreements, or through the national center or centers.
  ``(f) Definition.--As used in this section, the term `institution of 
higher education' has the meaning given the term in section 1201(a) of 
the Higher Education Act of 1965 (20 U.S.C. 1141(a)).
  ``(g) Authorization of Appropriations.--There are authorized to be 
appropriated such sums as may be necessary for fiscal year 1998 and 
such sums as may be necessary for each of the 4 succeeding fiscal years 
to carry out this part.''.

 SEC. 302. TECH-PREP EDUCATION.

  Part B of title III is amended to read as follows:

                     ``PART C--TECH-PREP EDUCATION

``SEC. 321. TECH-PREP EDUCATION.

  ``(a) Program Authorized.--The State board, in accordance with the 
provisions of this part, shall award grants to consortia on a 
competitive basis or on the basis of a formula determined by the State 
board, for tech-prep education programs.
  ``(b) General Authority.--Each grant recipient shall use amounts 
provided under the grant to develop and operate a 4-year tech-prep 
education program.
  ``(c) Contents of Program.--Any such program shall--
          ``(1) be carried out under an articulation agreement between 
        the participants in the consortium;
          ``(2) consist of the 2 or 4 years of secondary school 
        preceding graduation and 2 years of higher education, or an 
        apprenticeship program of at least 2 years following secondary 
        instruction, with a common core of required proficiency in 
        mathematics, science, communications, and technologies designed 
        to lead to an associate degree or postsecondary certificate in 
        a specific career field;
          ``(3) include the development of tech-prep education program 
        components appropriate to the needs of the consortium 
        participants;
          ``(4) include in-service training for teachers that--
                  ``(A) is designed to train vocational-technical 
                teachers to effectively implement tech-prep education 
                programs;
                  ``(B) provides for joint training for teachers in the 
                tech-prep consortium; and
                  ``(C) may provide such training in weekend, evening, 
                and summer sessions, institutes, or workshops;
          ``(5) include training programs for counselors designed to 
        enable counselors to more effectively--
                  ``(A) provide information to students regarding tech-
                prep education programs;
                  ``(B) support student progress in completing such 
                programs; and
                  ``(C) provide information on related employment 
                opportunities;
          ``(6) provide equal access to the full range of technical 
        preparation programs to individuals who are members of special 
        populations, including the development of tech-prep education 
        program services appropriate to the needs of such individuals; 
        and
          ``(7) provide for preparatory services that assist 
        participants in such programs.
  ``(d) Additional Authorized Activities.--Each such program may--
          ``(1) provide for the acquisition of tech-prep education 
        program equipment; and
          ``(2) acquire technical assistance from State or local 
        entities that have successfully designed, established and 
        operated tech-prep programs.

``SEC. 322. APPLICATIONS.

  ``(a) In General.--Each consortium that desires to receive a grant 
under this part shall submit an application to the State board, as 
appropriate, at such time and in such manner as the State board shall 
prescribe.
  ``(b) Plan.--Each application submitted under this section shall 
contain a 5-year plan for the development and implementation of 
programs under this part.
  ``(c) Approval.--The State board shall approve applications based on 
their potential to create an effective tech-prep education program as 
provided for in this section.
  ``(d) Special Consideration.--The State board, as appropriate, shall 
give special consideration to applications which--
          ``(1) provide for effective employment placement activities 
        or transfer of students to 4-year baccalaureate degree 
        programs;
          ``(2) are developed in consultation with business, industry, 
        institutions of higher education, and representatives of 
        employees;
          ``(3) address effectively the issues of dropout prevention 
        and reentry and the needs of special populations.

``SEC. 323. REPORT.

  ``Each State that receives a grant under this part shall annually 
prepare and submit to the Secretary a report on the effectiveness of 
their Tech-Prep programs, including how competitive grants were awarded 
within the State.

``SEC. 324. ALLOTMENT.

  ``The Secretary shall allot funds under this part in each fiscal year 
in the same manner as funds are allotted under section 101(a)(2).

``SEC. 325. AUTHORIZATION.

  ``(a) In General.--From amounts made available under section 3(a), 10 
percent shall be used to carry out this part for fiscal year 1998 and 
for each of the 4 succeeding fiscal years.
  ``(b) Minimum Amount.--No State shall receive a grant of less than 
$200,000 under this part in any fiscal year.''.

 SEC. 303. VOCATIONAL-TECHNICAL EDUCATION AND OCCUPATIONAL INFORMATION 
                    DATA SYSTEMS.

  Part C of title IV is amended--
          (1) by striking the part heading and inserting the following:

        ``PART B--VOCATIONAL-TECHNICAL EDUCATION INFORMATION'';

          (2) by redesignating sections 421 through 424 as sections 311 
        through 314, respectively.
          (3) by amending subsection (e) of section 312, as 
        redesignated under paragraph (2), to read as follows:
  ``(e) There are authorized to be appropriated for each of fiscal 
years 1998 through 2002 such sums as may be necessary to carry out this 
part.'';
          (4) in section 313(a)(1), as redesignated in paragraph (2), 
        by striking ``421'' and inserting ``311''; and
          (5) by adding at the end of such part the following new 
        section:

``SEC. 315. AUTHORIZATION OF APPROPRIATIONS.

  ``There are authorized to be appropriated for this part such sums as 
may be necessary for fiscal year 1998 and such sums as may be necessary 
for each of the 4 succeeding fiscal years.''.

 SEC. 304. REPEALS.

  (a) Title III.--Part C of title III of the Act, as the Act was in 
effect on the day before the date of the enactment of this Act, is 
repealed.
  (b) Title IV.--The heading for title IV and parts A, B, E, and F of 
such title of the Act are repealed.

                      TITLE IV--GENERAL PROVISIONS

 SEC. 401. GENERAL PROVISIONS.

  Title V of the Act is amended to read as follows:

                     ``TITLE IV--GENERAL PROVISIONS

              ``PART A--FEDERAL ADMINISTRATIVE PROVISIONS

``SEC. 401. PAYMENTS.

  ``The Secretary shall pay from its allotment under section 101 to 
each State for any fiscal year for which the State has a State 
application submitted in accordance with section 113 (including any 
amendment to such application) the Federal share of the costs of 
carrying out the State application.

``SEC. 402. FISCAL REQUIREMENTS.

  ``(a) Supplement Not Supplant.--Funds received under this Act shall 
be used to supplement, not supplant, the amount of funds that would, in 
the absence of such Federal funds, be made available from non-Federal 
sources for vocational-technical education programs.
  ``(b) Maintenance of Effort.--
          ``(1) Determination.--
                  ``(A) In general.--Except as provided in 
                subparagraphs (B) and (C), no payments shall be made 
                under this title for any program year to a State for 
                vocational-technical education programs unless the 
                Secretary of Education determines that the fiscal 
                effort per student or the aggregate expenditures of 
                such State for vocational-technical programs for the 
                fiscal year preceding the fiscal year for which the 
                determination is made, equaled or exceeded such effort 
                or expenditures for vocational-technical education 
                programs, for the second program year preceding the 
                fiscal year for which the determination is made.
                  ``(B) Computation.--In computing the fiscal effort or 
                aggregate expenditures pursuant to subparagraph (A), 
                the Secretary of Education shall exclude capital 
                expenditures, special one-time project costs, similar 
                windfalls, and the cost of pilot programs.
                  ``(C) Decrease in federal support.--If the amount 
                made available for vocational-technical education 
                programs under this Act for a fiscal year is less than 
                the amount made available for vocational-technical 
                education programs under this Act for the preceding 
                fiscal year, then the fiscal effort per student or the 
                aggregate expenditures of a State required by 
                subparagraph (B) for such preceding fiscal year shall 
                be decreased by the same percentage as the percentage 
                decrease in the amount so made available.
          ``(2) Waiver.--The Secretary may waive the requirements of 
        paragraph (1) (with respect to not more than 5 percent of 
        expenditures required for the preceding fiscal year by any 
        State) for 1 program year only, after making a determination 
        that such waiver would be equitable due to exceptional or 
        uncontrollable circumstances affecting the ability of the State 
        to meet such requirements, such as a natural disaster or an 
        unforeseen and precipitous decline in financial resources. No 
        level of funding permitted under such a waiver may be used as 
        the basis for computing the fiscal effort or aggregate 
        expenditures required under this paragraph for years subsequent 
        to the year covered by such waiver. The fiscal effort or 
        aggregate expenditures for the subsequent years shall be 
        computed on the basis of the level of funding that would, but 
        for such waiver, have been required.

``SEC. 403. AUTHORITY TO MAKE PAYMENTS.

  ``Any authority to make payments or to enter into contracts under 
this Act shall be available only to such extent or in such amounts as 
are provided in advance appropriation Acts.

``SEC. 404. NATIONAL AND STATE FUNDING.

  ``Nothing in this Act shall be construed to permit, allow, encourage, 
or authorize any Federal control over any aspect of any private, 
religious, or home school, whether or not a home school is treated as a 
private school or home school under State law. This section shall not 
be construed to bar private, religious, or home schools from 
participation in programs or services under the Act.

``SEC. 405. FREEDOM TO CHOOSE.

  ``None of the funds made available under this Act shall be used to--
          ``(1) require any individual to choose or pursue a specific 
        career path or major;
          ``(2) compel any individual to enter into a specific course 
        of study which requires as a condition or completion, 
        attainment of federally-funded or endorsed industry recognized 
        skills or standards; or
          ``(3) require any individuals to meet or obtain federally-
        funded or endorsed industry recognized skills, certificates, or 
        standards.

``SEC. 406. LIMITATION FOR CERTAIN STUDENTS.

  ``None of the funds received under this Act may be used to provide 
vocational-technical education programs to students prior to the 
seventh grade, except that equipment and facilities purchased with 
funds under this Act may be used by such students.

``SEC. 407. FEDERAL LAWS GUARANTEEING CIVIL RIGHTS.

  ``Nothing in this Act shall be construed to be inconsistent with 
applicable Federal laws guaranteeing civil rights.

``SEC. 408. AUTHORIZATION OF SECRETARY.

  ``For the purposes of increasing and expanding the use of technology 
in vocational-technical education instruction, including the training 
of vocational-technical education personnel as provided in title II, 
the Secretary is authorized to receive funds collected by the Federal 
Government from fees for the use of property, rights-of-way, and 
easements under the control of Federal departments and agencies for the 
placement of telecommunications services that are dependent, in whole 
or inpart, upon the utilization of general spectrum rights for the 
transmission or reception of such services.

               ``PART B--STATE ADMINISTRATIVE PROVISIONS

``SEC. 411. JOINT FUNDING.

  ``(a) General Authority.--Funds made available to States under this 
Act may be used to provide additional funds under an applicable program 
if--
          ``(1) such program otherwise meets the requirements of this 
        Act and the requirements of the applicable program;
          ``(2) such program serves the same individuals that are 
        served under this Act;
          ``(3) such program provides services in a coordinated manner 
        with services provided under this Act; and
          ``(4) such funds would be used to supplement, and not 
        supplant, funds provided from non-Federal sources.
  ``(b) Applicable Program.--For the purposes of this section, the term 
`applicable program' means any program under any of the following 
provisions of law:
          ``(1) Section 123, title II, and title III of the Job 
        Training Partnership Act.
          ``(2) The Wagner-Peyser Act.
  ``(c) Use of Funds as Matching Funds.--For the purposes of this 
section, the term `additional funds' does not include the use of funds 
as matching funds.

``SEC. 412. PROHIBITION ON USE OF FUNDS TO INDUCE OUT-OF-STATE 
                    RELOCATION OF BUSINESSES.

  ``No funds provided under this Act shall be used for the purpose of 
directly providing incentives or inducements to an employer to relocate 
a business enterprise from one State to another State if such 
relocation would result in a reduction in the number of jobs available 
in the State where the business enterprise is located before such 
incentives or inducements are offered.

``SEC. 413. STATE ADMINISTRATIVE COSTS.

  ``For each fiscal year for which a State receives assistance under 
this Act, the State shall provide from non-Federal sources for costs 
the State incurs for administration of programs under this Act an 
amount that is not less than the amount provided by the State from non-
Federal sources for such costs for the preceding fiscal year.

``SEC. 414. LIMITATION ON FEDERAL REGULATIONS.

  ``The Secretary may issue regulations under this Act only to the 
extent necessary to administer and ensure compliance with the specific 
requirements of this Act.

``SEC. 415. STUDENT ASSISTANCE AND OTHER FEDERAL PROGRAMS.

  ``(a) Attendance Costs Not Treated as Income or Resources.--The 
portion of any student financial assistance received under this Act 
that is made available for attendance costs described in subsection (b) 
shall not be considered as income or resources in determining 
eligibility for assistance under any other program funded in whole or 
in part with Federal funds.
  ``(b) Attendance Costs.--The attendance costs described in this 
subsection are--
          ``(1) tuition and fees normally assessed a student carrying 
        the same academic workload as determined by the institution, 
        and including costs for rental or purchase of any equipment, 
        materials, or supplies required of all students in the same 
        course of study; and
          ``(2) an allowance for books, supplies, transportation, 
        dependent care, and miscellaneous personal expenses for a 
        student attending the institution on at least a half-time 
        basis, as determined by the institution.
  ``(c) Costs of Vocational-Technical Education Services.--Funds made 
available under title II may be used to pay for the costs of 
vocational-technical education services required in an individualized 
education plan developed pursuant to section 614(d) of the Individuals 
with Disabilities Education Act and services necessary to meet the 
requirements of section 504 of the Rehabilitation Act of 1973 with 
respect to ensuring equal access to vocational-technical education.

                         ``PART C--DEFINITIONS

``SEC. 421. DEFINITIONS.

  ``Except as otherwise specified in this Act, as used in this Act:
          ``(1) Administration.--The term `administration' means 
        programs of a State necessary for the proper and efficient 
        performance of its duties under this Act, including 
        supervision, but does not include curriculum development 
        programs, personnel development, or research programs.
          ``(2) All aspects of the industry.--The term `all aspects of 
        the industry' means strong experience in, and comprehensive 
        understanding of, the industry that individuals are preparing 
        to enter.
          ``(3) Area vocational-technical education school.--The term 
        `area vocational-technical education school' means--
                  ``(A) a specialized secondary school used exclusively 
                or principally for the provision of vocational-
                technical education to individuals who are available 
                for study in preparation for entering the labor market;
                  ``(B) the department of a secondary school 
                exclusively or principally used for providing 
                vocational-technical education in not fewer than five 
                different occupational fields to individuals who are 
                available for study in preparation for entering the 
                labor market;
                  ``(C) a technical institute or vocational-technical 
                education school used exclusively or principally for 
                the provision of vocational-technical education to 
                individuals who have completed or left secondary school 
                and who are available for study in preparation for 
                entering the labor market, if the institute or school 
                admits as regular students both individuals who have 
                completed secondary school and individuals who have 
                left secondary school; or
                  ``(D) the department or division of a junior college, 
                or community college, that operates under the policies 
                of the State board and that provides vocational-
                technical education in not fewer than five different 
                occupational fields leading to immediate employment but 
                not necessarily leading to a baccalaureate degree, if 
                the department or division admits as regular students 
                both individuals who have completed secondary school 
                and individuals who have left secondary school.
          ``(4) Cooperative education.--The term `cooperative 
        education' means a method of instruction of education for 
        individuals who, through written cooperative arrangements 
        between a school and employers, receive instruction, including 
        required academic courses and related instruction, by 
        alternation of study in school with a job in any occupational 
        field, which alternation shall be planned and supervised by the 
        school and employer so that each contributes to the education 
        and employability of the individual, and may include an 
        arrangement in which work periods and school attendance may be 
        on alternate half days, full days, weeks, or other periods of 
        time in fulfilling the cooperative program.
          ``(5) Displaced homemaker.--The term `displaced homemaker' 
        means an individual who--
                  ``(A) has worked primarily without remuneration to 
                care for a home and family, and for that reason has 
                diminished marketable skills; or
                  ``(B) is a parent whose youngest dependent child will 
                become ineligible to receive assistance under title I 
                of the Personal Responsibility and Work Opportunity 
                Reconciliation Act of 1996 not later than 2 years after 
                the date of which the parent applies for assistance 
                under this title.
          ``(6) Educational service agency.--The term `educational 
        service agency' means a regional public multiservice agency 
        authorized by State statute to develop and manage a service or 
        program and provide the service or program to a local 
        educational agency.
          ``(7) Eligible recipient.--The term `eligible recipient' 
        means a local educational agency, an area vocational-technical 
        education school, an educational service agency, an institution 
        of higher education (as such term is defined in section 1201(a) 
        of the Higher Education Act of 1965 (20 U.S.C. 1141(a))), and a 
        consortium of such entities.
          ``(8) Local educational agency.--The term `local educational 
        agency' has the meaning given such term in section 14101 of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        8801).
          ``(9) Outlying area.--The term `outlying area' means the 
        United States Virgin Islands, Guam, American Samoa, the 
        Commonwealth of the Northern Mariana Islands, the Republic of 
        the Marshall Islands, the Federated States of Micronesia, and 
        the Republic of Palau.
          ``(10) Representatives of employees.--The term 
        `representatives of employees' means--
                  ``(A) individuals who have been elected by 
                organizations, associations, or a network of similar 
                institutions to represent the economic interests of 
                employees at a significant segment of workplaces; or
                  ``(B) individuals from organizations, associations, 
                or a network of similar institutions, with expertise to 
                represent, or experience representing, the interests of 
                employees with respect to vocational-technical 
                education.
          ``(11) Secondary school.--The term `secondary school' has the 
        meaning given the term in section 14101 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 8801).
          ``(12) Special populations.--The term `special populations' 
        means individuals with disabilities, economically disadvantaged 
        individuals, individuals of limited English proficiency, and 
        individuals participating in nontraditional training and 
        employment.
          ``(13) Secretary.--The term `Secretary' means the Secretary 
        of Education.
          ``(14) State.--The term `State' means each of the several 
        States of the United States, the District of Columbia, and the 
        Commonwealth of Puerto Rico.
          ``(15) Tech-prep program.--The term `tech-prep program' means 
        a program of study that--
                  ``(A) combines at least 2 years of secondary 
                education (as determined under State law) and 2 years 
                of postsecondary education in a nonduplicative 
                sequential course of study;
                  ``(B) strengthens the applied academic component of 
                vocational-technical education through the integration 
                of academic and vocational-technical instruction;
                  ``(C) provides technical preparation in an area such 
                as engineering technology, applied science, a 
                mechanical, industrial, or practical art or trade, 
                agriculture, a health occupation, business, or applied 
                economics;
                  ``(D) builds student competence in mathematics, 
                science, and communications through applied academics 
                in a coherent sequence of courses; and
                  ``(E) leads to an associate degree or a certificate 
                in a specific career field and to high skill, high wage 
                employment or further education.
          ``(16) Vocational-technical education.--The term `vocational-
        technical education' means organized educational programs 
        that--
                  ``(A) offer a sequence of courses that provide 
                individuals with the academic knowledge and skills the 
                individuals need to prepare for further education and 
                careers in current or emerging employment sectors; and
                  ``(B) include competency-based applied learning that 
                contributes to the academic knowledge, higher-order 
                reasoning and problem-solving skills, work attitudes, 
                general employability skills, and occupation-specific 
                skills, of an individual.
          ``(17) Vocational student organization.--The term `vocational 
        student organization' means an organization, for individuals 
        enrolled in programs of vocational-technical education 
        programs, that engages in programs as an integral part of the 
        instructional component of such programs, which organization 
        may have State and national units.''.

SEC. 402. REPEAL OF SMITH-HUGHES VOCATIONAL EDUCATION ACT.

  The Act of February 23, 1917 (39 Stat. 929; 20 U.S.C. 11) (commonly 
known as the ``Smith-Hughes Vocational Education Act'') is repealed.

SEC. 403. EFFECTIVE DATE.

  Except as otherwise provided, the repeals and amendments made by this 
Act shall take effect on the date of the enactment of the Carl D. 
Perkins Vocational-Technical Education Act Amendments of 1997.

                                Purpose

    The purpose of this Act is to strengthen the academics of 
vocational-technical education students, broaden the 
opportunities of vocational-technical education students and 
send more dollars to the classroom for vocational-technical 
education programs.

                            Committee Action

    The Subcommittee on Early Childhood, Youth and Families 
held three hearings on the Carl D. Perkins Vocational and 
Applied Technology Education Act: May 20, May 22, and June 5, 
1997.
    The May 20, 1997 hearing was held at Thomas Jefferson High 
School for Science and Technology in Alexandria, Virginia. The 
Subcommittee received testimony from Geoffrey Jones, Principal, 
Thomas Jefferson High School for Science and Technology, 
Alexandria, Virginia; David Munger, a parent of a Thomas 
Jefferson High School for Science and Technology student, 
Fairfax, Virginia; Bernadette Cogswell, a senior at Thomas 
Jefferson High School for Science and Technology, Fairfax, 
Virginia; and Nancy Opsut, a teacher at Wakefield High School 
in Arlington, Virginia. The Subcommittee also received 
testimony from Ray Pelletier, Executive Director, Northern 
Virginia Technology Council, Herndon, Virginia; Mike Daniels, 
Sector Vice President, Science Applications International 
Corporation (SAIC), McLean, Virginia; Mychele Brickner, Member 
at Large, Fairfax County School Board, Fairfax, Virginia; and 
Mark Emery, Vice Chair, Fairfax County School Board, Fairfax, 
Virginia.
    The May 22, 1997 hearing in Washington, D.C. focused on 
vocational-technical education for the 21st Century. The 
Subcommittee received testimony from Paul Cole, American 
Federation of Teachers, New York, New York; Gary Hoachlander, 
President, MPR Associates, Berkley, California; James E. 
Bottoms, Vice President for Education and Work, Southern 
Regional Education Board, Atlanta, Georgia. The Subcommittee 
also received testimony from Jane Karas, Director for Workforce 
Development, Montana University System, Helena, Montana; 
Orlando George, Jr., President, Delaware Technical and 
Community College, Dover, Delaware; and William Pearson, 
Associate Superintendent, St. Louis Public School System, St. 
Louis, Missouri. Testimony also was received from John 
Chocholak, a teacher at Ukiah High School, Ukiah, California; 
John Polto, Vocational Administrative Director, Dauphin County 
Technical School, Harrisburg, Pennsylvania; Chad Uzarski, a 
student at York County Area Vocational-Technical School, York, 
Pennsylvania; Barney Knorr, Director, Clarion County Career 
Center, Shippenville, Pennsylvania; and Trusse Norris, 
Administrative Coordinator, Program Planning and Administrative 
Services, Los Angeles Unified School District, Los Angeles, 
California.
    The June 5, 1997, hearing in Washington, D.C., continued 
the review of federal vocational-technical education programs. 
The Subcommittee received testimony from the Honorable Patricia 
McNeil, Assistant Secretary, Office of Vocational and Adult 
Education, U.S. Department of Education, Washington, DC. The 
Subcommittee also received testimony from Neils Brooks, Vice 
President, National Association of State Directors of 
Vocational Technical Education Consortium and Virginia State 
Director of the Office of Vocational and Adult Education, 
Richmond, Virginia; Carol D'Amico, Senior Fellow, Hudson 
Institute, Indianapolis, Indiana; Tom Schultz presenting the 
views of the American Vocational Association, Director of 
Auburn Career Center, Concord Township, Ohio; Daisy Stewart, 
President of the American Vocational Association, Blacksburg, 
Virginia; Robert Morrison, Senior Education Advisor, Family 
Research Council, Washington, DC; and Robert Bartman, 
Commissioner of Education, Missouri Department of Elementary 
and Secondary Education, Jefferson City, Missouri.

Introduction of Carl D. Perkins Vocational-Technical Education Act 
        Amendments of 1997

    On June 10, 1997, Representative Frank Riggs (R-CA) 
introduced H.R. 1853, the Carl D. Perkins Vocational-Technical 
Education Act Amendments of 1997.

Legislative action

    On June 12, 1997, the Subcommittee on Early Childhood, 
Youth and Families favorably reported the bill with amendments 
to the full Committee on Education and the Workforce by a voice 
vote.
    On June 25, 1997, the Committee on Education and the 
Workforce assembled to consider H.R. 1853, the Carl D. Perkins 
Vocational-Technical Education Act Amendments of 1997. H.R. 
1853, as amended, was favorably reported by the Education and 
the Workforce Committee by a vote of 20-18.

                                Summary

    H.R. 1853, the Carl D. Perkins Vocational-Technical Act 
Amendments of 1997, amends the Carl D. Perkins Vocational and 
Applied Technology Education Act. The legislation authorizes 
the program at $1.3 billion for fiscal year 1998 and such sums 
through FY 2002. H.R. 1853 reforms the existing vocational-
technical education statute and eliminates several separate 
categorical programs. The bill is comprised of five titles.

    Title I--Vocational-Technical Education Assistance to the States

    Title I amends Title I of the current Act and outlines 
funding to the States for vocational-technical education. The 
federal to State allotment is changed to more accurately 
reflect the population that is being served by the programs. 
State set asides for sex equity programs and programs for 
single parents, displaced homemakers and single pregnant women 
are eliminated as is the 1% set aside for criminal offenders. 
The limit on State administrative costs is lowered.
    Part B of Title I streamlines the current law detailing the 
State organization and planning responsibilities. Provisions 
for a State application and approval are detailed. The State 
benchmarks required under the Act for vocational-technical 
education programs are outlined. The requirement for a State 
Council on Vocational Education is repealed.

    Title II--Basic State Grants for Vocational-Technical Education

    Title II amends the existing Title II of the Act and 
describes the basic State grant program authorized under the 
Perkins Act. Uses of funds for State and local vocational-
technical education programs are described in this title as 
well as the formula to distribute funds to the local level. 
Part C--Secondary, Postsecondary, and Adult Vocational 
Education Programs of the original Act is modified and moved to 
Part B and replaces the current Part B--Other State-
Administered Programs. Part C of Title II is repealed.

                  Title III--Research and Development

    Title III amends Title III of the Act by eliminating all of 
the special programs currently authorized under the title and 
replacing them with programs for research and development--
formally contained in Title IV of the Act. Part A of Title III 
has three components: evaluation and assessment, research, and 
demonstrations and dissemination. Part C of Title III 
authorizes the tech-prep program. Title III repeals Parts B, D, 
E and F of title IV of the Act and authorizes funding for Part 
C of Title IV.

                      Title IV--General Provisions

    Title IV amends Title V--General Provisions of the Act. 
Part A contains fiscal provisions concerning maintenance of 
effort and supplement not supplant. Provisos to protect 
homeschoolers, protect the freedom of individuals to 
participate in vocational-technical education programs and 
civil rights are also outlined. A new section allowing the 
Secretary of Education to receive funds from cell tower fees 
and use these dollars for vocational-technical education is 
also included.
    Part B outlines State administrative provisions including 
the prohibition on the use of funds to induce businesses to 
relocate across State lines, limitation on the Secretary 
regarding the issuance of regulations and the effective date 
for the legislation. The Smith-Hughes Vocational Education Act 
is also repealed.
    Part C contains definitions for the Act.

                            Committee Views

    Approximately seventy-five percent of our nation's youth do 
not receive a 4-year college degree. Our youth should receive a 
high quality education whether they are bound for college, the 
military, further training or directly into the workforce. 
Today's vocational-technical education students need a quality 
education for today's world. These students need strong 
academics and relevant skills in order to thrive in today's 
economy.
    During our review of the Carl D. Perkins Vocational and 
Applied Technology Act, the Committee tried to determine what 
was working well and what was not. The Committee bill reforms 
are built upon successful State and local initiatives so that 
vocational-technical education students receive a high quality 
education. Several innovative and high quality programs were 
found to be already in place in vocational-technical education.
    Three themes are echoed throughout the legislation: 
strengthening academics, broadening opportunities for 
vocational-technical education students and sending more money 
down to the local level. A strong academic foundation is 
critical for the success of students. Strengthening the 
academic component of vocational-technical education was a 
theme that resonated throughout the Committee's hearings. 
During the June 5, 1997 hearing, Mr. Robert G. Morrison, Senior 
Education Advisor at the Family Research Council stated ``we 
want to put an end to the stigma that has sometimes been 
attached to vocational education. This can be done, we believe, 
by strengthening the academic component of vocational education 
programs.''
    The Subcommittee on Early Childhood, Youth and Families 
held a field hearing at Thomas Jefferson High School for 
Science and Technology in Fairfax, Virginia on May 20, 1997. 
For 6 of the last 7 years, Thomas Jefferson has had the highest 
number of national merit semifinalists in the country. The 
school offers a rigorous academic program as well as provides 
students with ``unique learning experiences in technological 
environments''. The school is a vocational school--but not what 
people traditionally think of when you mention vocational-
technical education. Thomas Jefferson is a public school 
created through partnerships between business and industry and 
the governing bodies of the Commonwealth of Virginia and 
Northern Virginia.
    Mr. Geoffrey Jones, principal of Thomas Jefferson, stated 
during the hearing that the school has ``developed partnerships 
that optimize private and public sector funding in support of 
vocational education. The mission of the school focuses on 
preparing students for 21st century occupations and careers.'' 
Dr. Neils Brooks, Virginia State Director of Vocational and 
Adult Education, who testified at the June 5 hearing mentioned 
the work of Thomas Jefferson High School. ``We in Virginia hold 
Thomas Jefferson as a model because we believe vocational 
education students can and should be held to the same high 
standards we have for our college bound students. The federal 
legislation is an important key to assuring that Virginia can 
continue to move in this direction.''
    A second theme that resonates throughout the legislation is 
broadening opportunities for students. Several years ago 
students who wanted to could go directly into the workforce. In 
1950, 60 percent of all jobs in the nation were unskilled. By 
1990, this figure was 35 percent. By the year 2000, it is 
projected to drop to 15%.
    We heard from students who had benefited from vocational-
technical education but were choosing different roads. The 
Subcommittee on Early Childhood, Youth and Families heard from 
Chad Uzarski who testified at the May 22 hearing about the ISO 
9002 registration certificate for the precision machine shop 
program at York Area Vocational-Technical School. Students are 
required to maintain a 2.0 grade point average and the program 
has increased the involvement of parents who are kept abreast 
of the student's achievements and are called in when the 
student experiences academic difficulty. York AVTS sought out 
the registration to attract more students to its machinist 
program in an attempt to help fill a machinist shortage in the 
area. The starting salary for a machinist in York is about 
$28,000 per year. The starting salary for a teacher--after 4 
years of college--is $26,000 per year.
    During the May 20 hearing at Thomas Jefferson High School, 
we heard from Bernadette Cogswell a senior at the school. She 
stated that the foundation she received from Thomas Jefferson 
would serve her for life. She described her mentorship with TRW 
in which her project was the installation and modification of 
computer programs used to evaluate submarine sonar. She stated: 
``Four years ago, I never would have had the background, 
skills, knowledge, or confidence to success in my mentorship. 
Thomas Jefferson High School for Science and Technology 
provided me with those four essential elements to succeed in 
the private sector.'' Ms. Cogswell is bound for the Air Force 
Academy this fall. She has chosen a road leading to a 4-year 
college degree and Mr. Uzarski has chosen a road into the 
workforce.
    As Mr. Robert Morrison from the Family Research Council 
stated at the June 5 hearing:

          Parents know that their children's future depends on 
        their education. But as one family differs from another 
        and one student from another, so their educational 
        goals will differ. Some will pursue education for 
        education's sake; some for spiritual enrichment; some 
        for economic reasons, some to qualify for specific 
        jobs...Students, counseled by their parents, should 
        have the freedom to pursue the educational path that 
        suits their goals and their abilities.

    The third theme found in this legislation is sending more 
money to the local level. H.R. 1853 would send 90 percent of 
the funds to the local level. If we are going to see true 
change in vocational-technical education, it is going to come 
from the local level--from teachers who are in the classroom 
making a difference.
    Under current law, only 75 percent of the dollars actually 
flow to local districts. The extra 15 percent that H.R. 1853 
proposes to send to the local level would mean close to $15,000 
extra dollars for Eau Claire, Wisconsin and over $460,000 for 
Dade County Florida.
    The 1994 National Assessment of Vocational Education stated 
that ``Perkins basic grant funds are associated with greater 
reform efforts at the local level.'' By sending 90 percent of 
the funds to the local level, the Committee hopes that this 
legislation will inspire reform efforts at the local level.

    TITLE I--VOCATIONAL-TECHNICAL EDUCATION ASSISTANCE TO THE STATES

    Title I of the bill amends Title I of the Carl D. Perkins 
Vocational and Applied Technology Education Act.

Federal to State formula

    The legislation proposes to change the way funds are 
distributed from the federal level to the States. Under current 
law, individuals up to the age of 65 are counted for purposes 
of distributing funds. The Committee has altered the funding 
formula to target the funds received under this Act to more 
directly reflect the population being served by this 
legislation. The new formula proposes to send federal dollars 
to the States based 50% on the population aged 15-19 and 50% on 
the population aged 20-24 with a per capita income weight. Dr. 
Pearson, Associate Superintendent of the St. Louis, Missouri 
School system, concurred with this philosophy when he stated 
that ``(t)he target population for the Perkins Act, should be 
structured to where the need is found--that is, youth and young 
adults up to aged twenty-four.''

Within State allotment

    The legislation significantly alters the amount of dollars 
being sent to the local level. Under current Perkins law, only 
75 percent of federal dollars currently are required to flow to 
the local level. H.R. 1853 would require 90 percent of the 
dollars go to the local level. If we are going to see true 
change in vocational-technical education, it is not going to 
come from the federal level and it is not going to come from 
the State level. It is going to come from the local level--from 
teachers who are in the classroom making a difference. An extra 
10-15% at the local level helps a school buy a $35,000 piece of 
machinery they need to stay current with industry. It helps 
provide training for teachers to operate these new machines and 
stay current with the needs of their profession.
    The legislation would also allow a State to retain up to 8 
percent of their allocation at the State level for State 
activities and up to 2 percent for administrative purposes.
    Mr. Pearson argued for ``the need to place maximum funding 
at the local levels so that it can, in truth, be targeted at 
the classroom level''. He furthered stated that at least 95% of 
the funds should be sent to the local level. Clearly, we need 
to start at the local level in our efforts to reform 
vocational-technical education and that is where we should put 
the majority of our federal dollars.

Rural Reserve

    The Carl. D. Perkins Vocational-Technical Education Act 
Amendments of 1997 allow States to reserve 10% of the funds 
flowing to the local level to target poor, rural areas. This 
provision provides States with needed discretion in the 
equitable distribution of funds throughout the State. The 1994 
National Assessment of Vocational Education Final Report to 
Congress found ``evidence of greater concentration of funds in 
urban areas under the new (1990) legislation''. According to 
the report, the 50 largest cities received 20.2 percent of the 
basic State grant funds in the first year of the 1990 Act. 
Under the 1984 legislation, they received 17.6 percent. By 
allowing States the option to target funds to rural areas, the 
Committee is trying to remedy a problem inherent in any 
federally prescribed formula--rural areas do not receive their 
fair share.
    The rural areas of America pose some of the most perplexing 
problems to Congress. The endearing qualities--wide open spaces 
and small populations--are what cause unique educational 
challenges. It is hard to imagine that the breathtaking beauty 
of the Shenandoah Valley with its rolling hills and panoramic 
vistas could be a problem. But within areas of the Shenandoah 
Valley are places with high unemployment, high dropout rates 
and high illiteracy rates.
    The Committee recognizes that urban areas have unique and 
complex problems also. The 1990 Perkins Act targeted funds to 
these areas and under H.R. 1853, they would still receive a 
substantial increase from current law. Los Angeles, California 
would receive a 10.4% increase under H.R. 1853, New York City a 
9.4% increase and Dade County, Florida a 13.3% increase. What 
H.R. 1853 does is to allow States--if they chose--the option of 
targeting funds to rural areas in the State such as McCormick 
County, South Carolina.
    Fifty thousand dollars might not be considered a lot of 
money for Chicago, Illinois who received approximately 
$7,584,600 last year. However, to Momence, Illinois it could 
provide a new distance learning program to teach computer 
programming. This provision does not guarantee funds will be 
used to help these areas, but it does guarantee that States 
have more flexibility in meeting the needs of these 
communities.

State administration

    H.R. 1853 eliminates the requirement in current law for 
States to assign one individual to work full time to administer 
programs for single parents, displaced homemakers and sex 
equity. States should have the flexibility to administer 
programs in a manner that best fits their needs and not have 
the decision to hire individuals mandated by the Federal 
government. Similarly, the legislation repeals requirements in 
current law that States designate individuals to review plans 
to ensure that the needs of the disabled, economically 
disadvantaged, and students of limited English proficiency are 
being met. The decision of who should review an application for 
Federal funds is one that should be decided by the State.
    The legislation lowers the amount of funds a State may 
retain for administrative costs from five to two percent. 
Federal dollars should be used for programs to serve 
individuals and not to sustain bureaucracies. An October 1994 
General Accounting Office (GAO) Report to Congress entitled 
``Education Finance, Extent of Federal Funding in State 
Education Agencies'' found that State Education Agencies (SEAs) 
reserved a greater share of Federal dollars as compared to 
State funds for State-level operations even though Federal 
dollars comprised less than 10% of total funding. ``Total State 
funding received by the SEAs ($113.8 billion) far exceeded 
total Federal funding received ($17.5 billion)'' according to 
the GAO. The GAO also found that the Federal share of States' 
operating funds varied from State to State--from 6% in one 
State to 77% in another. The federally funded staff also varied 
widely from 10% to 81% across States. The Committee is alarmed 
at the high percentage of funds held by some States to operate 
programs and bureaucracies. It is the hope of this Committee 
that this practice will end and more money will reach the 
classroom.

State application

    The legislation significantly alters the existing Perkins 
statute by streamlining and eliminating many of the 
requirements in current law regarding the State application. A 
State is required to submit the application for Perkins funds 
to the Secretary of Education. The application is deemed 
approved unless the Secretary notifies the State in writing 
within 90 days that the application is in serious violation of 
the Act. Prior to submission of the application to the 
Secretary, the State board is charged with conducting public 
hearings in the State to afford all segments of the public an 
opportunity to present their views and make recommendations. A 
summary of these recommendations and the State board's response 
shall be included with the State's application for funds. 
Furthermore, in developing the State application, the State 
board should consult with the State entity responsible for 
postsecondary vocational-technical education regarding the 
postsecondary portion of the State application and the entity 
responsible for secondary vocational-technical education 
regarding the secondary portion of the application. The 
Committee is aware that a majority of States give control of 
vocational-technical education dollars to the State educational 
agency which is primarily responsible for elementary and 
secondary education. The Committee believes the State agency 
responsible for the supervision of community colleges and 
technical institutes should have an active and substantive role 
in the development of the State application.

Accountability

    The Committee believes accountability for federal dollars 
is absolutely critical. The Committee does not believe; 
however, it is the role of the federal government to mandate 
federal ``one size fits all'' benchmarks for States. H.R. 1853 
requires States to establish rigorous and quantifiable State 
benchmarks to measure the progress of the State. These State 
measures at a minimum should include attainment of challenging 
State academic proficiencies; attainment of secondary school 
diplomas; and placement in, retention in, and completion of, 
postsecondary education or advanced training, or placement and 
retention in military service or employment. States are 
required to annually submit a report to the Secretary on how 
they are performing on their State benchmarks. The Secretary is 
required to make this information available to the general 
public. Local recipients of funds are required to make 
available to the general public information on how they are 
performing in regard to the State benchmarks.
    If a State or local entity fails to meet their State 
established benchmarks, then the State or local entity will be 
required to develop a program improvement plan to help them 
reach these goals. Only after a State has failed to develop an 
improvement plan or failed to demonstrate improvement in 
meeting the State benchmarks may the Secretary withhold a 
portion of a States federal allotment. The Committee would like 
to clarify that the only measures that States are being held to 
are ones developed by the State. Under no circumstances should 
the Secretary of Education impose any type of federal 
benchmarks or suggest to a State to use model benchmarks 
established by the federal government. The only measures under 
this Act are State developed benchmarks.

    TITLE II--BASIC STATE GRANTS FOR VOCATIONAL-TECHNICAL EDUCATION

    The basic State grant is the heart of the Perkins 
legislation. It provides funding to State and localities to 
improve their vocational-technical education programs. The 
Subcommittee heard from numerous individuals during the course 
of congressional hearings about the need to develop and improve 
the use of technology in vocational-technical education 
programs. As such, H.R. 1853 would require State and local 
recipients to use some of their federal dollars to develop, 
improve or expand the use of technology in vocational-technical 
education including the training of personnel in the use of 
this technology. The bill encourages the utilization of 
technology to upgrade vocational-technical education, ensuring 
it will keep pace with technological advances. Mr. Michael A. 
Daniels, Sector Vice President for Science Applications 
International Corporation, testified that a strong vocational-
technical education program is critical to the needs of the 
information technology industry. He noted that a survey done by 
the Northern Virginia Technology Council of its 600 member 
firms found that the number one issue for them was the issue of 
a qualified workforce. The Subcommittee heard at the May 20 
Thomas Jefferson hearing that 18,000 jobs are currently 
unfilled in Northern Virginia because individuals do not have 
the skills to fill them. The average salary for these jobs is 
over $45,000. Mr. Ray Pelletier, Executive Director of the 
Northern Virginia Technology Council, noted at the May 20 
hearing that member companies of the Northern Virginia 
Technology Council ``estimate that less than forty percent of 
applicants for technology positions have the skills our 
companies are seeking.'' He noted also that ``400 technology 
companies in Northern Virginia expect that their greatest 
employment demand will be for workers with training beyond high 
school, but less than a bachelor's degree.''
    A strong academic foundation is the root of a qualified 
workforce--whether you are an auto mechanic or a pediatrician. 
H.R. 1853 requires vocational-technical education programs to 
strengthen their academics through the integration of academic 
and vocational-technical education courses. Some vocational-
technical education students may learn Pythagorean's theorem 
through a book while other vocational-technical education 
students may learn it while building a house. Vocational-
technical students learn in different ways, but the most 
important thing is that they learn and retain the concept.

Within State funding formula

    H.R. 1853 modifies the formula for distributing funds to 
secondary programs at the local level. Under current law, the 
funds are distributed 70% based on the Title I formula, 20% on 
the number of children with disabilities who have 
individualized education programs under section 614(d) of the 
Individuals with Disabilities Education Act and 10% on the 
number of students and adults enrolled in vocational-technical 
education programs under the jurisdiction of the local 
educational agency. Rather than basing the Perkins formula on 
other federal formulas, the Committee believes strongly that 
the Perkins Act should have a formula based on pure variables 
such as poverty and population.
    The within State secondary funding formula in the 
legislation distributes funds based 50% on the proportion of 
population aged 15-19 and 50% on the proportion of population 
aged 15-19 living in poverty. The intent of the change is to 
focus federal dollars on the population the legislation is 
trying to serve. Under the current within State secondary 
formula, 70% of the funds are distributed by a formula which 
predominantly serves elementary school children. This is not an 
elementary school program but an optional course of study for 
secondary school students. A formula should be based on the 
number of secondary school students and not elementary 
students.
    H.R. 1853 authorizes funding for secondary and 
postsecondary vocational-technical education programs. 
Vocational-technical education is an optional course of study 
which many students elect to pursue. It is not a poverty 
program. The Committee wants to authorize a program for 
students who are interested in vocational-technical education 
and not just low-income students. By having a within State 
formula heavily weighted to poverty, you are stigmatizing the 
program as a poverty program--unwillingly or not. The National 
Assessment of Vocational Education recognized this point and 
noted ``that factors other than the students' best interests 
will become more prominent in placement decisions.''
    The secondary within State formula proposed in H.R. 1853 
also is more consistent with the federal to State formula which 
is primarily based on population ages 15 through 24 and has a 
per capita weight. Examples of how several large cities do 
under H.R. 1853 as compared to current law as well as a cross-
section of schools districts are outlined in the tables below.

                        TABLE 1.--FUNDING OF LARGE CITIES UNDER CURRENT LAW AND H.R. 1853                       
----------------------------------------------------------------------------------------------------------------
                                                                                                      Percentage
                                                                  Current law      House bill--H.R.  change from
                                                                    formula              1853        current law
----------------------------------------------------------------------------------------------------------------
New York City................................................        $14,426,900        $15,780,800         +9.4
Boston.......................................................          1,488,700          1,544,700         +3.8
Chicago......................................................          7,584,600          7,998,100         +5.5
Los Angeles..................................................          6,104,900          6,738,800        +10.4
St. Louis....................................................          1,456,700          1,507,400         +3.5
Memphis......................................................          2,595,700          2,825,100         +8.8
Dade County..................................................          3,522,800          3,989,700        +13.3
Buffalo......................................................            782,500            827,500         +5.8
Dallas.......................................................          1,608,000          1,840,400        +14.5
St. Louis, MO................................................          1,456,700          1,507,400         +3.5
Richmond, CA.................................................            225,200            265,800          +18
Flint, MI....................................................            527,400            541,100         +2.6
Los Angeles, CA..............................................          6,104,900          6,738,800        +10.4
New York, NY.................................................         14,426,900         15,780,800         +9.4
Newark, NJ...................................................          1,365,400          1,349,000         -1.2
Honolulu, HI.................................................          1,219,500          1,493,800        +22.5
Woodbury, NJ.................................................             24,500             27,100        +10.6
South Bend, IN...............................................            331,200            380,700          +15
Newport News, VA.............................................            594,600            650,600         +9.4
Santa Rosa, CA...............................................             36,600             50,900        +39.1
Philadelphia, PA.............................................          4,637,400          4,908,100         +5.8
McAllen, TX..................................................            303,900            326,400         +7.4
Hempstead, NY................................................             57,700             68,300        +18.4
Lynn, MA.....................................................            241,200            255,300         +5.9
Eau Claire, WI...............................................             86,100            100,800        +17.1
Garden Grove, CA.............................................            234,200            290,400          +24
Memphis, TN..................................................          2,595,700          2,825,100         +8.8
Lakewood, OH.................................................            103,400            132,000        +27.7
----------------------------------------------------------------------------------------------------------------

    The legislation retains much of current law in distributing 
funds to the postsecondary level and continues the policy of 
allowing States to decide how to divide their federal allotment 
between secondary and postsecondary vocational-technical 
education programs. H.R. 1853 retains current law language 
which allows States to develop their own postsecondary formula 
if they can demonstrate that an alternative formula results in 
a distribution of funds to institutions within the State that 
have the highest numbers of economically disadvantaged 
individuals. The Committee believes there are approximately 14 
States to date who have developed their own formula. The 
Committee has added a new provision that would allow States to 
develop an alternative formula for the distribution of funds to 
secondary schools based on areas of greatest economic need. The 
Committee recognizes that States are in a better position to 
evaluate the needs of their local jurisdictions and therefore 
allows States to develop an alternative secondary formula that 
would better target those areas of the State most in need.
    In trying to make the formula more equitable, H.R. 1853 
lowers the minimum grant amount to $7,500 for local educational 
agencies and $20,000 for postsecondary institutions. The intent 
of this change is to allow more rural and smaller communities 
to receive funds. The 1990 Act instituted an arbitrary level of 
$15,000 for local educational agencies and $50,000 for 
postsecondary institutions. This provision had the effect of 
eliminating many smaller communities and Indian tribes from 
receiving funds. The Committee received numerous comments from 
individuals who supported lowering this threshold. The 
Committee believes that $7,500 is a large enough sum to have a 
significant impact on local programs and will make improvements 
to vocational-technical education programs.
    H.R. 1853 modifies the existing waiver language pertaining 
to minimum grant awards in current law. The legislation would 
require States to approve an application for a waiver in the 
case of a local educational agency located in a rural, sparsely 
populated area or for a public charter school operating 
secondary vocational-technical education programs. It is the 
understanding of the Committee that areas within a 50 mile 
radius of another school are not considered to be rural. It is 
unrealistic to expect schools 99 miles apart to form consortia 
for the purposes of providing vocational-technical education. 
The Committee strongly recommends that this policy be reviewed 
and find a distance that does not require a student to spend 
many hours per day on a bus.
    The Committee has received testimony that many charter 
schools do not receive their fair share of federal funds. H.R. 
1853 ensures that secondary charter schools providing 
vocational-technical education programs will be funded if they 
are eligible to receive Perkins funds under this waiver.
    The legislation retains language from the existing statute 
which permits local educational agencies to form consortia for 
the purpose of offering vocational-technical education 
programs. By lowering the minimum grant amount to local 
educational agencies, the Committee does not want to discourage 
consortium that are currently operating effective programs. The 
Committee wants to clarify that consortia are an optional 
arrangement by local educational agencies and are still bound 
by the policies of the local school boards under which they 
operate.
    The Committee is concerned that the Department of Education 
could not report to Congress on how States were distributing 
funds to local areas. H.R. 1853 requires the Secretary of 
Education to collect information from the States to report to 
Congress on how funds under this Act are being allotted to 
local eligible recipients. This information will help in future 
reviews of this Act to analyze whether these funds are being 
equitably distributed.

Postsecondary vocational-technical education

    Seventy-five percent of our youth do not receive a 4-year 
college degree. While the opportunity for college should be 
open to everyone, the Federal government should not discourage 
students who choose not to pursue that option if they choose to 
enter a vocational-technical education program. The Committee 
heard from witnesses that while postsecondary education was 
becoming more important, a 4-year college degree is not 
necessarily needed. Dr. Carol D'Amico from the Hudson Institute 
noted at the June 5 hearing:

          Americans are infatuated with the college degree and 
        believe it is the ticket to a financially successful 
        middle-class life. Yet while in the past decade college 
        degree holders have realized wage gains beyond those 
        without degrees, not all college degrees assure 
        financial success or rewarding careers. Many well 
        paying jobs of the future, while requiring post high 
        school education, do not require a four-year bachelor's 
        degree.

    Community colleges are critical providers of postsecondary 
vocational-technical education. These institutions provide 
education and training for high skill, high wage jobs that are 
necessary to help America remain competitive in the world 
today. Community colleges have campuses within a sixty minute 
drive for ninety percent of the population. As such, they are 
in the unique position of providing education to recent high 
school graduates as well as to older, non-traditional students 
who are coming back to retrain for a new job.
    As we enter the next century, community colleges will play 
an even more important role in vocational-technical education. 
As Dr. D'Amico stated, ``workers will need a strong grounding 
in the `new basics' mentioned before--reading, writing, math, 
reasoning, and computing. Those who will thrive in the future 
will need not only a strong background in these so-called 
basics but also a flexible and creative approach toward their 
own career development.''

Special populations

    H.R. 1853 makes significant changes to the existing statute 
with regard to special populations. The statutory requirement 
mandating States to assign one individual to work full time to 
administer programs for single parents, displaced homemakers 
and sex equity is repealed. The 10.5% set aside for single 
parents, displaced homemakers, single pregnant women and sex 
equity programs is repealed. The Committee believes that the 
best way to serve these individuals is to raise the quality of 
vocational-technical education programs for all participants in 
vocational-technical education. This belief was reiterated in 
hearings on the Act. Mr. Paul Cole, Vice President of the 
American Federation of Teachers, stated at the May 22, 1997 
hearing that ``(f)ederal legislation should eliminate set-
asides at state and local levels. For instance, funding 
formulas for special populations are harmful when they provide 
an incentive for schools to retain students in these categories 
because funding depends on it.''
    The 1994 National Assessment of Vocational Education Final 
Report to Congress on the 1990 Act also found evidence that the 
policies pursued in the 1990 legislation in the treatment of 
special populations were detrimental to vocational-technical 
education. The study found evidence that vocational-technical 
education programs had become a ``dumping ground'' for special 
population students because of the 1990 Act. It found evidence 
of stigmatization of vocational-technical education classes 
where large numbers of special population students are 
concentrated in vocational-technical education programs and a 
``tipping point'' at which other students avoid vocational-
technical education programs.

          Special population students are an increasing 
        proportion of all vocational students, and higher 
        achieving students are a decreasing proportion. The 
        Perkins emphasis on recruiting special population 
        students to vocational education may be among the 
        factors contributing to this tendency.

    While H.R. 1853 eliminates set asides, it does not forget 
special populations. Rather than mandating services, States are 
asked to report on how these students are performing. The 
legislation also gives States and local recipients the 
discretion to continue to fund programs for certain special 
populations such as displaced homemakers. Provisions for 
special populations are made in the State application, 
accountability, State activities and local activities sections 
of the bill.

                  TITLE III--RESEARCH AND DEVELOPMENT

    Title III of H.R. 1853 repeals the existing Title III--
Special Programs of the Perkins Act. Title IV--National 
Programs of the current Act is moved to Title III with 
substantial revisions. Parts B, D, E and F of Title IV are 
repealed.
    Part A is amended to provide for a separate authorization 
for national programs. The Committee intends that this funding 
be appropriated separately from the basic State grant and that 
no funds from the basic State grant should be used for national 
programs. Activities authorized include an independent 
evaluation and assessment of programs funded under this Act, 
research and demonstrations. The bill also allows the Secretary 
to collect information from States on how they are performing 
on their State benchmarks and to make this information 
available to other States.
    Part C of Title III is amended to provide for an 
authorization and moved to Part B. The new Part C provides for 
a separate authorization for the tech-prep program currently 
authorized under Title III. Ten percent of the total amount 
available for basic State grants is used for funding tech-prep 
programs. The Committee heard from a number of witnesses who 
voiced their strong support for this program. Mr. Tom Schultz 
speaking on behalf of the American Vocational Association noted 
that Tech Prep had helped students successfully make the 
transition from high school to postsecondary programs. He 
noted, ``students see the need for and the way to higher levels 
of education. Further, in order to prepare students for 
postsecondary education, secondary programs are becoming 
increasingly rigorous.''

                      TITLE IV--GENERAL PROVISIONS

    Title IV amends Title V--General Provisions of the Act. 
Part A contains fiscal provisions concerning maintenance of 
effort and the requirement that States supplement not supplant 
Federal vocational-technical education funds. Provisos to 
protect homeschoolers, protect the freedom of individuals to 
participate in vocational-technical education programs and 
civil rights are also outlined.
    Recognizing the importance of funding for education 
technology and the increasing role it plays in vocational-
technical education, a new section was added to the General 
Provisions. The Committee held discussions with the House 
Committee on Commerce to find new ways to generate funds for 
education technology. This new section would allow the 
Secretary of Education to receive funds generated from cell 
tower fees and use them for vocational-technical education 
should those funds be directed by the Commerce Committee toward 
this Act.
    Part B outlines State administrative provisions including 
the prohibition on the use of funds to induce businesses to 
relocate across State lines if it results in job loss. Part B 
also limits the Secretary on the issuance of regulations and 
establishes the effective date for the legislation. The Smith-
Hughes Vocational Education Act is also repealed.
    Repeal of the Smith Hughes Act was included in the House 
Budget Resolution and was also part of the budget agreement 
between the Clinton Administration and the Congress. Repeal of 
the Smith-Hughes Act was also proposed by the Clinton 
Administration in their 1998 Budget. It does not make sense to 
continue a separate, duplicative program for $7.1 million when 
these funds are added into the Vocational Education Basic State 
Grant Program and have been for several years.
    Part C contains definitions for the Act.
    The Committee also adopted an amendment by Mr. Schaffer 
which prohibits Perkins funds to be used for vocational 
technical education programs prior to the seventh grade. This 
amendment will ensure that younger children will not be forced 
to participate in career tracking programs. However, the 
Schaffer allows local schools to use equipment, such as 
computers purchased with Perkins dollars for purposes other 
than vocational technical education.

                      Section-by-Section Analysis

    H.R. 1853, the ``Carl D. Perkins Vocational-Technical 
Education Act Amendments of 1997'' as reported by the Committee 
on Education and the Workforce on June 25, 1997.
    Section 1 contains the short title of the bill.
    Section 2 cites references to the Carl D. Perkins 
Vocational and Applied Technology Education Act.
    Section 3 repeals the table of contents.
    Section 4 amends Section 2 of the Carl D. Perkins 
Vocational and Applied Technology Education Act to modify the 
purpose.
    Section 5 amends Section 3 of the Act to provide $1.3 
billion authorization of appropriations for programs under this 
Act for FY 1998 and such sums through FY 2002.

    TITLE I--VOCATIONAL-TECHNICAL EDUCATION ASSISTANCE TO THE STATES

    Section 101 amends Section 101 of the Act by providing for 
the allotment of funds under the basic State grant program, 
including amounts reserved by the Secretary of Education for 
Indian and Native Hawaiian programs (1.5%) and for the 
territories (0.2%). The federal to State formula is outlined.
    Section 101A amends Section 101A of the Act and outlines 
requirements for the allotment of funds to the territories.
    Section 102 amends Section 102 of the Act and provides for 
the allocation of funds within a State. Not less than 90% of a 
State's allotment must be allocated to the local level, not 
more than 8% for State activities and not more than 2% for 
State administrative costs. A State may reserve up to 10% of 
its allotment (from amounts allocated to local areas) for 
grants to rural areas. A State may also reserve up to 5% of its 
allotment (from amounts allocated to local areas) to make 
incentive awards to local eligible recipients.
    Section 103 amends Section 103 of the Act to provide grants 
for Native Americans and Native Hawaiians.
    Section 104 establishes a new section which maintains a $4 
million authorization for tribally controlled postsecondary 
vocational-technical institutions.

        Part B--State Organization and Planning Responsibilities

    Section 111 amends Section 111 of the Act which outlines 
the State administrative requirements of the Act.
    Section 112 repeals Section 112 of the Act requiring a 
State Council on vocational education.
    Section 113 amends Section 113 of the Act and redesignates 
it as Section 112. The section outlines State application 
requirements for the Act.
    Section 114 amends Section 114 of the Act and redesignates 
it as Section 113. Provision requires States to submit an 
application to the Secretary to receive funds under this Act. 
The application shall be approved by the Secretary unless a 
written determination is made within 90 days that the plan is 
in violation of the Act.
    Section 115 outlines a new Section 114 to require States to 
develop State benchmarks to measure the progress of individuals 
in vocational-technical education programs. States and local 
eligible recipients that fail to meet their State established 
benchmarks must submit a program improvement plan for the 
succeeding program year. The Secretary may impose sanctions on 
States who fail to meet their State benchmarks. States must 
report to the Secretary on how they are performing on their 
State benchmarks. The Secretary shall make this information 
available to the general public.
    Section 116 repeals Sections 115, 116, 117 and 118 of the 
Act.

    TITLE II--BASIC STATE GRANTS FOR VOCATIONAL-TECHNICAL EDUCATION

    Section 201 amends Section 201 of the Act which outlines 
the uses of funds at the State level.
    Section 202 amends part B of Title II to read as follows:

   ``Part B--Secondary, Postsecondary and Adult Vocational-Technical 
                           Education Programs

    ``Section 221 outlines the distribution of funds to 
secondary school programs by a formula based 50% on the 
population aged 15-19 and 50% on the population aged 15-19 
living in poverty. The provision includes a holdharmless for 
the first year, allows for a waiver to develop an alternative 
formula, establishes a minimum grant amount of $7,500 and 
requires waivers to rural and charter schools. Provisions are 
made for distribution of funds to area vocational-technical 
schools and consortia. The Secretary is required to collect 
data on how States are distributing funds to local educational 
agencies.
    ``Section 222 outlines the distribution of funds to 
postsecondary schools by a formula based on the number of Pell 
Grant recipients in the State. Provisions are made for an 
alternative formula, consortia and a minimum grant amount of 
$20,000.
    ``Section 223 provides rules for allocation of minimal 
amounts, redistribution of funds returned late in an academic 
year, secondary-postsecondary consortia and charter schools.
    ``Section 224 outlines the local application.
    ``Section 225 describes uses of funds at the local level. A 
2% limit is levied on the administrative costs associated with 
the administration of the grant.
    Section 203 repeals Part C of Title II of the Act.

                  TITLE III--RESEARCH AND DEVELOPMENT

    Section 301 amends Title III of the Act to read as follows:

                   ``Part A--Research and Development

    ``Section 301 provides for evaluation and assessment, 
research, demonstrations and dissemination of information 
regarding vocational-technical education programs funded under 
this Act.
    Section 302 amends Part B of Title III of the Act to read 
as follows:

                     ``Part C--Tech-Prep Education

    ``Section 321 authorizes the tech-prep education program.
    ``Section 322 describes the application to receive tech-
prep education funds.
    ``Section 323 requires States that receive tech prep funds 
to report to the Secretary on the effectiveness of their tech-
prep programs.
    ``Section 324 states that funds shall be allotted to States 
in the same manner as funds under the basic State grant 
program.
    ``Section 325 authorizes ten percent of the total amount 
authorized under this Act for tech-prep education programs.
    Section 303 amends Part C of Title IV of the Act to 
redesignate Sections 421 through 424 as Sections 311 through 
314, and 303 by adding Section 315 providing for an 
authorization for Part B.
    Section 304 repeals Part C of Title III of the Act, and 
Parts A, B, E, and F of Title IV of the Act.

                      TITLE IV--GENERAL PROVISIONS

    Section 401 amends Title V of the Act to read as follows:

                     ``Title IV--General Provisions

              ``Part A--Federal Administrative Provisions

    ``Section 401 requires the Secretary to pay States the 
federal share of costs for carrying out the State plan..
    ``Section 402 provides for supplement not supplant and 
maintenance of effort fiscal requirements.
    ``Section 403 maintains language from the Act which limits 
the authority for payments to the amounts provided under 
appropriations.
    ``Section 404 protects the rights of private, religious and 
home school educated students.
    ``Section 405 protects the rights of individuals to chose 
to participate in vocational-technical education programs 
authorized under this Act.
    ``Section 406 maintains language from the Act which 
guarantees that federal civil rights laws will be followed 
under this Act.
    ``Section 407 allows the Secretary of Education to receive 
funds from the collection of cell tower fees to expand the use 
of technology in vocational-technical education.

               ``Part B--State Administrative Provisions

    ``Section 411 maintains language from the Act which allows 
States to use funds provided under this Act to provide 
additional funds under an applicable program if the program 
meets the purposes of this Act.
    ``Section 412 maintains language prohibiting States from 
using federal dollars to induce out-of-state relocation of 
business.
    ``Section 413 maintains a provision from the Act regarding 
State administrative costs.
    ``Section 414 limits the Secretary's authority to issue 
regulations under this Act.
    ``Section 415 maintains language from the Act which 
addresses the treatment of assistance under this Act in regard 
to student financial assistance and attendance costs.

                         ``Part C--Definitions

    ``Section 421 outlines definitions used under this Act.
    Section 402 repeals the Smith-Hughes Act.
    Section 403 establishes the effective date as the date of 
enactment.

                        Explanation of Amendment

    The Amendment in the Nature of a Substitute is explained in 
this report.

                  Oversight Findings of the Committee

    In compliance with clause 2(l)(3)(A) of rule XI of the 
Rules of the House of Representatives and clause 2(b)(1) of 
rule X of the Rules of the House of Representatives, the 
Committee's oversight findings and recommendations are 
reflected in the body of this report.

                    Government Reform and Oversight

    With respect to the requirement of clause 2(l)(3)(D) of 
rule XI of the Rules of the House of Representatives, the 
Committee has received no report of oversight findings and 
recommendations form the Committee on Government Reform and 
Oversight on the subject of H.R. 1853.

                           Committee Estimate

    Clause 7 of rule XIII of the Rules of the House of 
Representatives requires an estimate and a comparison by the 
Committee of the costs which would be incurred in carrying out 
H.R. 1853. However, clause 7(d) of that rule provides that this 
requirement does not apply when the Committee has included in 
its report a timely submitted cost estimate of the bill 
prepared by the Director of the Congressional Budget Office 
under section 403 of the Congressional Budget Act of 1974.

                        Constitutional Authority

    The Carl D. Perkins Vocational and Applied Technology 
Education Act and the amendments made thereto by H.R. 1853, are 
Constitutional under the spending clause of the constitution, 
Article I section 8, clause 1.

                Application of Law to Legislative Branch

    Section 102(b)(3) of Public Law 104-1 requires a 
description of the application of this bill to the legislative 
branch. This bill provides funds to States for programs and 
services to eligible recipients; the bill does not prohibit 
legislative branch employees from otherwise being eligible for 
such services.

                       Unfunded Mandate Statement

    Section 423 of the Congressional Budget and Impoundment 
Control Act requires a statement of whether the provisions of 
the reported bill include unfunded mandates. The Committee 
received a letter regarding unfunded mandates from the Director 
of the Congressional Budget Office and as such the Committee 
agrees that the bill does not contain any unfunded mandates. 
See infra.

     Budget Authority and Congressional Budget Office Cost Estimate

    With respect to the requirement of clause 2(l)(3)(B) of 
rule XI of the House of Representatives and section 308(a) of 
the Congressional Budget Act of 1974 and with respect to 
requirements of clause 2(l)(3)(C) of rule XI of the House of 
Representatives and section 403 of the Congressional Budget Act 
of 1974, the Committee has received the following cost estimate 
for H.R. 1853 from the Director of the Congressional Budget 
Office:

                                     U.S. Congress,
                               Congressional Budget Office,
                                     Washington, DC, July 10, 1997.
Hon. William F. Goodling,
Chairman, Committee on Education and the Workforce,
House of Representatives, Washington, DC.
    Dear Mr. Chairman: The Congressional Budget Office has 
prepared the enclosed cost estimate for H.R. 1853, the Carl D. 
Perkins Vocational-Technical Education Act Amendments of 1997.
    If you wish further details on this estimate, we will be 
pleased to provide them. The CBO staff contact is Justin Latus.
            Sincerely,
                                         June E. O'Neill, Director.
    Enclosure.

H.R. 1853--Carl D. Perkins Vocational-Technical Education Act 
        Amendments of 1997

    Summary: H.R. 1853 would amend the Carl D. Perkins 
Vocational Education Act by reauthorizing federal spending for 
vocational education grants. The bill would authorize 
appropriations of $1.3 billion for these purposes in fiscal 
year 1998; the actual 1997 appropriations for these programs 
were $1.1 billion. Authorizations of appropriations would total 
$7.2 billion over the 1998-2002 period with adjustments for 
inflation, or $6.8 billion over the same period without these 
adjustments. In addition, H.R. 1853 would repeal the Smith-
Hughes Act, resulting in savings in direct spending of $30 
million in outlays over the 1998-2002 period.
    The bill would alter the formula used to distribute funds 
to states and would also allow more money to go directly to 
localities. it would also eliminate several set-asides that are 
authorized under current law.
    H.R. 1853 contains no intergovernmental or private sector 
mandates as defined in the Unfunded Mandates Reform Act of 1995 
(UMRA), and CBO estimates that its enactment would not impose 
any costs on state, local, or tribal governments.
    Estimated cost to the Federal Government: The estimated 
budgetary impact of H.R. 1853 is shown in the following three 
tables. The costs of this legislation fall within budget 
function 500 (Education, Training, Employment, and Social 
Services).

                     ESTIMATED BUDGETARY IMPACT OF H.R. 1853, WITH ADJUSTMENTS FOR INFLATION                    
                                    [By fiscal year, in millions of dollars]                                    
----------------------------------------------------------------------------------------------------------------
                                                        1997      1998      1999      2000      2001      2002  
----------------------------------------------------------------------------------------------------------------
                                        SPENDING SUBJECT TO APPROPRIATION                                       
Authorization of Appropriations Under Current Law:                                                              
    Budget Authority................................     1,132         0         0         0         0         0
    Estimated Outlays...............................     1,093       986       225        23         0         0
Proposed Changes:                                                                                               
    Sec. 5, Grants to States for Vocational-                                                                    
     Technical Education:                                                                                       
        Estimated Authorization Level...............         0     1,300     1,336     1,371     1,408     1,446
        Estimated Outlays...........................         0       156     1,044     1,307     1,368     1,404
    Sec. 104, Tribally-Controlled Postsecondary                                                                 
     Vocational Institutions:                                                                                   
        Estimated Authorization Level...............         0         4         4         4         4         4
        Estimated Outlays...........................         0         0         3         4         4         4
    Sec. 301, Research and Development:                                                                         
        Estimated Authorization Level...............         0        15        15        16        16        17
        Estimated Outlays...........................         0         2        12        15        16        16
    Sec. 304, Vocational-Technical Education                                                                    
     Instruction:                                                                                               
        Estimated Authorization Level...............         0         5         5         5         5         6
        Estimated Outlays...........................         0         1         4         5         5         5
    Sec. 401, Vocational-Technical Education                                                                    
     Instruction:                                                                                               
        Estimated Authorization Level...............         0        20        30        40        40        50
        Estimated Outlays...........................         0         2        17        29        38        41
                                                     -----------------------------------------------------------
        Total Proposed Changes:                                                                                 
            Estimated Authorization Level...........         0     1,344     1,390     1,436     1,474     1,523
            Estimated Outlays.......................         0       161     1,081     1,360     1,431     1,471
Total Authorizations of Appropriations under H.R.                                                               
 1853:                                                                                                          
    Budget Authority/Estimated Authorization Level..     1,132     1,344     1,390     1,436     1,474     1,523
    Estimated Outlays...............................     1,093     1,148     1,306     1,382     1,431     1,471
----------------------------------------------------------------------------------------------------------------
Notes.--The 1997 levels are the amounts appropriated. Components may not sum to totals due to rounding.         


                   ESTIMATED BUDGETARY IMPACT OF H.R. 1853, WITHOUT ADJUSTMENTS FOR INFLATION                   
                                    [By fiscal year, in millions of dollars]                                    
----------------------------------------------------------------------------------------------------------------
                                                        1997      1998      1999      2000      2001      2002  
----------------------------------------------------------------------------------------------------------------
                                        SPENDING SUBJECT TO APPROPRIATION                                       
Authorization of Appropriations Under Current Law:                                                              
    Budget Authority................................     1,132         0         0         0         0         0
    Estimated Outlays...............................     1,093       986       225        23         0         0
Proposed Changes:                                                                                               
    Sec. 5, Grants to States for Vocational-                                                                    
     Technical Education:                                                                                       
        Estimated Authorization Level...............         0     1,300     1,300     1,300     1,300     1,300
        Estimated Outlays...........................         0       156     1,040     1,274     1,300     1,300
    Sec. 104, Tribally-Controlled Postsecondary                                                                 
     Vocational Institutions:                                                                                   
        Estimated Authorization Level...............         0         4         4         4         4         4
        Estimated Outlays...........................         0         0         3         4         4         4
    Sec. 301, Research and Development:                                                                         
        Estimated Authorization Level...............         0        15        15        15        15        15
        Estimated Outlays...........................         0         2        12        15        15        15
    Sec. 304, Vocational-Technical Education                                                                    
     Instruction:                                                                                               
        Estimated Authorization Level...............         0         5         5         5         5         5
        Estimated Outlays...........................         0         1         4         5         5         5
    Sec. 401, Vocational-Technical Education                                                                    
     Instruction:                                                                                               
        Estimated Authorization Level...............         0        20        30        40        40        50
        Estimated Outlays...........................         0         2        17        29        38        41
                                                     -----------------------------------------------------------
        Total Proposed Changes:                                                                                 
            Estimated Authorization Level...........         0     1,344     1,354     1,364     1,364     1,374
            Estimated Outlays.......................         0       161     1,076     1,326     1,362     1,365
Total Authorizations of Appropriations under H.R.                                                               
 1853:                                                                                                          
    Budget Authority/Estimated Authorization Level..     1,132     1,344     1,354     1,364     1,364     1,374
    Estimated Outlays...............................     1,093     1,148     1,302     1,349     1,362     1,365
----------------------------------------------------------------------------------------------------------------
Notes.--The 1997 levels are the amount appropriated. Components may not sum to totals due to rounding.          


                            ESTIMATED BUDGETARY IMPACT OF H.R. 1853: DIRECT SPENDING                            
                                    [By fiscal year, in millions of dollars]                                    
----------------------------------------------------------------------------------------------------------------
                                                        1997      1998      1999      2000      2001      2002  
----------------------------------------------------------------------------------------------------------------
Direct Spending Under Current Law:                                                                              
    Estimated Budget Authority......................         7         7         7         7         7         7
    Estimated Outlays...............................         7         7         7         7         7         7
Proposed Changes:                                                                                               
    Estimated Budget Authority......................  ........        -7        -7        -7        -7        -7
    Estimated Outlays...............................  ........        -1        -7        -7        -7        -7
Direct Spending Under H.R. 1853:                                                                                
    Estimated Budget Authority......................         7         0         0         0         0         0
    Estimated Outlays...............................         7         6         0         0         0         0
----------------------------------------------------------------------------------------------------------------

    Basis of estimate: The spending that would occur under H.R. 
1853 would be subject to the availability of appropriated 
funds. Estimated outlays are based on the historical spending 
of programs authorized by the Carl D. Perkins Vocational 
Education Act. The amendments made by this bill would be 
effective on the date of enactment, which CBO assumes would be 
October 1, 1997.
            Authorizations of appropriations
    Section 5 would authorize appropriations for grants to 
states for vocational-technical education. Under current law, 
the authorization of appropriations for these grants only 
extends through fiscal year 1997. The bill would authorize $1.3 
billion for fiscal year 1998 for this assistance and such sums 
as necessary for fiscal years 1999 through 2002. The increase 
in authorizations would total $6.9 billion with adjustments for 
inflation, and $6.5 billion without adjustments for inflation, 
over the 1998-2002 period.
    Section 104 of H.R. 1853 would authorize appropriations for 
tribally-controlled postsecondary vocational institutions. This 
section would authorize $4 million in spending for 1998, and a 
total of $21 million over the 1998-2002 period with adjustments 
for inflation.
    Section 301 of the bill would authorize such sums as may be 
necessary for fiscal years 1998-2002 for research and 
development of vocational education programs. Activities 
authorized for the Secretary of Education include evaluations, 
assessments of vocational education programs (i.e., determining 
whether they are effective in preparing individuals for 
postsecondary education or high-skill, high-wage careers), 
research on ways to improve programs, demonstrations, and 
dissemination of information on best practices. These types of 
activities are currently authorized under the Carl D. Perkins 
Vocational Education Act. Therefore, fiscal year 1997 
appropriations for these activities were used as a benchmark 
for estimating authorizations of appropriations under this 
bill. CBO estimates that this section would authorize 
appropriations of $15 million in fiscal year 1998 and $79 
million over the 1998-2002 period with adjustments for 
inflation.
    Section 304 of H.R. 1853 would reauthorize spending on 
vocational-technical education and occupational information 
data systems. Authorizations of appropriations for these 
systems have expired. The bill authorizes such sums as may be 
necessary for fiscal years 1998-2002 for this program. 
Authorizations of appropriations are estimated to be $5 million 
in 1998 and $26 million over the five-year period with 
adjustments for inflation.
    Section 401 of the bill would authorize the Secretary to 
receive--for the purposes of expanding the use of technology in 
vocational-technical instruction--fees collected by the federal 
government from private entities that use federal property for 
telecommunications services. The spending of these fees would 
be subject to appropriation. CBO estimates that over the 1998-
2002 period about $180 million in fees collected would be 
available for appropriation under this section.
    H.R. 1853 would repeal Sections 112, 115, 116, 117, and 
118, Part C of Title II, and parts B, D, E, and F of Title IV 
of the Carl D. Perkins Vocational Education Act. These sections 
include state councils on vocational education, requirements on 
states for program evaluations, and bilingual vocational 
education. Since these sections do not include any 
authorizations of appropriations for fiscal years 1998 or 
beyond, CBO shows no budgetary impact from their repeal.
            Direct spending
    Section 402 of H.R. 1853 would repeal the Smith-Hughes 
Vocational Education Act. The Smith-Hughes Act provides 
mandatory funding for vocational education of about $7 million 
a year. Repealing this act would yield savings in direct 
spending of $1 million in outlays in 1998 and $30 million over 
the 1998-2002 period.
    Pay-as-you-go considerations: Section 252 of the Balanced 
Budget and Emergency Deficit Control Act of 1985 sets up pay-
as-you-go procedures for legislation affecting direct spending 
and receipts through 1998. CBO estimates that enacting H.R. 
1853 would decrease direct spending in fiscal year 1998 by $1 
million.
    Estimated impact on State, local, and tribal governments: 
H.R. 1853 contains no intergovernmental mandates as defined in 
UMRA, and CBO estimates that its enactment would not impose any 
costs on state, local, or tribal governments. The bill would 
restructure the federal program that provides grants to state, 
local, and tribal governments for vocational and applied 
technology education.
    Estimated impact on the private sector: The bill contains 
no private-sector mandates as defined in the Unfunded Mandates 
Reform Act of 1995.
    Estimate prepared by: Federal Cost: Justin Latus and 
Christina Hawley Sadoi; Impact on State, Local, and Tribal 
Governments: Marc Nicole; and Impact on the Private Sector: 
Kathryn Rarick.
    Estimate approved by: Paul N. Van de Water, Assistant 
Director for Budget Analysis.


         Changes in Existing Law Made by the Bill, as Reported

  In compliance with clause 3 of rule XIII of the Rules of the 
House of Representatives, changes in existing law made by the 
bill, as reported, are shown as follows (existing law proposed 
to be omitted is enclosed in black brackets, new matter is 
printed in italic, existing law in which no change is proposed 
is shown in roman):

    CARL D. PERKINS VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION ACT

          * * * * * * *

SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

  [(a) Short Title.--]This Act may be cited as the ``Carl D. 
Perkins [Vocational and Applied Technology] Vocational-
Technical Education Act''.
  [(b) Table of Contents.--The table of contents for this Act 
is as follows:

                           [TABLE OF CONTENTS

[Sec. 1. Short title; table of contents.
[Sec. 2. Statement of purpose.
[Sec. 3. Authorization of appropriations.

         [TITLE I--VOCATIONAL EDUCATION ASSISTANCE TO THE STATES

                    [Part A--Allotment and Allocation

[Sec. 101. Allotment.
[Sec. 101A. The territories.
[Sec. 102. Within State allocation.
[Sec. 103. Indian and Hawaiian natives programs.

       [Part B--State Organizational and Planning Responsibilities

[Sec. 111. State administration.
[Sec. 112. State council on vocational education.
[Sec. 113. State plan.
[Sec. 114. State plan approval.
[Sec. 115. State and local standards and measures.
[Sec. 116. State assessment and evaluation.
[Sec. 117. Program evaluation and improvement.
[Sec. 118. Criteria for services and activities for individuals who are 
          members of special populations.

         [TITLE II--BASIC STATE GRANTS FOR VOCATIONAL EDUCATION

                         [Part A--State Programs

[Sec. 201. State programs and State leadership.

               [Part B--Other State-Administered Programs

 [Subpart 1--Programs to Provide Single Parents, Displaced Homemakers, 
  and Single Pregnant Women With Marketable Skills and to Promote the 
                         Elimination of Sex Bias

[Sec. 221. Programs for single parents, displaced homemakers, and single 
          pregnant women.
[Sec. 222. Sex equity programs.
[Sec. 223. Competitive award of amounts; evaluation of programs.

                    [Subpart 2--Corrections Education

[Sec. 225. Programs for criminal offenders.

   [Part C--Secondary, Postsecondary, and Adult Vocational Education 
                                Programs

                  [Subpart 1--Within State Allocation

[Sec. 231. Distribution of funds to secondary school programs.
[Sec. 232. Distribution of funds to postsecondary and adult programs.
[Sec. 233. Special rule for minimal allocation.
[Sec. 234. Reallocation.

                        [Subpart 2--Uses of Funds

[Sec. 235. Uses of funds.

                      [Subpart 3--Local Application

[Sec. 240. Local application.

                      [TITLE III--SPECIAL PROGRAMS

 [Part A--State Assistance for Vocational Education Support Programs by 
                      Community-Based Organizations

[Sec. 301. Applications.
[Sec. 302. Uses of funds.

               [Part B--Consumer and Homemaking Education

[Sec. 311. Consumer and homemaking education grants.
[Sec. 312. Use of funds from consumer and homemaking education grants.
[Sec. 313. Information dissemination and leadership.

     [Part C--Comprehensive Career Guidance and Counseling Programs

[Sec. 321. Grants for career guidance and counseling.
[Sec. 322. Use of funds from career guidance and counseling grants.
[Sec. 323. Information dissemination and leadership.

       [Part D--Business-Labor-Education Partnership for Training

[Sec. 331. Findings and purpose.
[Sec. 332. Authorization of grants.
[Sec. 333. Use of funds.

                      [Part E--Tech-Prep Education

[Sec. 341. Short title.
[Sec. 342. Findings and purpose.
[Sec. 343. Program authorized.
[Sec. 344. Tech-prep education programs.
[Sec. 345. Applications.
[Sec. 346. Reports.
[Sec. 347. Definitions.

  [Part F--Supplementary State Grants for Facilities and Equipment and 
                  Other Program Improvement Activities

[Sec. 351. Statement of purpose.
[Sec. 352. Allotment to States.
[Sec. 353. Allocation to local educational agencies.
[Sec. 354. Uses of funds.
[Sec. 355. State applications.
[Sec. 356. Local applications.

[Part G--Community Education Employment Centers and Vocational Education 
                           Lighthouse Schools

           [Subpart 1--Community Education Employment Centers

[Sec. 361. Short title.
[Sec. 362. Purpose.
[Sec. 363. Program authorized.
[Sec. 364. Program requirements.
[Sec. 365. Support services requirements.
[Sec. 366. Parental and community participation.
[Sec. 367. Professional staff.
    [Sec. 368. Eligibility.
    [Sec. 369. Application.
    [Sec. 370. Evaluation and report.
    [Sec. 371. Definitions.

          [Subpart 2--Vocational Education Lighthouse Schools

    [Sec. 375. Vocational education lighthouse schools.

   [Part H--Tribally Controlled Postsecondary Vocational Institutions

    [Sec. 381. Short title.
    [Sec. 382. Purpose.
    [Sec. 383. Grants authorized.
    [Sec. 384. Eligible grant recipients.
    [Sec. 385. Grants to tribally controlled postsecondary vocational 
institutions.
    [Sec. 386. Amounts of grants.
    [Sec. 387. Effect on other programs.
    [Sec. 388. Grant adjustments.
    [Sec. 389. Report on facilities and facilities improvement.
    [Sec. 390. Definitions.

                      [TITLE IV--NATIONAL PROGRAMS

                   [Part A--Research and Development

    [Sec. 401. Research objectives.
    [Sec. 402. Research activities.
    [Sec. 403. National assessment of vocational education programs.
    [Sec. 404. National Center or Centers for Research in Vocational 
Education.

                    [Part B--Demonstration Programs

    [Sec. 411. Programs authorized.
    [Sec. 412. Materials development in telecommunications.
    [Sec. 413. Demonstration centers for the training of dislocated 
workers.
    [Sec. 414. Professional development.
    [Sec. 415. Blue ribbon vocational education programs.
    [Sec. 416. Development of business and education standards.
    [Sec. 417. Educational programs for Federal correctional 
institutions.
    [Sec. 418. Dropout prevention.
    [Sec. 419. Model programs of regional training for skilled trades.
    [Sec. 420. LDemonstration projects for the integration of 
vocational and academic learning.
    [Sec. 420A. Cooperative Demonstration Programs.

[Part C--Vocational Education and Occupational Information Data Systems

    [Sec. 421. Data systems authorized.
    [Sec. 422. National Occupational Information Coordinating 
Committee.
    [Sec. 423. Information base for vocational education data system.
    [Sec. 424. Miscellaneous provisions.

                 [Part E--Bilingual Vocational Training

    [Sec. 441. Program authorized.

                      [Part F--General Provisions

    [Sec. 451. Distribution of assistance.

                      [TITLE V--GENERAL PROVISIONS

               [Part A--Federal Administrative Provisions

    [Sec. 501. Payments.
    [Sec. 502. Maintenance of effort.
    [Sec. 503. Authority to make payments.
    [Sec. 504. Regional meetings and negotiated rulemaking.
    [Sec. 505. Requirements relating to reports, plans, and 
regulations.
    [Sec. 506. Federal laws guaranteeing civil rights.
[Sec. 507. Student assistance and other Federal programs.
[Sec. 508. Federal monitoring.

                [Part B--State Administrative Provisions

[Sec. 511. Joint funding.
[Sec. 512. Review of regulations.
[Sec. 513. Identification of State-imposed requirements.
[Sec. 514. Prohibition on use of funds to induce out-of-State 
relocation of businesses.
[Sec. 515. State administrative costs.
[Sec. 516. Additional administrative requirements.

                          [Part C--Definitions

[Sec. 521. Definitions.

[SEC. 2. STATEMENT OF PURPOSE.

  [It is the purpose of this Act to make the United States more 
competitive in the world economy by developing more fully the 
academic and occupational skills of all segments of the 
population. This purpose will principally be achieved through 
concentrating resources on improving educational programs 
leading to academic and occupational skill competencies needed 
to work in a technologically advanced society.]

SEC. 2. PURPOSE.

  It is the purpose of this Act to develop more fully the 
academic, occupational, and technical skills of individuals 
participating in vocational-technical education programs. This 
purpose will be achieved through concentrating resources on 
improving vocational-technical education programs leading to 
academic and technical skill competencies needed to work in a 
technologically advanced society.

SEC. 3. AUTHORIZATION OF APPROPRIATIONS.

  (a) In General.--There are authorized to be appropriated 
[$1,600,000,000 for the fiscal year 1991 and such sums as may 
be necessary for each of the fiscal years 1992, 1993, 1994, and 
1995 to carry out the provisions of titles I, II, III, and IV 
of this Act.] $1,300,000,000, for fiscal year 1998 and such 
sums as may be necessary for each of the 4 succeeding fiscal 
years to carry out the provisions of titles I and II.
  [(b) Title I.--(1) Of the amounts remaining from amounts made 
available under subsection (a) after providing amounts for the 
programs described in paragraph (2) and subsections (d) and 
(f)--
          [(A) 1.5 percent shall be available to carry out the 
        provisions of section 103, relating to Indian and 
        Hawaiian natives programs; and
          [(B) .2 percent shall be available to carry out the 
        provisions of section 101A, relating to the 
        territories.
  [(2) Of the amounts made available in the fiscal year 1991 
under subsection (a), not more than $9,000,000 shall be 
available to carry out the provisions of section 112, relating 
to State councils on vocational education.
  [(c) Basic Programs.--Of the amounts remaining from amounts 
made available under subsection (a) after providing amounts for 
the programs described in subsections (b)(2), (d), and (f), 
95.8 percent shall be available to carry out the provisions of 
title II, relating to basic programs.
  [(d) Special Programs.--(1) Subject to paragraph (2), of the 
amounts made available under subsection (a) for the fiscal year 
1991--
          [(A) not more than $15,000,000 shall be available to 
        carry out the provisions of part A of title III, 
        relating to State assistance for vocational education 
        support programs by community-based organizations;
          [(B) not more than $38,500,000 shall be available to 
        carry out the provisions of part B of title III, 
        relating to consumer and homemaking education;
          [(C) not more than $20,000,000 shall be available to 
        carry out the provisions of part C of title III, 
        relating to comprehensive career guidance and 
        counseling programs;
          [(D) not more than $10,000,000 shall be available to 
        carry out the provisions of part D of title III, 
        relating to business-labor-education partnerships;
          [(E) not more than $125,000,000 shall be available to 
        carry out the provisions of part E of title III, 
        relating to tech-prep education;
          [(F) not more than $100,000,000 shall be available to 
        carry out the provisions of part F of title III, 
        relating to supplementary State grants for facilities 
        and equipment and other program improvement activities;
          [(G) not more than $10,000,000 shall be available to 
        carry out the provisions of part G of title III, of 
        which--
                  [(i) an amount equal to 75 percent of the 
                amounts made available to carry out such part 
                shall be available to carry out the provisions 
                of subpart 1 of such part, relating to 
                community education employment centers; and
                  [(ii) an amount equal to 25 percent of the 
                amounts made available to carry out such part 
                shall be available to carry out the provisions 
                of subpart 2 of such part, relating to 
                vocational education lighthouse schools; and
          [(H) not more than $4,000,000 shall be available to 
        carry out the provisions of part H of title III, 
        relating to tribally controlled postsecondary 
        vocational institutions.
  [(2) Notwithstanding the provisions of paragraph (1), amounts 
shall be available to carry out the provisions of part C, D, or 
G of title III in any fiscal year only to the extent that the 
amount available for such fiscal year to carry out the 
provisions of title II exceeds $1,000,000,000.
  [(e) National Programs.--For each fiscal year, of the amounts 
remaining from amounts available pursuant to subsection (a) 
after providing amounts for the programs described in 
subsections (b)(2), (d), and (f), 2.5 percent of such remainder 
shall be available to carry out the provisions of title IV 
(other than parts D and E), relating to national programs.
  [(f) Other National Programs.--(1) Of amounts made available 
under subsection (a) for the fiscal year 1991, not more than 
$350,000 shall be available to carry out the provisions of part 
D of title IV, relating to the National Council on Vocational 
Education.
  [(2) Of amounts made available under subsection (a) for the 
fiscal year 1991, not more than $10,000,000 shall be available 
to carry out the provisions of part E of title IV, relating to 
bilingual vocational training programs.]
  (b) Title I.--Of the amounts made available under subsection 
(a)--
          (1) 1.5 percent shall be reserved to carry out 
        section 103, relating to Indian and Native Hawaiians 
        programs; and
          (2) 0.2 percent shall be reserved to carry out 
        section 101A, relating to the territories.

        [TITLE I--VOCATIONAL EDUCATION ASSISTANCE TO THE STATES

                   [Part A--Allotment and Allocation

                               [Allotment

  [Sec. 101. (a)(1) In each fiscal year, of the amounts 
remaining from amounts made available under section 3(a) after 
providing amounts for the programs described in subsections 
(b)(2), (d), and (f) of section 3, the Secretary shall 
reserve--
          [(A) 2.5 percent for the activities described in 
        title IV (other than parts D and E);
          [(B) 1.5 percent for the purpose of carrying out 
        section 103, of which--
                  [(i) 1.25 percent shall be for the purpose of 
                carrying out section 103(b); and
                  [(ii) .25 percent shall be for the purpose of 
                carrying out section 103(c); and
          [(C) .2 percent for the purpose of carrying out 
        section 101A.
  [(2) Subject to the provisions of paragraph (3), from the 
remainder of the sums appropriated pursuant to sections 3(a) 
and 3(b), the Secretary shall allot to each State for each 
fiscal year--
          [(A) an amount which bears the same ratio to 50 
        percent of the sums being allotted as the product of 
        the population aged fifteen to nineteen inclusive, in 
        the State in the fiscal year preceding the fiscal year 
        for which the determination is made and the State's 
        allotment ratio bears to the sum of the corresponding 
        products for all the States;
          [(B) an amount which bears the same ratio to 20 
        percent of the sums being allotted as the product of 
        the population aged twenty to twenty-four, inclusive, 
        in the State in the fiscal year preceding the fiscal 
        year for which the determination is made and the 
        State's allotment ratio bears to the sum of the 
        corresponding products for all the States;
          [(C) an amount which bears the same ratio to 15 
        percent of the sums being allotted as the product of 
        the population aged twenty-five to sixty-five, 
        inclusive, in the State in the fiscal year preceding 
        the fiscal year for which the determination is made and 
        the State's allotment ratio bears to the sum of the 
        corresponding products for all the States; and
          [(D) an amount which bears the same ratio to 15 
        percent of the sums being allotted as the amounts 
        allotted to the State under clauses (A), (B), and (C) 
        for such years bears to the sumof the amounts allotted 
to all the States under clauses (A), (B), and (C) for such year.]

    TITLE I--VOCATIONAL-TECHNICAL EDUCATION ASSISTANCE TO THE STATES

                    PART A--ALLOTMENT AND ALLOCATION

SEC. 101. ALLOTMENT.

  (a) Specific Populations.--
          (1) In general.--In each fiscal year, from amounts 
        made available under section 3(a), the Secretary shall 
        reserve--
                  (A) 1.5 percent to carry out section 103, of 
                which--
                          (i) 1.25 percent shall be available 
                        to carry out section 103(c); and
                          (ii) 0.25 percent shall be available 
                        to carry out section 103(i); and
                  (B) 0.2 percent for the purpose of carrying 
                out section 101A.
          (2) Remainder of funds.--From the remainder of the 
        sums appropriated pursuant to section 3, the Secretary 
        shall allot to each State for each fiscal year--
                  (A) an amount which bears the same ratio to 
                50 percent of the sums being allotted as the 
                product of the population aged 15 to 19 
                inclusive, in the State in the fiscal year 
                preceding the fiscal year for which the 
                determination is made and the State's allotment 
                ratio bears to the sum of the corresponding 
                products for all the States; and
                  (B) an amount which bears the same ratio to 
                50 percent of the sums being allotted as the 
                product of the population aged 20 to 24, 
                inclusive, in the State in the fiscal year 
                preceding the fiscal year for which the 
                determination is made and the State's allotment 
                ratio bears to the sum of the corresponding 
                products for all the States.
  (3)[(A)(i) Notwithstanding any other provision of law and 
subject to clause (ii), for any fiscal year for programs 
authorized by title II or part B of title III of this Act, no 
State shall receive less than the payments made to the State 
for each such program for fiscal year 1985 under Public Laws 
98-619 and 99-88. Amounts necessary for increasing such 
payments to States to comply with the preceding sentence shall 
be obtained by ratably reducing the amounts to be paid to other 
States, but no such amount shall be reduced to an amount which 
is less than the amount a State received under the Act for each 
such program for fiscal year 1985.
  [(ii) If for any fiscal year the amount appropriated for 
programs authorized by title II or part B of title III and 
available for allotment under this section is insufficient to 
satisfy the provisions of clause (i), the payments to all 
States for each such program shall be ratably reduced as 
necessary.]
  [(B)(i) Notwithstanding any other provision of law and 
subject to subparagraphs (A), (C), and (D) and clause (ii), for 
any fiscal year for which the amounts appropriated for programs 
authorized by title II or part A, B, C, D, or E of title III 
(and available for allotment under this section) exceed the 
amounts so available for fiscal year 1985, no State shall 
receive less than one-half of one percent of the amount 
available for each such program for that fiscal year under this 
subsection. Amounts necessary for increasing such payments to 
States to comply with the preceding sentence shall be obtained 
by ratably reducing the amounts to be paid to other States.] 
(A)(i) Notwithstanding any other provision of law and subject 
to subparagraph (B) and clause (ii), no State shall receive 
less than \1/2\ of 1 percent of the amount available for each 
such program for each fiscal year under this subsection.
  (ii) Due to the application of the provisions of clause (i), 
for any fiscal year, no State shall receive more than 150 
percent of the payments made to the State for each program 
authorized by title II, [or part A, B, C, D, or E of title III] 
for the preceding fiscal year.
                  [(C) In the case of the Virgin Islands, the 
                minimum allotment for all programs under this 
                Act shall not be less than $200,000.]
  [(D)] (B)(i) Subject to clause (iii), no State shall, by 
reason of subparagraph (B), be allotted more than the lesser 
of--
          (I) 150 percent of the amount that the State received 
        in the preceding fiscal year; and
          (II) the amount calculated under clause (ii).
  (ii) The amount calculated under this clause shall be 
determined by multiplying--
          (I) the number of individuals in the State counted 
        under paragraph (2) in the preceding fiscal year; by
          (II) 150 percent of the national average per pupil 
        payment made with funds available under this section 
        for that year.
  (iii) Notwithstanding the provisions of clauses (i) and (ii), 
no State shall be allotted an amount under this section in any 
fiscal year that is less than the amount such State is allotted 
in the fiscal year 1991.
          * * * * * * *
  [(c)(1) The allotment ratio for any State shall be 1.00 less 
the product of--
          [(A) 0.50; and
          [(B) the quotient obtained by dividing the per capita 
        income for the State by the per capita income for all 
        the States (exclusive of Puerto Rico and the Virgin 
        Islands), except that (i) the allotment ratio in no 
        case shall be more than 0.60 or less than 0.40 and (ii) 
        the allotment ratio for Puerto Rico and the Virgin 
        Islands shall be 0.60.
  [(2) The allotment ratios shall be promulgated by the 
Secretary for each fiscal year between October 1 and December 
31 of the fiscal year preceding the fiscal year for which the 
determination is made. Allotment ratios shall be computed on 
the basis of the average of the appropriate per capita incomes 
for the three most recent consecutive fiscal years for which 
satisfactory data are available.
  [(3) The term ``per capita income'' means, with respect to a 
fiscal year, the total personal income in the calendar year 
ending in such year, divided by the population of the area 
concerned in such year.
  [(4) For the purposes of this section, population shall be 
determined by the Secretary on the basis of the latest 
estimates available to the Department.]
  (c) Allotment Ratio.--
          (1) In general.--The allotment ratio for any State 
        shall be 1.00 less the product of--
                  (A) 0.50; and
                  (B) the quotient obtained by dividing the per 
                capita income for the State by the per capita 
                income for all the States (exclusive of Puerto 
                Rico and the Virgin Islands), except that--
                          (i) the allotment ratio in no case 
                        shall be more than 0.55 or less than 
                        0.40; and
                          (ii) the allotment ratio for Puerto 
                        Rico and the Virgin Islands shall be 
                        0.55.
          (2) Allotment ratios.--The allotment ratios shall be 
        promulgated by the Secretary for each fiscal year 
        between October 1 and December 31 of the fiscal year 
        preceding the fiscal year for which the determination 
        is made. Allotment ratios shall be computed on the 
        basis of the average of the appropriate per capita 
        incomes for the 3 most recent consecutive fiscal years 
        for which satisfactory data are available.
          (3) Definition.--The term ``per capita income'' 
        means, with respect to a fiscal year, the total 
        personal income in the calendar year ending in such 
        year, divided by the population of the area concerned 
        in such year.
          (4) Population determination.--For the purposes of 
        this section, population shall be determined by the 
        Secretary on the basis of the latest estimates 
        available to the Department.
          * * * * * * *

SEC. 101A. THE TERRITORIES.

  (a) * * *
          * * * * * * *
  (d) Restriction.--Notwithstanding any other provision of law, 
the Republic of the Marshall Islands, the Federated States of 
Micronesia, and the Republic of Palau shall not receive any 
funds under this part for any fiscal year that begins after 
September 30, 2001.

SEC. 102. WITHIN STATE ALLOCATION.

  (a) Programs Other Than State Grants.--From the allotment 
made to each State from funds appropriated under section 3(a) 
for each fiscal year--
          (1) an amount equal to [at least 75 percent of the 
        allotment shall be available only for basic programs 
        under part C of title II;] an amount equal to not less 
        than 90 percent of the allotment shall be available for 
        basic programs under part B of title II;
          [(2) an amount equal to 10.5 percent of the allotment 
        shall be available only for the program for single 
        parents, displaced homemakers, and single pregnant 
        women described in section 221 and the sex equity 
        program described in section 222, of which--
                  [(A) not less than 7 percent of such 
                allotment shall be reserved for the program for 
                single parents, displaced homemakers, and 
                single pregnant women; and
                  [(B) not less than 3 percent of such 
                allotment shall be reserved for the sex equity 
                program;]
          [(3)] (2) an amount equal to not more than [8.5] 8 
        percent of the allotment shall be available only for 
        State programs and activities described in section 201; 
        and
          [(4)] (3) the State may use for administration of the 
        State plan an amount that does not exceed [5] 2 percent 
        of the allotment or $250,000, whichever is greater, [of 
        which--
                  [(A) not less than $60,000 shall be available 
                only for purposes of carrying out the 
                provisions of section 111(b)(1); and
                  [(B) remaining amounts may be used for the 
                costs of--
                          [(i) developing the State plan;
                          [(ii) reviewing local applications;
                          [(iii) monitoring and evaluating 
                        program effectiveness;
                          [(iv) providing technical assistance; 
                        and
                          [(v) assuring compliance with all 
                        applicable Federal laws, including 
                        required services and activities for 
                        individuals who are members of special 
                        populations; and]
        which may be used for the costs of--
                  (A) developing the State application;
                  (B) reviewing local applications;
                  (C) monitoring and evaluating program 
                effectiveness; and
                  (D) assuring compliance with all applicable 
                Federal laws.
          [(5) an amount equal to 1 percent of the allotment 
        shall be available only for programs for criminal 
        offenders under section 225.]
  (b) Matching Requirement.--Each State receiving financial 
assistance under this Act shall match, from non-Federal sources 
and on a dollar-for-dollar basis, the funds reserved pursuant 
to subsection (a)[(4)](3).
  [(c) Hold Harmless Provision.--(1) Except as provided in 
paragraph (3) and notwithstanding the provisions of subsection 
(a), each State shall reserve for the program for single 
parents, displaced homemakers, and single pregnant women under 
section 221, and the sex equity program under section 222, 
respectively, an amount that is not less than the amount such 
State reserved for each such program in the fiscal year 1990.
          [(2) Except as provided in paragraph (3) and 
        notwithstanding the provisions of subsection (a), each 
        State shall reserve for the program for criminal 
        offenders under section 225, an amount that is not less 
        than the amount such State expended under this Act for 
        such program for the fiscal year 1990.
  [(3) In any year in which a State receives an amount for 
purposes of carrying out programs under title II that is less 
than the amount such State received for such purposes in the 
fiscal year1990, such State shall ratably reduce the amounts 
reserved under paragraph (1).]
  (c) Rural Reserve.--A State may reserve not more than 10 
percent of the allotment made under section 102(a)(1) to use 
for grants to rural areas.
  (d) Incentive Awards.--A State may reserve not more than 5 
percent of the allotment made under section 102(a)(1) to make 
awards--
          (1) to a local eligible recipient that meets or 
        exceeds the State benchmarks described in section 114;
          (2) to a local eligible recipient that meets or 
        exceeds the average State graduation rate; or
          (3) to assist a local eligible recipient that has 
        significantly failed to meet the State benchmarks 
        described in section 114, or has a graduation rate that 
        is significantly below the average State graduation 
        rate.

                 [Indian and Hawaiian Natives Programs

  [Sec. 103. (a)(1) For the purpose of this section--
  [(1)(A) From the funds reserved pursuant to section 
101(a)(1)(B)(i), the Secretary is directed--
          [(i) upon the request of any Indian tribe which is 
        eligible to contract with the Secretary of the Interior 
        for the administration of programs under the Indian 
        Self-Determination Act or under the Act of April 16, 
        1934; or
          [(ii) upon an application received from a Bureau 
        funded school (as such term is defined in section 
        1139(3) of the Education Amendments of 1978) offering 
        secondary programs filed at such time and under such 
        conditions as the Secretary may prescribe,
to make grants to or enter into contracts with any tribal 
organization of any such Indian tribe or to make a grant to 
such Bureau funded school, as appropriate, to plan, conduct, 
and administer programs or portions of programs authorized by 
and consistent with the purposes of this Act, except that--
          [(I) such grants or contracts with any tribal 
        organization shall be subject to the terms and 
        conditions of section 102 of the Indian Self-
        Determination Act and shall be conducted in accordance 
        with the provisions of sections 4, 5, and 6 of the Act 
        of April 16, 1934, which are relevant to the programs 
        administered under this sentence; and
          [(II) such grants to Bureau funded schools shall not 
        be subject to the requirements of the Indian Self-
        Determination Act or the Act of April 16, 1934.
  [(B)(i) Any tribal organization or school eligible to receive 
assistance under this paragraph may apply individually or as 
part of a consortium with another such tribal organization or 
school.
  [(ii) In the case of a Bureau funded school, the minimum 
amount of a grant made under this section shall be $35,000.
  [(C) The Secretary may not place upon grants made or 
contracts entered into under this paragraph any restrictions 
relating to programs or outcomes other than restrictions which 
apply to grants made to or contracts entered into with States 
under section 101. The Secretary, in making grants under this 
paragraph, shall give special consideration to--
          [(i) grants which involve, coordinate with, or 
        encourage tribal economic development plans; and
          [(ii) applications from tribally controlled community 
        colleges which--
                  [(I) are accredited or are candidates for 
                accreditation by a nationally recognized 
                accreditation organization as an institution of 
                postsecondary vocational education; or
                  [(II) operate vocational education programs 
                that are accredited or are candidates for 
                accreditation by a nationally recognized 
                accreditation organization and issue 
                certificates for completion of vocational 
                education programs.
  [(2) From the funds reserved pursuant to section 
101(a)(1)(B), the Secretary shall enter into contracts for 
Indian and Hawaiian native programs in accordance with the 
provisions of this section.
  [(b)(1)(A) From the funds reserved pursuant to section 
101(a)(1)(B)(i), the Secretary is directed--
          [(i) upon the request of any Indian tribe which is 
        eligible to contract with the Secretary of the Interior 
        for the administration of programs under the Indian 
        Self-Determination Act or under the Act of April 16, 
        1934; or
          [(ii) upon an application received from a Bureau 
        funded school (as such term is defined in section 
        1139(3) of the Education Amendments of 1978) offering 
        secondary programs filed at such time and under such 
        conditions as the Secretary may prescribe,
to make grants to or enter into contracts with any tribal 
organization of any such Indian tribe or to make a grant to 
such Bureau funded school, as appropriate, to plan, conduct, 
and administer programs or portions of programs authorized by 
and consistent with the purposes of this Act, except that--
          [(I) such grants or contracts with any tribal 
        organization shall be subject to the terms and 
        conditions of section 102 of the Indian Self-
        Determination Act and shall be conducted in accordance 
        with the provisions of sections 4, 5, and 6 of the Act 
        of April 16, 1934, which are relevant to the programs 
        administered under this sentence; and
          [(II) such grants to Bureau funded schools shall not 
        be subject to the requirements of the Indian Self-
        Determination Act or the Act of April 16, 1934.
  [(B)(i) Any tribal organization or school eligible to receive 
assistance under this paragraph may apply individually or as 
part of a consortium with another such tribal organization or 
school.
  [(ii) In the case of a Bureau funded school, the minimum 
amount of a grant made under this section shall be $35,000.
  [(C) The Secretary may not place upon grants made or 
contracts entered into under this paragraph any restrictions 
relating to programs or outcomes other than restrictions which 
apply to grants made to or contracts entered into with States 
under section 101. The Secretary, in making grants under this 
paragraph, shall give special consideration to--
          [(i) grants which involve, coordinate with, or 
        encourage tribal economic development plans; and
          [(ii) applications from tribally controlled community 
        colleges which--
                  [(I) are accredited or are candidates for 
                accreditation by a nationally recognized 
                accreditation organization as an institution of 
                postsecondary vocational education; or
                  [(II) operate vocational education programs 
                that are accredited or are candidates for 
                accreditation by a nationally recognized 
                accreditation organization and issue 
                certificates for completion of vocational 
                education programs.
          [(D)(i) Funds received pursuant to grants and 
        contracts described in subparagraph (A) may be used to 
        provide stipends to students who are enrolled in 
        vocational education programs and who have acute 
        economic needs which cannot be met through work-study 
        programs.
          [(ii) Stipends described in clause (i) shall not 
        exceed reasonable amounts as prescribed by the 
        Secretary.
  [(2) The Bureau of Indian Affairs shall expend an amount 
equal to the amount made available under this subsection, 
relating to programs for Indians, to pay a part of the costs of 
programs funded under this subsection. During each fiscal year 
the Bureau of Indian Affairs shall expend no less than the 
amount expended during the prior fiscal year on vocational 
education programs, services, and activities administered 
either directly by, or under contract with, the Bureau of 
Indian Affairs. The Secretary and the Assistant Secretary of 
the Interior for Indian Affairs shall jointly prepare a plan 
for the expenditure of funds made available and for the 
evaluation of programs assisted under this subsection. Upon the 
completion of a joint plan for the expenditure of these funds 
and the evaluation of the programs, the Secretary shall assume 
responsibility for the administration of the program, with the 
assistance and consultation of the Bureau of Indian Affairs.
  [(3) Programs funded under this subsection shall be in 
addition to such other programs, services, and activities as 
are made available to eligible Indians under other provisions 
of this Act.
  [(4) For the purposes of this Act, the Bureau of Indian 
Affairs shall be deemed to be a State board; and all the 
provisions of this Act shall be applicable to the Bureau as if 
it were a State board.
  [(c) From the funds reserved pursuant to section 
101(a)(1)(B)(ii), the Secretary is directed, to enter into 
contracts with organizations primarily serving and representing 
Hawaiian natives which are recognized by the Governor of the 
State of Hawaii to plan, conduct, and administer programs, or 
portions thereof, which are authorized by and consistent with 
the provisions of this section for the benefit of Hawaiian 
natives.]

SEC. 103. NATIVE AMERICAN PROGRAM.

  (a) Indian Policy.--All programs assisted under this section 
shall be administered in a manner consistent with the 
principles of the Indian Self-Determination and Education 
Assistance Act (25 U.S.C. 450 et seq.) and the government-to-
government relationship between the Federal Government and 
Indian tribal governments.
  (b) Definitions.--As used in this section:
          (1) Alaska native.--The term ``Alaska Native'' means 
        a Native as such term is defined in section 3(b) of the 
        Alaska Native Claims Settlement Act (43 U.S.C. 
        1602(b)).
          (2) Bureau Funded.--The term ``Bureau funded school'' 
        means--
                  (A) a Bureau school;
                  (B) a contract school; or
                  (C) a school for which assistance is provided 
                under the Tribally Controlled Schools Act of 
                1988.
          (3) Indian, Indian tribe, and tribal organization.--
        The terms ``Indian'', ``Indian tribe'', and ``tribal 
        organization'' have the meanings given such terms in 
        subsections (d), (e), and (l), respectively, of section 
        4 of the Indian Self-Determination and Education 
        Assistance Act (25 U.S.C. 450b).
          (4) Institution of higher education.--The term 
        ``institution of higher education'' has the meaning 
        given such term in section 1201(a) of the Higher 
        Education Act of 1965 (20 U.S.C. 1141(a)).
          (5) Native hawaiian and native hawaiian 
        organization.--The terms ``Native Hawaiian'' and 
        ``Native Hawaiian organization'' have the meanings 
        given such terms in paragraphs (1) and (3), 
        respectively, of section 9212 of the Native Hawaiian 
        Education Act (20 U.S.C. 7912).
          (6) Tribally controlled community college.--The term 
        ``tribally controlled community college'' has the 
        meaning given such term in section 2(a)(4) of the 
        Tribally Controlled Community College Assistance Act of 
        1978 (25 U.S.C. 1801(a)(4)).
          (7) Tribally controlled postsecondary vocational 
        institution.--The term ``tribally controlled 
        postsecondary vocational institution'' means an 
        institution of higher education that--
                  (A) is formally controlled, or has been 
                formally sanctioned or chartered, by the 
                governing body of an Indian tribe or Indian 
                tribes;
                  (B) offers a technical degree or certificate 
                granting program;
                  (C) is governed by a board of directors or 
                trustees, a majority of whom are Indians;
                  (D) demonstrates adherence to stated goals, a 
                philosophy, or a plan of operation, that 
                fosters individual Indian economic and self-
                sufficiency opportunity, including programs 
                that are appropriate to stated tribal goals of 
                developing individual entrepreneurships and 
                self-sustaining economic infrastructures on 
                reservations;
                  (E) has been in operation for at least 3 
                years;
                  (F) holds accreditation with or is a 
                candidate for accreditation by a nationally 
                recognized accrediting authority for 
                postsecondary vocational-technical education; 
                and
                  (G) enrolls the full-time equivalent of not 
                less than 100 students, of whom a majority are 
                Indians.
  (c) Program Authorized.--
          (1) In general.--From amounts reserved under section 
        101(a)(1)(A)(i), the Secretary shall make grants to 
        Indian tribes, tribal organizations and Alaska Native 
        entities to carry out the authorized programs described 
        in subsection (d), except that such terms shall not 
        include secondary school programs in Bureau funded 
        schools.
          (2) Special authority relating to secondary schools 
        operated or supported by the bureau of Indian 
        affairs.--An Indian tribe, a tribal organization, or an 
        Alaska Native entity, that receives funds through a 
        grant made or contract entered into under paragraph (1) 
        may use the funds to provide assistance to a secondary 
        school operated or supported by the Bureau of Indian 
        Affairs to enable such school to carry out vocational-
        technical education programs.
  (d) Authorized Programs.--Funds made available under this 
section shall be used to carry out vocational-technical 
education programs consistent with the purposes of this Act.
  (e) Grant Application.--In order to receive a grant under 
this section an entity described in subsection (c) shall submit 
an application to the Secretary and shall include an assurance 
that such entity shall comply with the requirements of this 
Act.
  (f) Special Consideration.--The Secretary, in making grants 
under subsection (c), shall give special consideration to--
          (1) grants which involve, coordinate with, or 
        encourage tribal economic development plans; and
          (2) applications from tribally controlled community 
        colleges which--
                  (A) are accredited or are candidates for 
                accreditation by a nationally recognized 
                accreditation organization as an institution of 
                postsecondary vocational-technical education; 
                or
                  (B) operate vocational-technical education 
                programs that are accredited or are candidates 
                for accreditation by a nationally recognized 
                accreditation organization and issue 
                certificates for completion of vocational-
                technical education programs.
  (g) Consolidation of Funds.--Each entity receiving assistance 
under this section may consolidate such assistance with 
assistance received from related programs in accordance with 
the provisions of the Indian Employment, Training and Related 
Services Demonstration Act of 1992 (25 U.S.C 3401 et seq.).
  (h) Nonduplicative and Nonexclusive Services.--Nothing in 
this section shall be construed--
          (1) to limit the eligibility of any entity described 
        in subsection (c) to participate in any activity 
        offered by a State or local entity under this title; or
          (2) to preclude or discourage any agreement, between 
        any entity described in subsection (c) and any State or 
        local entity, to facilitate the provision of services 
        by such entity or to the population served by such 
        entity.
  (i) Native Hawaiian Programs.--From the funds reserved 
pursuant to section 101(a)(1)(A)(ii), the Secretary is directed 
to enter into contracts with organizations primarily serving 
and representing Native Hawaiian Programs which are recognized 
by the Governor of the State of Hawaii to plan, conduct, and 
administer programs, or portions thereof, which are authorized 
by and consistent with the provisions of this section for the 
benefit of Native Hawaiian Programs.

SEC. 104. TRIBALLY CONTROLLED POSTSECONDARY VOCATIONAL-TECHNICAL 
                    EDUCATION PROGRAMS

  (a) Grants Authorized.--The Secretary shall, subject to the 
availability of appropriations, make grants pursuant to this 
section to tribally controlled postsecondary vocational-
technical institutions to provide basic support for the 
education and training of Indian students.
  (b) Use of Grants.--Amounts made available pursuant to this 
section shall be used for vocational-technical education 
programs.
  (c) Eligible Grant Recipients.--To be eligible for assistance 
under this section a tribally controlled postsecondary 
vocational-technical institution shall--
          (1) be governed by a board of directors or trustees, 
        a majority of whom are Indians;
          (2) have been in operation for at least 3 years;
          (3) hold accreditation with or be a candidate for 
        accreditation by a nationally recognized accrediting 
        authority for postsecondary vocational-technical 
        education; and
          (4) enroll the full-time equivalent of not less than 
        100 students, of whom a majority are Indians.
  (d) Applications.--Any tribally controlled postsecondary 
vocational-technical institution that desires to receive a 
grant under this section shall submit an application to the 
Secretary in such manner and form as the Secretary may require.
  (e) Other Programs.--
          (1) In general.--Except as specifically provided in 
        this Act, eligibility for assistance under this section 
        shall not preclude any tribally controlled 
        postsecondary vocational-technical institution from 
        receiving Federal financial assistance under any 
        program authorized under the Higher Education Act of 
        1965 or any other applicable program for the benefit of 
        institutions of higher education or vocational-
        technical education.
          (2) Prohibition on allocation of grant amount.--The 
        amount of any grant for which tribally controlled 
        postsecondary vocational-technical institutions are 
        eligible under this subpart shall not be altered 
        because of funds allocated to any such institution from 
        funds appropriated under the Act of November 2, 1921.
          (3) Prohibition on contract denial.--No tribally 
        controlled postsecondary vocational-technical 
        institution for which an Indian tribe has designated a 
        portion of the funds appropriated for the tribe from 
        funds appropriated under the Act of November 2, 1921, 
        may be denied a contract for such portion under the 
        Indian Self-Determination and Education Assistance Act 
        (except as provided in that Act), or denied appropriate 
        contract support to administer such portion of the 
        appropriated funds.
  (f) Definitions.--For the purposes of this section:
          (1) Indian.--The terms ``Indian'' and ``Indian 
        tribe'' have the meanings given such terms in section 2 
        of the Tribally Controlled Community College Assistance 
        Act of 1978.
          (2) Tribally controlled postsecondary vocational-
        technical institution.--The term ``tribally controlled 
        postsecondary vocational-technical institution'' means 
        an institutionof higher education which is formally 
controlled, or has been formally sanctioned or chartered by the 
governing body of an Indian tribe or tribes which offers technical 
degrees or certificate granting programs.
          (3) Indian student count.--The term ``Indian student 
        count'' means a number equal to the total number of 
        Indian students enrolled in each tribally controlled 
        vocational-technical institution, determined as 
        follows:
                  (A) Registrations.--The registrations of 
                Indian students as in effect on October 1 of 
                each year.
                  (B) Summer term.--Credits or clock hours 
                toward a certificate earned in classes offered 
                during a summer term shall be counted toward 
                the computation of the Indian student count in 
                the succeeding fall term.
                  (C) Admission criteria.--Credits or clock 
                hours toward a certificate earned in classes 
                during a summer term shall be counted toward 
                the computation of the Indian student count if 
                the institution at which the student is in 
                attendance has established criteria for the 
                admission of such student on the basis of the 
                student's ability to benefit from the education 
                or training offered. The institution shall be 
                presumed to have established such criteria if 
                the admission procedures for such studies 
                include counseling or testing that measures the 
                student's aptitude to successfully complete the 
                course in which the student has enrolled. No 
                credit earned by such student for purposes of 
                obtaining a high school degree or its 
                equivalent shall be counted toward the 
                computation of the Indian student count.
                  (D) Determination of hours.--Indian students 
                earning credits in any continuing education 
                program of a tribally controlled vocational-
                technical institution shall be included in 
                determining the sum of all credit or clock 
                hours.
                  (E) Continuing education.--Credits or clock 
                hours earned in a continuing education program 
                shall be converted to the basis that is in 
                accordance with the institution's system for 
                providing credit for participation in such 
                programs.
  (g) Authorization of Appropriations.--There is authorized to 
be appropriated not more than $4,000,000 for fiscal year 1998 
and such sums as may be necessary for each of the 4 succeeding 
fiscal years to carry out the provisions of this section.

       Part B--State Organizational and Planning Responsibilities

                          State Administration

  Sec. 111. (a)(1) Any State desiring to participate in the 
vocational education program authorized by this Act shall, 
consistent with State law, designate or establish a State board 
of vocational education which shall be the sole State agency 
responsible for the administration or the supervision of the 
State vocational education program. The responsibilities of the 
State board shall include--
          (A) coordination of the development, submission, and 
        implementation of the State plan, and the evaluation of 
        the program, services, and activities assisted under 
        this Act [pursuant to section 113(b)(8), section 116, 
        and section 117]; and
          (B) [the development, in consultation with the State 
        council on vocational education, and the submission to 
        the Secretary, of the State plan required by section 
        113 and by section 114;
          [(C) consultation with the State council established 
        pursuant to section 112, and other appropriate 
        agencies, groups, and individuals, including business, 
        industry, and labor, involved in the planning, 
        administration, evaluation, and coordination of 
        programs funded under this Act;] consultation with the 
        Governor and appropriate agencies, groups, and 
        individuals, including business, industry and 
        representatives of employees involved in the planning, 
        administration, evaluation, and coordination of 
        programs funded under this Act;
          * * * * * * *
  [(b)(1) Any State desiring to participate in the programs 
authorized by this Act shall assign one individual within the 
appropriate agency established or designated by the State board 
under the last sentence of subsection (a)(1) to administer 
vocational education programs within the State, to work full 
time to assist the State board to fulfill the purposes of this 
Act by--
          [(A) administering the program of vocational 
        education for single parents and homemakers described 
        in section 221 and the sex equity program described in 
        section 222;
          [(B) gathering, analyzing, and disseminating data on 
        the adequacy and effectiveness of vocational education 
        programs in the State in meeting the education and 
        employment needs of women (including preparation for 
        employment in technical occupations, new and emerging 
        occupational fields, and occupations regarded as 
        nontraditional for women), and on the status of men and 
        women students and employees in such programs;
                  [(C) reviewing and commenting upon, and 
                making recommendations concerning, the plans of 
                local educational agencies, area vocational 
                education schools, intermediate educational 
                agencies, and postsecondary educational 
                institutions to ensure that the needs of women 
                and men for training in nontraditional jobs are 
                met;
          [(D) reviewing vocational education programs 
        (including career guidance and counseling) for sex 
        stereotyping and sex bias, with particular attention to 
        practices which tend to inhibit the entry of women in 
        high technology occupations, and submitting (i) 
        recommendations for inclusion in the State plan of 
        programs and policies to overcome sex bias and sex 
        stereotyping in such programs, and (ii) an assessment 
        of the State's progress in meeting the purposes of this 
        Act with regard to overcoming sex discrimination and 
        sex stereotyping;
          [(E) reviewing proposed actions on grants, contracts, 
        and the policies of the State board to ensure that the 
        needs of women are addressed in the administration of 
        this Act;
          [(F) developing recommendations for programs of 
        information and outreach to women concerning vocational 
        education and employment opportunities for women 
        (including opportunities for careers as technicians and 
        skilled workers in technical fields and new and 
        emerging occupational fields);
          [(G) providing technical assistance and advice to 
        local educational agencies, postsecondary institutions, 
        and other interested parties in the State, in expanding 
        vocational opportunities for women; and
          [(H) assisting administrators, instructors, and 
        counselors in implementing programs and activities to 
        increase access for women (including displaced 
        homemakers and single heads of households) to 
        vocational education and to increase male and female 
        students' enrollment in nontraditional programs.
                  [(I) developing an annual plan for the use of 
                all funds available for such programs;
                  [(J) managing the distribution of funds 
                pursuant to section 223;
                  [(K) monitoring the use of funds distributed 
                to recipients under such programs; and
                  [(L) evaluating the effectiveness of programs 
                and activities supported by such funds.
  [(2) For the purpose of this subsection, the term ``State'' 
means any one of the fifty States and the District of Columbia.
  [(3) Each State shall from funds allocated under section 
102(a)(4)(A) expend not less than $60,000 in each fiscal year 
to carry out the provisions of this subsection.
  [(c) Review of Plans With Respect to Students With 
Handicaps.--(1) Any State desiring to participate in the 
programs authorized by this Act shall designate or assign the 
head of the State office responsible for administering part B 
of the Individuals with Disabilities Education Act to review 
the implementation of the provisions of this Act as such 
provisions relate to students with handicaps by reviewing all 
or a representative sample of plans of eligible recipients to--
          [(A) assure that individuals with handicaps are 
        receiving vocational educational services;
          [(B) assure that the plans of the eligible recipient 
        provide assurances of compliance with the provisions of 
        section 504 of the Rehabilitation Act of 1973 and the 
        Education of Handicapped Act regarding equal access to 
        programs; and
          [(C) assure that the eligible recipients have--
                  [(i) identified the number of students with 
                handicaps enrolled in vocational programs 
                operated by the eligible recipient;
                  [(ii) assessed the vocational needs of the 
                students identified pursuant to clause (i); and
                  [(iii) developed an adequate plan to provide 
                supplementary services sufficient to meet the 
                needs of such students.
  [(2) For purposes of this subsection and subsections (d) and 
(e), the term ``State'' means any 1 of the 50 States, the 
District of Columbia, and the Commonwealth of Puerto Rico.
  [(d) Needs of Economically Disadvantaged Students.--Any State 
desiring to participate in the programs authorized by this Act 
shall assign the head of the State office or other appropriate 
individual responsible for coordinating services under title I 
of the Elementary and Secondary Education Act of 1965 to review 
all or a representative sample of plans of the eligible 
recipients to ensure that the number of economically 
disadvantaged students have been identified, and that the needs 
of such students are being met as outlined by such plans.
  [(e) Needs of Students of Limited English Proficiency.--Any 
State desiring to participate in the programs authorized by 
this Act shall designate or assign the head of the State office 
or other appropriate individual responsible for administering 
programs for students of limited English proficiency to review 
all or a representative sample of the plans of the eligible 
recipients to ensure the numbers of students of limited English 
proficiency have been identified and that the needs of such 
students for participation in vocational education programs are 
being met as outlined by such plans.
  [(f) The State board shall make available to each private 
industry council established under section 102 of the Job 
Training Partnership Act within the State a listing of all 
programs assisted under this Act.
  [(g) Each State board, in consultation with the State 
council, shall establish a limited number of technical 
committees to advise the council and the board on the 
development of model curricula to address State labor market 
needs. Technical committees shall develop an inventory of 
skills that may be used by the State board to define state-of-
the-art model curricula. Such inventory will provide the type 
and level of knowledge and skills needed for entry, retention, 
and advancement in occupational areas taught in the State. The 
State board shall establish procedures for membership, 
operation, and duration of such committees consistent with the 
purposes of this Act. The membership shall be representatives 
of (1) employers from any relevant industry or occupation for 
which the committee is established; (2) trade or professional 
organizations representing any relevant occupations; and (3) 
organized labor, where appropriate.]
  (b) List of Programs Assisted.--The State board shall make 
available to each Private Industry Council established under 
section 102 of the Job Training Partnership Act within the 
State a listing of all programs assisted under this Act.

                 [State Council on Vocational Education

  [Sec. 112. (a) Each State which desires to participate in 
vocational education programs authorized by this Act for any 
fiscal year shall establish a State council, which shall be 
appointed by the Governor or, in the case of States in which 
the members of the State board of education are elected 
(including election by the State legislature), by such board. 
Each State council shall be composed of 13 individuals, and 
shall be broadly representative of citizens and groups within 
the State having an interest in vocational education. Each 
State council shall consist of--
          [(1) seven individuals who are representative of the 
        private sector in the State who shall constitute a 
        majority of the membership--
                  [(A) five of whom shall be representative of 
                business, industry, trade organizations, and 
                agriculture including--
                          [(i) one member who is representative 
                        of small business concerns; and
                          [(ii) one member who is a private 
                        sector member of the State job training 
                        coordinating council (established 
                        pursuant to section 122 of the Job 
                        Training Partnership Act), and
                  [(B) two of whom shall be representatives of 
                labor organizations;
          [(2) six individuals who are representative of 
        secondary and postsecondary vocational institutions 
        (equitably distributed among such institutions), career 
        guidance and counseling organizations within the State, 
        individuals who have special knowledge and 
        qualifications with respect to the special educational 
        and career development needs of special populations 
        (including women, the disadvantaged, the handicapped, 
        individuals with limited English proficiency, and 
        minorities) and of whom one member shall be 
        representative of special education and may include 
        members of vocational student organizations and school 
        board members.
In selecting individuals under subsection (a) to serve on the 
State council, due consideration shall be given to the 
appointment of individuals who serve on a private industry 
council under the Job Training Partnership Act, or on State 
councils established under other related Federal Acts. No 
employee of the State board shall serve on the State council.
  [(b) The State shall certify to the Secretary the 
establishment and membership of the State council by the 
beginning of each State plan period described in section 
113(a)(1).
  [(c) Each State council shall meet as soon as practical after 
certification has been accepted by the Secretary and shall 
select from among its membership a chairperson who shall be 
representative of the private sector. The time, place, and 
manner of meeting, as well as council operating procedures and 
staffing, shall be as provided by the rules of the State 
council, except that such rules must provide for not less than 
one public meeting each year at which the public is given an 
opportunity to express views concerning the vocational 
education program of the State.
  [(d) During each State plan period described in section 
113(a)(1), each State council shall--
          [(1) meet with the State board or its representatives 
        to advise on the development of the subsequent State 
        plan;
          [(2) make recommendations to the State board and make 
        reports to the Governor, the business community, and 
        general public of the State, concerning--
                  [(A) the State plan;
                  [(B) policies the State should pursue to 
                strengthen vocational education (with 
                particular attention to programs for the 
                handicapped); and
                  [(C) initiatives and methods the private 
                sector could undertake to assist in the 
                modernization of vocational education programs;
          [(3) analyze and report on the distribution of 
        spending for vocational education in the State and on 
        the availability of vocational education activities and 
        services within the State;
          [(4) furnish consultation to the State board on the 
        establishment of evaluation criteria for vocational 
        education programs within the State;
          [(5) submit recommendations to the State board on the 
        conduct of vocational education programs conducted in 
        the State which emphasize the use of business concerns 
        and labor organizations;
          [(6) assess the distribution of financial assistance 
        furnished under this Act, particularly with the 
        analysis of the distribution of financial assistance 
        between secondary vocational education programs and 
        postsecondary vocational education programs;
          [(7) recommend procedures to the State board to 
        ensure and enhance the participation of the public in 
        the provision of vocational education at the local 
        level within the State, particularly the participation 
        of local employers and local labor organizations;
          [(8) report to the State board on the extent to which 
        individuals who are members of special populations are 
        provided with equal access to quality vocational 
        education programs;
          [(9) analyze and review corrections education 
        programs; and
          [(10)(A) evaluate at least once every 2 years--
                  [(i) the extent to which vocational 
                education, employment, and training programs in 
                the State represent a consistent, integrated, 
                and coordinated approach to meeting the 
                economic needs of the State;
                  [(ii) the vocational education program 
                delivery system assisted under this Act, and 
                the job training program delivery system 
                assisted under the Job Training Partnership 
                Act, in terms of such delivery systems' 
                adequacy and effectiveness in achieving the 
                purposes of each of the 2 Acts; and
                  [(iii) make recommendations to the State 
                board on the adequacy and effectiveness of the 
                coordination that takes place between 
                vocational education and the Job Training 
                Partnership Act;
          [(B) comment on the adequacy or inadequacy of State 
        action in implementing the State plan;
          [(C) make recommendations to the State board on ways 
        to create greater incentives for joint planning and 
        collaboration between the vocational education system 
        and the job training system at the State and local 
        levels; and
          [(D) advise the Governor, the State board, the State 
        job training coordinating council, the Secretary, and 
        the Secretary of Labor regarding such evaluation, 
        findings, and recommendations.
  [(e) Each State council is authorized to obtain the services 
of such professional, technical, and clerical, personnel as may 
be necessary to enable it to carry out its functions under this 
Act and to contract for such services as may be necessary to 
enable the Council to carry out its evaluation functions, 
independent of programmatic and administrative control by other 
State boards, agencies, and individuals. Each State Council may 
submit a statement to the Secretary reviewing and commenting 
upon the State plan. Such statement shall be sent to the 
Secretary with the State plan.
  [(f)(1)(A) Except as provided in subparagraph (B), from the 
sums appropriated pursuant to section 3(c), the Secretary shall 
first make grants of $150,000 to each State council. From the 
remainder of such sums the Secretary shall allot to each State 
council an amount in accordance with the method of allotment 
set forth in section 101(a)(2) of this Act, provided that--
          [(i) no State council shall receive more than 
        $250,000 for each fiscal year;
          [(ii) no State council shall receive less than 
        $150,000 for each fiscal year; and
          [(iii) no State council shall receive less than such 
        State council was allotted in the fiscal year 1990;
  [(B) From the sums appropriated pursuant to section 3(c) for 
each fiscal year, the Secretary shall make grants of--
          [(i) $60,000 to each of the State councils of the 
        Virgin Islands and Guam; and
          [(ii) $25,000 to each of the State councils of 
        American Samoa, Palau (until the Compact of Free 
        Association with Palau takes effect pursuant to section 
        101(a) of Public Law 99-658), and the Commonwealth of 
        the Northern Mariana Islands.
  [(2) The expenditure of the funds paid pursuant to this 
subsection is to be determined solely by the State council for 
carrying out its functions under this Act, and may not be 
diverted or reprogramed for any other purpose by any State 
board, agency, or individual. Each State council shall 
designate an appropriate State agency or other public agency, 
eligible to receive funds under this Act, to act as its fiscal 
agent for purposes of disbursement, accounting, and auditing.]

SEC. [113.] 112. STATE [PLAN] APPLICATION.

  (a) In General.--(1)[(A)] Any State desiring to receive funds 
from its allotment for any fiscal year shall submit to the 
Secretary [a State plan for a 3-year period, in the case of the 
initial plan, and a 2-year period thereafter, together with 
such annual revisions as the State board determines to be 
necessary.] an application in such manner and accompanied by 
such information as the Secretary may require but which, at a 
minimum, shall be for a 5-year period.
  [(B) The planning periods required by subparagraph (A) shall 
be coterminous with the planning program periods required under 
section 104(a) of the Job Training Partnership Act.
  [(2)(A) In formulating the State plan (and amendments 
thereto), the State board shall meet with and utilize the State 
council established pursuant to section 112.
  [(B) The State board shall conduct public hearings in the 
State, after appropriate and sufficient notice, for the purpose 
of affording all segments of the public and interested 
organizations and groups an opportunity to present their views 
and make recommendations regarding the State plan. A summary of 
such recommendations and the State board's response shall be 
included with the State plan.
  [(3) In developing the State plan, the State shall conduct an 
assessment according to section 116. Such assessment shall 
include analysis of--
          [(A) the relative academic, occupational, training, 
        and retraining needs of secondary, adult, and 
        postsecondary students; and
          [(B) the capability of vocational education programs 
        to provide vocational education students, to the extent 
        practicable, with--
                  [(i) strong experience in and understanding 
                of all aspects of the industry the students are 
                preparing to enter (including planning, 
                management, finances, technical and production 
                skills, underlying principles of technology, 
                labor and community issues, and health, safety, 
                and environmental issues); and
                  [(ii) strong development and use of problem-
                solving skills and basic and advanced academic 
                skills (including skills in the areas of 
                mathematics, reading, writing, science, and 
                social studies) in a technological setting.]
  (2) The State board shall conduct public hearings in the 
State, after appropriate and sufficient notice, for the purpose 
of affording all segments of the public and interested 
organizations and groups an opportunity to present their views 
and make recommendations regarding the State application. A 
summary of such recommendations and the State board's response 
shall be included with the State application.
  [(b) Contents.--Each State plan shall--
          [(1) describe the procedures and the results of each 
        of the assessments required by section 116(a), 
        including the needs identified by such assessments;
          [(2) describe how uses of funds reflect the needs 
        described in paragraph (1);
          [(3) provide assurances that, and where necessary a 
        description of the manner in which, eligible recipients 
        will comply with the requirements of titles I and II, 
        including--
                  [(A) a description of the manner in which the 
                State will comply with the criteria required 
                for programs for individuals who are members of 
                special populations and a description of the 
                responsiveness of such programs to the special 
                needs of such students;
                  [(B) assurances that the State board will 
                develop measurable goals and accountability 
                measures for meeting the needs of individuals 
                who are members of special populations;
                  [(C) assurances that the State board will 
                conduct adequate monitoring of programs 
                conducted by eligible recipients to ensure that 
                programs within the State are meeting the goals 
                described in subparagraph (B); and
                  [(D) assurances that, to the extent 
                consistent with the number and location of 
                individuals who are members of special 
                populations who are enrolled in private 
                secondary schools, provision is made for the 
                participation of such individuals in the 
                vocational education programs assisted under 
                section 231;
          [(4) describe the estimated distribution of funds to 
        corrections educational agencies as prescribed by 
        section 225, the estimated distribution of funds to 
        local educational agencies, area vocational education 
        schools, or intermediate educational agencies as 
        prescribed by section 231, and the planned estimated 
        distribution of funds to eligible institutions as 
        prescribed by section 232;
          [(5) provide assurances that the State will comply 
        with the provisions of section 102, including 
        assurances that the State will distribute not less than 
        75 percent of the funds made available for title II to 
        eligible recipients pursuant to such title;
          [(6) describe the criteria the State board will use--
                  [(A) in approving applications of eligible 
                recipients; and
                  [(B) for spending the amounts reserved for 
                the State under paragraphs (2) through (5) of 
                section 102(a);
          [(7) describe how funds expended for occupationally 
        specific training will be used for occupations in which 
        job openings are projected or available, based on a 
        labor market analysis;
          [(8) provide assurances that the State will develop 
        and implement a system of standards for performance and 
        measures of performance for vocational education 
        programs at the State level that meets the requirements 
        of section 115;
          [(9) describe, in each State plan submitted after the 
        fiscal year 1991, the progress the State has made in 
        achieving the goals described in previous State plans;
          [(10) provide such methods of administration as are 
        necessary for the prompt and efficient administration 
        of programs under this Act;
          [(11) provide assurances that, in the use of funds 
        available for single parents, displaced homemakers, and 
        single pregnant women under section 221, the State will 
        emphasize assisting individuals with the greatest 
        financial need, and that the State will give special 
        consideration to displaced homemakers who because of 
        divorce, separation, or the death or disability of a 
        spouse must prepare for paid employment;
          [(12) provide assurances that the State will furnish 
        relevant training and vocational education activities 
        to men and women who desire to enter occupations that 
        are not traditionally associated with their sex;
          [(13) describe how the State is implementing 
        performance evaluations with eligible recipients as 
        prescribed in section 117;
          [(14) describe the methods proposed for the joint 
        planning and coordination of programs carried out under 
        this Act with programs conducted under the Job Training 
        Partnership Act, the Adult Education Act, title I of 
        the Elementary and Secondary Education Act of 1965, the 
        Individuals with Disabilities Education Act, and the 
        Rehabilitation Act of 1973, and with apprenticeship 
        programs;
          [(15) provide assurances that programs of personnel 
        development and curriculum development shall be funded 
        to further the goals identified in the State plan;
          [(16) provide assurances that the vocational 
        education needs of identifiable segments of the 
        population in the State that have the highest rates of 
        unemployment have been thoroughly assessed, and that 
        such needs are reflected in and addressed by the State 
        plan;
          [(17) provide assurances that the State board will 
        cooperate with the State council in carrying out the 
        Board's duties under this part;
          [(18) provide assurances that none of the funds 
        expended under this Act will be used to acquire 
        equipment (including computer software) in any instance 
        in which such acquisition results in a direct financial 
        benefit to any organization representing the interests 
        of the purchasing entity or its employees or any 
        affiliate of such an organization;
          [(19) provide assurances that State and local funds 
        will be used in the schools of each local educational 
        agency that are receiving funds under this Act to 
        provide services which, taken as a whole, are at least 
        comparable to services being provided in schools in 
        such agency which are not receiving such funds;
          [(20)(A) provide assurances that the State will 
        provide leadership, supervision, and resources for 
        comprehensive career guidance, vocational counseling, 
        and placement programs;
          [(B) as a component of the assurances described in 
        subparagraph (A), annually assess and report on the 
        degree to which expenditures aggregated within the 
        State for career guidance and vocational counseling 
        from allotments under title II are not less than such 
        expenditures for such guidance and counseling within 
        the State in the fiscal year 1988;
          [(21) provide assurances that the State will provide 
        for such fiscal control and fund accounting procedures 
        as may be necessary to assure the proper disbursement 
        of, and accounting for, Federal funds paid to the State 
        (including such funds paid by the State to eligible 
        recipients under this Act);
          [(22) provide procedures by which an area vocational 
        education school, intermediate educational agency, or 
        local educational agency may appeal decisions adverse 
        to its interests with respect to programs assisted 
        under this Act; and
          [(23) describe how the State will comply with the 
        provisions of section 118.
  [(c) Amendments to State Plan.--When changes in program 
conditions, labor market conditions, funding, or other factors 
require substantial amendment to an approved State plan, the 
State board, in consultation with the State council, shall 
submit amendments to such State plan to the Secretary. Any such 
amendments shall be subject to review by the State job training 
coordinating council and the State council.]
  (b) Contents.--Each State application shall--
          (1) describe the vocational-technical education 
        programs that will be carried out with funds received 
        by the State under this Act, including a description 
        of--
                  (A) the secondary and postsecondary 
                vocational-technical education programs to be 
                carried out at the State level pursuant to 
                section 201, including programs that will be 
                carried out by the State to develop, improve, 
                and expandaccess to quality, state-of-the-art 
technology in vocational-technical education programs;
                  (B) the criteria that will be used by the 
                State in approving applications of eligible 
                recipients of funds under this Act; and
                  (C) how such programs will prepare 
                vocational-technical education students for 
                opportunities in postsecondary education or 
                entry into high skill, high wage jobs;
          (2) describe how the State will actively involve 
        parents, teachers, local businesses (including small- 
        and medium-sized businesses) and representatives of 
        employees in the planning, development, and 
        implementation of such vocational-technical education 
        programs;
          (3) describe how funds received by the State through 
        the allotment made under section 102 will be allocated 
        among secondary school vocational-technical education, 
        or postsecondary and adult vocational-technical 
        education, or both, including the rationale for such 
        allotment;
          (4) describe how the State will--
                  (A) improve the academic and technical skills 
                of students participating in vocational-
                technical education programs which includes 
                strengthening the academic component of 
                vocational-technical education programs through 
                the integration of academics with vocational-
                technical education to ensure learning in the 
                core academic subjects and provide students 
                with strong experience and understanding of all 
                aspects of the industry; and
                  (B) ensure that students who participate in 
                such vocational-technical education programs 
                are taught to the same challenging academic 
                proficiencies as are provided for all other 
                students;
          (5) describe how the State will annually evaluate the 
        effectiveness of such vocational-technical education 
        programs and describe how the State is coordinating 
        such programs to ensure nonduplication with other 
        existing Federal programs;
          (6) identify the benchmarks that the State will use 
        to measure the progress of the State, including a 
        description of how such benchmarks will ensure 
        continuous improvement for vocational-technical 
        students in meeting such benchmarks;
          (7) describe how the State will--
                  (A) provide vocational-technical education 
                programs that lead to high skill, high wage 
                careers for members of special populations, 
                displaced homemakers, single parents, and 
                single pregnant women; and
                  (B) ensure that members of special 
                populations meet State benchmarks established 
                under section 114 and are prepared for 
                postsecondary education, further learning, and 
                high skill, high wage careers;
          (8) provide a financial audit of funds received under 
        this Act; and
          (9) provide assurances that none of the funds 
        expended under this Act will be used to acquire 
        equipment (including computer software) in any instance 
        in which such acquisition results in a direct financial 
        benefit to any organization representing the interests 
        of the purchasing entity or its employees or any 
        affiliate of such an organization.
  (c) Amendments.--The State board may submit amendments to the 
State application, as necessary, during the 5-year period. Such 
amendments shall be submitted in accordance with section 
113(c).

SEC. [114. STATE PLAN APPROVAL.] 113. SUBMISSION OF STATE APPLICATION.

  [(a) In General.--The State board shall develop the portion 
of each State plan relating to the amount and uses of any funds 
proposed to be reserved for adult education, postsecondary 
education, tech-prep education, and secondary education after 
consultation with the State agency responsible for supervision 
of community colleges, technical institutes, or other 2-year 
postsecondary institutions primarily engaged in providing 
postsecondary vocational education, and the State agency 
responsible for secondary education. The State board shall, in 
developing such plan, take into consideration the relative 
training and retraining needs of secondary, adult, and 
postsecondary students, and shall include the State's rationale 
for distribution of funds. If a State agency finds that a 
portion of the final State plan is objectionable, such agency 
shall file such objections with the State board. The State 
board shall respond to any objections of such agency in 
submitting such plan to the Secretary. The Secretary shall 
consider such comments in reviewing the State plan.
  [(b) Time for Submission; Approval.--Each State plan shall be 
submitted to the Secretary by May 1 preceding the beginning of 
the first fiscal year for which such plan is to be in effect. 
The Secretary shall approve each plan before the expiration of 
the 60-day period beginning on the date the plan is submitted, 
if the plan meets the requirements of section 113 and is of 
sufficient quality to meet the objectives of this Act 
(including the objective of developing and implementing program 
evaluations and improvements), and shall subsequently take 
appropriate actions to monitor the State's compliance with the 
provisions of its plan and the requirements of this Act on a 
regular basis. The Secretary shall not finally disapprove a 
State plan except after giving reasonable notice and an 
opportunity for a hearing to the State board.]
  (a) Application.--Each State application shall be submitted 
to the Secretary by not later than May 1 preceding the 
beginning of the first fiscal year for which a State 
application is to be in effect.
  (b) Consultation.--The State board shall develop the portion 
of each State application relating to the amount and uses of 
any funds proposed to be reserved for adult vocational-
technical education, postsecondary vocational-technical 
education, tech-prep education, and secondary vocational-
technical education after consultation with the State agency 
responsible for supervision of community colleges, technical 
institutes, or other 2-year postsecondary institutions 
primarily engaged in providing postsecondary vocational-
technical education, and the State agency responsible for 
secondary education. If a State agency finds that a portion of 
the final State application is objectionable, such agency shall 
file such objections with the State board. The State board 
shall respond to any objections of such agency in submitting 
such application to the Secretary.
  (c) Application Submission.--A State application submitted to 
the Secretary under this section shall be approved by the 
Secretary unless the Secretary makes a written determination, 
within 90 days after receiving the application, that the 
application is in violation of the provisions of this Act.

SEC. 114. ACCOUNTABILITY.

  (a) Benchmarks.--To be eligible to receive an allotment under 
section 102, a State shall develop and identify in the State 
application submitted under section 113 proposed rigorous and 
quantifiable benchmarks to measure the statewide progress of 
the State, which shall include, at a minimum, measures, of--
          (1) attainment of challenging State academic 
        proficiencies;
          (2) attainment of secondary school diplomas or 
        general equivalency diplomas; and
          (3) placement in, retention in, and completion of, 
        postsecondary education or advanced training, or 
        placement and retention in military service, or 
        employment.
  (b) Program Improvement and Sanctions.--
          (1) State program improvement plan.--If a State fails 
        to meet its State benchmarks as described in the report 
        submitted under subsection (c), the State shall develop 
        and implement a program improvement plan in 
        consultation with appropriate agencies, individuals, 
        and organizations for the first program year succeeding 
        the program year in which the State failed to meet its 
        benchmarks in order to avoid a sanction as provided 
        under paragraph (3).
          (2) Local improvement plan.--If an eligible recipient 
        fails to meet its State benchmarks, the eligible 
        recipient shall develop a program improvement plan with 
        appropriate agencies, individuals, and organizations 
        for the succeeding program year.
          (3) Sanctions.--
                  (A) In general.--If a State fails to meet the 
                State benchmarks required under subsection (a), 
                and has not implemented an improvement plan as 
                described in paragraph (1), has not 
                demonstrated improvement in meeting its 
                benchmarks, or has failed to meet its 
                benchmarks for 2 or more consecutive years, the 
                Secretary may, after notice and opportunity for 
                a hearing, or withhold from the State all, or a 
                portion of, the State's allotment under this 
                Act. The Secretary may waive the sanction due 
                to exceptional or uncontrollable circumstances 
                such as a natural disaster or a precipitous and 
                unforeseen decline in the financial resources 
                of the State.
                  (B) Funds resulting from reduced 
                allotments.--The amount of funds retained by 
                the Secretary as a result of a reduction in an 
                allotment made under subparagraph (A) shall be 
                redistributed to other States in accordance 
                with section 101.
  (c) Report.--
          (1) In general.--
                  (A) Information.--Each State that receives an 
                allotment under section 102 shall annually 
                prepare and submit to the Secretary a report on 
                how the State is performing on State benchmarks 
                that relate to vocational-technical education 
                programs. In preparing the report, the State 
                may include information on such additional 
                vocational-technical education benchmarks as 
                the State may establish.
                  (B) Special populations.--The report 
                submitted by the State in accordance with 
                subparagraph (A) shall include a description of 
                how special populations, displaced homemakers, 
                single parents, and single pregnant women 
                participating in vocational-technical education 
                programs have met the vocational-technical 
                education benchmarks established by the State.
          (2) Information dissemination.--The Secretary shall 
        make the information contained in such reports 
        available to the general public through publication and 
        other appropriate methods which may include electronic 
        communication.
          (3) Benchmark performance.--Each local recipient 
        shall make available to the general public information 
        regarding how the local recipient is performing in 
        regard to the State benchmarks.

[SEC. 115. STATE AND LOCAL STANDARDS AND MEASURES.

  [(a) General Authority.--Each State board receiving funds 
under this Act shall develop and implement a statewide system 
of core standards and measures of performance for secondary and 
postsecondary vocational education programs. Each State board 
receiving funds under this Act, before the expiration of the 
30-day period beginning on the date of the enactment of the 
Carl D. Perkins Vocational and Applied Technology Education Act 
Amendments of 1990, shall appoint the State Committee of 
Practitioners (in this section referred to as the 
``Committee'') as prescribed by section 512(a) after consulting 
with local school officials representing eligible recipients, 
and representatives of organized labor, business, 
superintendents, community-based organizations, private 
industry councils established under section 102(a) of the Job 
Training Partnership Act, State councils, parents, special 
populations, correctional institutions, the administrator 
appointed under section 111(b)(1), the State administrator of 
programs assisted under part B of the Individuals with 
Disabilities Education Act, the State administrator of programs 
assisted under title I of the Elementary and Secondary 
Education Act of 1965, the State administrator of programs for 
students of limited English proficiency, and guidance 
counselors. Such system shall be developed and implemented 
before the end of the 2-year period beginning on the date of 
the enactment of the Carl D. Perkins Vocational and Applied 
Technology Education Act Amendments of 1990 and shall apply to 
all programs assisted under this Act. Eligible recipients may 
make local modifications to such system based on economic, 
geographic, or demographic factors, or the characteristics of 
the population to be served. Such modifications shall conform 
to the assessment criteria contained in the State plan. The 
State board shall convene the Committee on a regular basis to 
review, comment on, and propose revisions to a draft State 
proposal, which the State board shall develop, for a system of 
core standards and measures of performance for vocational 
programs.
  [(b) Requirements.--Each system developed under subsection 
(a) shall include--
          [(1) measures of learning and competency gains, 
        including student progress in the achievement of basic 
        and more advanced academic skills;
          [(2) 1 or more measures of performance, which shall 
        include only--
                  [(A) competency attainment;
                  [(B) job or work skill attainment or 
                enhancement including student progress in 
                achieving occupational skills necessary to 
                obtain employment in the field for which the 
                student has been prepared, including 
                occupational skills in the industry the student 
                is preparing to enter;
                  [(C) retention in school or completion of 
                secondary school or its equivalent; and
                  [(D) placement into additional training or 
                education, military service, or employment;
          [(3) incentives or adjustments that are--
                  [(A) designed to encourage service to 
                targeted groups or special populations; and
                  [(B) for each student, consistent with the 
                student's individualized education program 
                developed under section 614(a)(5) of the 
                Individuals with Disabilities Education Act, 
                where appropriate; and
          [(4) procedures for using existing resources and 
        methods developed in other programs receiving Federal 
        assistance.
  [(c) Consistency With Other Programs.--In developing the 
standards and measures included in a system developed under 
subsection (a), the State board shall take into consideration--
          [(1) standards and measures developed under job 
        opportunities and basic skills training programs 
        established and operated under a plan approved by the 
        Secretary of Health and Human Services that meets the 
        requirements of section 402(a)(19) of the Social 
        Security Act; and
          [(2) standards prescribed by the Secretary of Labor 
        under section 106 of the Job Training Partnership Act.
  [(d) Information Provided by State Board.--(1) The Committee 
shall make recommendations to the State board with respect to 
modifying standards and measures to be used under this section, 
based on the information provided under paragraph (2).
  [(2) To assist the Committee in formulating recommendations 
under paragraph (1), the State board shall provide to the 
Committee information concerning differing types of standards 
and measurement, including--
          [(A) the advantages and disadvantages of each type of 
        standard or measurement;
          [(B) instances in which such standards and measures 
        have been effective; and
          [(C) instances in which such standards and measures 
        have not been effective.
  [(3) In the event that the State board does not accept the 
Committee's recommendations made as required by paragraph (1), 
the State board shall set forth in the State plan its reasons 
for not accepting such recommendations.
  [(e) Technical Assistance.--The Secretary shall provide 
technical assistance to the States with respect to the 
development of systems under subsection (a). In providing such 
assistance, the Secretary shall utilize existing resources in 
other Federal agencies.
  [(f) Report.--The Secretary shall submit a report to the 
appropriate committees of the Congress not later than the 
expiration of the 4-year period beginning on the date of the 
enactment of the Carl D. Perkins Vocational and Applied 
Technology Education Act Amendments of 1990. Such report shall 
include--
          [(1) a detailed description of the status of each 
        State's system of standards and measures developed as 
        required by this section;
          [(2) an assessment of the validity, predictiveness, 
        and reliability of such standards and measures, 
        unbiased to special populations, in the areas of 
        academic achievement, vocational skill competencies, 
        employment outcomes, and postsecondary continuation and 
        attainment; and
          [(3) an evaluation of the comparability of State-
        developed performance standards across States to 
        establish a core of common indicators.

[SEC. 116. STATE ASSESSMENT.

  [(a) In General.--Each State board receiving assistance under 
this Act shall conduct an assessment using measurable objective 
criteria developed by the State board to assess program 
quality. Such criteria shall be developed in consultation with 
representatives of the groups described in section 115(a) and 
shall use information gathered by the National Occupational 
Information Coordinating Committee and, if appropriate, other 
information. Each State board shall widely disseminate such 
criteria. State boards shall develop such criteria no later 
than the beginning of the 1991-1992 school year. Such criteria 
shall include such factors as--
          [(1) integration of academic and vocational 
        education;
          [(2) sequential course of study leading to both 
        academic and occupational competencies;
          [(3) increased student work skill attainment and job 
        placement;
          [(4) increased linkages between secondary and 
        postsecondary educational institutions;
          [(5) instruction and experience, to the extent 
        practicable, in all aspects of the industry the 
        students are preparing to enter;
          [(6) the ability of the eligible recipients to meet 
        the needs of special populations with respect to 
        vocational education;
          [(7) raising the quality of vocational education 
        programs in schools with high concentrations of poor 
        and low-achieving students;
          [(8) the relevance of programs to the workplace and 
        to the occupations for which students are to be 
        trained, and the extent to which such programs reflect 
        a realistic assessment of current and future labor 
        market needs, including needs in areas of emerging 
        technologies;
          [(9) the ability of the vocational curriculum, 
        equipment, and instructional materials to meet the 
        demands of the workforce;
          [(10) basic and higher order current and future 
        workplace competencies which will reflect the hiring 
        needs of employers; and
          [(11) other factors considered appropriate by the 
        State board.
  [(b) Deadline for Assessment.--Each State board shall 
complete the assessment required by subsection (a) before the 
expiration of the 6-month period beginning on the date of the 
enactment of the Carl D. Perkins Vocational and Applied 
Technology Education Act Amendments of 1990.

[SEC. 117. PROGRAM EVALUATION AND IMPROVEMENT.

  [(a) Annual Evaluation.--Each recipient of financial 
assistance under part C of title II shall annually evaluate the 
effectiveness of the program conducted with assistance under 
this Act based on the standards and measures (or modifications 
thereto) developed as required by section 115. As part of each 
such evaluation, each such recipient shall--
          [(1) review programs, with the full and informed 
        participation of representatives of individuals who are 
        members of special populations, to--
                  [(A) identify and adopt strategies to 
                overcome any barriers which are resulting in 
                lower rates of access to vocational education 
                programs or success in such programs for 
                individuals who are members of special 
                populations; and
                  [(B) evaluate the progress of individuals who 
                are members of special populations in 
                vocational education programs assisted under 
                this Act; and
          [(2) evaluate the progress of vocational education 
        programs assisted under this Act in providing 
        vocational education students with strong experience in 
        and understanding of all aspects of the industry the 
        students are preparing to enter.
  [(b) Local Program Improvement Plan.--Beginning not less than 
1 year after the implementation of the provisions of section 
115, if any recipient described in subsection (a) determines 
that the recipient is not making substantial progress in 
meeting the standards and measures developed as required by 
section 115, such recipient shall develop a plan, in 
consultation with teachers, parents, and students concerned, 
for program improvement for the succeeding school year. Such 
plan shall describe how the recipient will identify and modify 
programs funded under part C of title II, including--
          [(1) a description of vocational education and career 
        development strategies designed to achieve progress in 
        improving the effectiveness of the program conducted 
        with assistance under this Act; and
          [(2) if necessary, a description of strategies 
        designed to improve supplementary services provided to 
        individuals who are members of special populations.
  [(c) State and Local Joint Plan.--If, after 1 year of 
implementation of the plan described in subsection (b), 
sufficient progress in meeting the standards and measures 
developed as required by section 115 has not been made, the 
State shall work jointly with the recipient and teachers, 
parents, and students concerned to develop a plan for program 
improvement. Each such plan shall contain--
          [(1) a description of the technical assistance and 
        program activities the State will provide to enhance 
        the performance of the eligible recipient;
          [(2) a reasonable timetable to improve the school 
        performance under the plan;
          [(3) a description of vocational education strategies 
        designed to improve the performance of the program as 
        measured by the evaluation; and
          [(4) if necessary, a description of strategies 
        designed to improve supplementary services provided to 
        individuals who are members of special populations.
  [(d) Further Action.--The State shall, in conjunction with 
the eligible recipient, annually review and revise the joint 
plan developed under subsection (c) in order to improve 
performance and will continue to do so each consecutive year 
until the recipient sustains, for more than 1 year, fulfillment 
of the State and local standards and measures developed under 
section 115.

[SEC. 118. CRITERIA FOR SERVICES AND ACTIVITIES FOR INDIVIDUALS WHO ARE 
                    MEMBERS OF SPECIAL POPULATIONS.

  [(a) Assurances of Equal Access for Members of Special 
Populations.--The State board, in its State plan, shall provide 
assurances that--
          [(1) individuals who are members of special 
        populations will be provided with equal access to 
        recruitment, enrollment, and placement activities;
          [(2) individuals who are members of special 
        populations will be provided with equal access to the 
        full range of vocational education programs available 
        to individuals who are not members of special 
        populations, including occupationally specific courses 
        of study, cooperative education, apprenticeship 
        programs, and, to the extent practicable, comprehensive 
        career guidance and counseling services, and shall not 
        be discriminated against on the basis of their status 
        as members of special populations;
          [(3)(A) vocational education programs and activities 
        for individuals with handicaps will be provided in the 
        least restrictive environment in accordance with 
        section 612(5)(B) of the Individuals with Disabilities 
        Education Act and will, whenever appropriate, be 
        included as a component of the individualized education 
        program developed under section 614(a)(5) of such Act;
          [(B) students with handicaps who have individualized 
        education programs developed under section 614(a)(5) of 
        the Individuals with Disabilities Education Act shall, 
        with respect to vocational education programs, be 
        afforded the rights and protections guaranteed such 
        students under sections 612, 614, and 615 of such Act;
          [(C) students with handicaps who do not have 
        individualized education programs developed under 
        section 614(a)(5) of the Individuals with Disabilities 
        Education Act or who are not eligible to have such a 
        program shall, with respect to vocational education 
        programs, be afforded the rights and protections 
        guaranteed such students under section 504 of the 
        Rehabilitation Act of 1973 and, for the purpose of this 
        Act, such rights and protections shall include making 
        vocational education programs readily accessible to 
        eligible individuals with disabilities through the 
        provision of services described in subsection (c)(3);
          [(D) vocational education planning for individuals 
        with handicaps will be coordinated between appropriate 
        representatives of vocational education, special 
        education, and State vocational rehabilitation 
        agencies; and
          [(E) the provision of vocational education to each 
        student with handicaps will be monitored to determine 
        if such education is consistent with the individualized 
        education program developed for such student under 
        section 614(a)(5) of the Individuals with Disabilities 
        Education Act, in any case in which such a program 
        exists;
          [(4) the provision of vocational education will be 
        monitored to ensure that disadvantaged students and 
        students of limited English proficiency have access to 
        such education in the most integrated setting possible; 
        and
          [(5)(A) the requirements of this Act relating to 
        individuals who are members of special populations--
                  [(i) will be carried out under the general 
                supervision of individuals in the appropriate 
                State educational agency or State board who are 
                responsible for students who are members of 
                special populations; and
                  [(ii) will meet education standards of the 
                State educational agency or State board; and
          [(B) with respect to students with handicaps, the 
        supervision carried out under subparagraph (A) shall be 
        carried out consistent with and in conjunction with 
        supervision by the State educational agency or State 
        board carried out under section 612(6) of the 
        Individuals with Disabilities Education Act.
  [(b) Provision of Information.--(1) Each local educational 
agency shall provide to students who are members of special 
populations and parents of such students at least 1 year before 
the students enter or are of an appropriate age for the grade 
level in which vocational education programs are first 
generally available in the State, but in no event later than 
the beginning of the ninth grade, information concerning--
          [(A) the opportunities available in vocational 
        education;
          [(B) the requirements for eligibility for enrollment 
        in such vocational education programs;
          [(C) specific courses that are available;
          [(D) special services that are available;
          [(E) employment opportunities; and
          [(F) placement.
  [(2) Each eligible institution that receives assistance under 
title II shall provide the information described in paragraph 
(1) to each individual who requests information concerning or 
seeks admission to vocational education programs offered by the 
institution, and, when appropriate, assist in the preparation 
of applications relating to such admission.
  [(3) The information provided under this subsection shall, to 
the extent practicable, be in a language and form that the 
parents and students understand.
  [(c) Assurances.--Each eligible recipient that receives 
assistance under title II shall provide assurances that such 
eligible recipient shall--
          [(1) assist students who are members of special 
        populations to enter vocational education programs, 
        and, with respect to students with handicaps, assist in 
        fulfilling the transitional service requirements of 
        section 626 of the Individuals with Disabilities 
        Education Act;
          [(2) assess the special needs of students 
        participating in programs receiving assistance under 
        title II with respect to their successful completion of 
        the vocational education program in the most integrated 
        setting possible;
          [(3) provide supplementary services to students who 
        are members of special populations, including, with 
        respect to individuals with handicaps--
                  [(A) curriculum modification;
                  [(B) equipment modification;
                  [(C) classroom modification;
                  [(D) supportive personnel; and
                  [(E) instructional aids and devices;
          [(4) provide guidance, counseling, and career 
        development activities conducted by professionally 
        trained counselors and teachers who are associated with 
        the provision of such special services; and
          [(5) provide counseling and instructional services 
        designed to facilitate the transition from school to 
        post-school employment and career opportunities.
  [(d) Participatory Planning.--The State board shall--
          [(1) establish effective procedures, including an 
        expedited appeals procedure, by which parents, 
        students, teachers, and area residents concerned will 
        be able to directly participate in State and local 
        decisions that influence the character of programs 
        under this Act affecting their interests; and
          [(2) provide technical assistance and design such 
        procedures to ensure that such individuals are given 
        access to the information needed to use such 
        procedures.]

        [TITLE II--BASIC STATE GRANTS FOR VOCATIONAL EDUCATION]

    TITLE II--BASIC STATE GRANTS FOR VOCATIONAL-TECHNICAL EDUCATION

                         PART A--STATE PROGRAMS

SEC. 201. STATE PROGRAMS AND STATE LEADERSHIP.

  (a) General Authority.--From amounts reserved under section 
102(a)[(3)](2), each State shall conduct State programs and 
State leadership activities.
  [(b) Required Uses of Funds.--The programs and activities 
described in subsection (a) shall include--
          [(1) professional development activities for 
        vocational teachers and academic teachers working with 
        vocational education students, including corrections 
        educators and counselors, and educators and counselors 
        in community-based organizations, including inservice 
        and preservice training of teachers in state-of-the-art 
        programs and techniques, including integration of 
        vocational and academic curricula, with particular 
        emphasis on inservice and preservice training of 
        minority teachers;
          [(2) development, dissemination, and field testing of 
        curricula, especially--
                  [(A) curricula that integrate vocational and 
                academic methodologies; and
                  [(B) curricula that provide a coherent 
                sequence of courses through which academic and 
                occupational skills may be measured; and
          [(3) assessment of programs conducted with assistance 
        under this Act, including the development of--
                  [(A) performance standards and measures for 
                such programs; and
                  [(B) program improvement and accountability 
                with respect to such programs.
  [(c) Authorized Activities.--The programs and activities 
described in subsection (a) may include--
          [(1) the promotion of partnerships among business, 
        education (including educational agencies), industry, 
        labor, community-based organizations, or governmental 
        agencies;
          [(2) the support for tech-prep education as described 
        in section 344;
          [(3) the support of vocational student organizations, 
        especially with respect to efforts to increase minority 
        participation in such organizations;
          [(4) leadership and instructional programs in 
        technology education; and
          [(5) data collection.]
  (b) Required Uses of Funds.--The programs described in 
subsection (a) shall include--
          (1) an assessment of the vocational-technical 
        education programs carried out with funds under this 
        Act that includes an assessment of how the needs of 
        special populations are being met and how such programs 
        will ensure that the benchmarks established under 
        section 114 are being met;
          (2) developing, improving, or expanding the use of 
        technology in vocational-technical education which may 
        include:
                  (A) training of vocational-technical 
                education personnel to use State-of-the art 
                technology, which may include distance 
                learning,
                  (B) providing vocational-technical education 
                students with the academic and technical skills 
                that lead to entry into the high technology and 
                telecommunications field; or
                  (C) encouraging schools to work with high 
                tech industries to offer voluntary internships 
                and mentoring programs;
          (3) professional development programs, including--
                  (A) inservice and preservice training in 
                state-of-the-art vocational-technical education 
                programs and techniques; and
                  (B) support of education programs for 
                teachers of vocational-technical education in 
                public schools and other public school 
                personnel who are involved in the direct 
                delivery of educational services to vocational 
                education students to ensure that such teachers 
                stay current with the needs, expectations, and 
                methods of industry; and
          (4) support for vocational-technical education 
        programs that improve the academic and technical skills 
        of students participating in vocational-technical 
        education programs by strengthening the academic 
        component of such vocational-technical education 
        programs through the integration of academics with 
        vocational-technical education to ensure learning in 
        the core academic subjects.
  (c) Permissible Uses of Funds.--The programs under subsection 
(a) may include--
          (1) technical support for eligible recipients;
          (2) support for tech-prep programs;
          (3) support for programs for single parents, 
        displaced homemakers, single pregnant women, and 
        individuals in nontraditional occupations that lead to 
        high skill, high wage careers;
          (4) support for cooperative education;
          (5) support for vocational student organizations;
          (6) support for public charter schools operating 
        secondary vocational-technical education programs;
          (7) support for vocational-technical education 
        programs that offer experience in, and understanding 
        of, all aspects of the industry for which students are 
        preparing to enter;
          (8) support for family and consumer sciences 
        programs; and
          (9) support for corrections vocational-technical 
        education.
  (d) Restriction on Uses of Funds.--A State that receives 
funds under section 102(a)(2) may not use any of such funds to 
pay administrative costs.

               [PART B--OTHER STATE-ADMINISTERED PROGRAMS

 [Subpart 1--Programs to Provide Single Parents, Displaced Homemakers, 
  and Single Pregnant Women With Marketable Skills and to Promote the 
                        Elimination of Sex Bias

[SEC. 221. PROGRAMS FOR SINGLE PARENTS, DISPLACED HOMEMAKERS, AND 
                    SINGLE PREGNANT WOMEN.

  [(a) General Authority.--Each State shall use the amount 
reserved under section 102(a)(2)(A) only to--
          [(1) provide, subsidize, reimburse, or pay for 
        preparatory services, including instruction in basic 
        academic and occupational skills, necessary educational 
        materials, and career guidance and counseling services, 
        in preparation for vocational education and training 
        that will furnish single parents, displaced homemakers, 
        and single pregnant women with marketable skills;
          [(2) make grants to eligible recipients for expanding 
        preparatory services and vocational education services 
        when the expansion directly increases the eligible 
        recipients' capacity for providing single parents, 
        displaced homemakers, and single pregnant women with 
        marketable skills;
          [(3) make grants to community-based organizations for 
        the provision of preparatory and vocational education 
        services to single parents, displaced homemakers, and 
        single pregnant women if the State determines that the 
        community-based organization has demonstrated 
        effectiveness in providing comparable or related 
        services to single parents, displaced homemakers, and 
        single pregnant women, taking into account the 
        demonstrated performance of such an organization in 
        terms of cost, the quality of training, and the 
        characteristics of the participants;
          [(4) make preparatory services and vocational 
        education and training more accessible to single 
        parents, displaced homemakers, and single pregnant 
        women by assisting such individuals with dependent 
        care, transportation services, or special services and 
        supplies, books, and materials, or by organizing and 
        scheduling the programs so that such programs are more 
        accessible; or
          [(5) provide information to single parents, displaced 
        homemakers, and single pregnant women to inform such 
        individuals of vocational education programs, related 
        support services, and career counseling.
  [(b) Settings.--The programs and services described in 
subsection (a) may be provided in postsecondary or secondary 
school settings, including area vocational education schools, 
that serve single parents, displaced homemakers, and single 
pregnant women.

[SEC. 222. SEX EQUITY PROGRAMS.

  [(a) General Authority.--Except as provided in subsection 
(b), each State shall use the amount reserved under section 
102(a)(2)(B) only for--
          [(1) programs, services, comprehensive career 
        guidance and counseling, and activities to eliminate 
        sex bias and stereotyping in secondary and 
        postsecondary vocational education;
          [(2) preparatory services and vocational education 
        programs, services, and activities for girls and women, 
        aged 14 through 25, designed to enable the participants 
        to support themselves and their families; and
          [(3) support services for individuals participating 
        in vocational education programs, services, and 
        activities described in paragraphs (1) and (2), 
        including dependent-care services and transportation.
  [(b) Waiver of Age Limit.--The administrator appointed under 
section 111(b)(1) may waive the requirement with respect to age 
limitations contained in subsection (a)(2) whenever the 
administrator determines that the waiver is essential to meet 
the objectives of this section.

[SEC. 223. COMPETITIVE AWARD OF AMOUNTS; EVALUATION OF PROGRAMS.

  [The administrator appointed under section 111(b)(1)--
          [(1) shall, on a competitive basis, allocate and 
        distribute to eligible recipients or community-based 
        organizations the amounts reserved under section 
        102(a)(2) for carrying out this subpart, ensuring that 
        each grant made under this subpart is for a program 
        that is of sufficient size, scope, and quality to be 
        effective; and
          [(2) shall develop procedures for the collection from 
        eligible recipients, including community-based 
        organizations, that receive funds under this subpart of 
        data appropriate to the individuals served in order to 
        permit evaluation of the effectiveness of such programs 
        as required by section 111(b)(1)(L).

                   [Subpart 2--Corrections Education

[SEC. 225. PROGRAMS FOR CRIMINAL OFFENDERS.

  [(a) Designation of State Corrections Educational Agency.--
(1) Each State board shall designate 1 or more State 
corrections agencies as State corrections educational agencies 
to administer vocational education programs assisted under this 
Act for juvenile and adult criminal offenders in correctional 
institutions in the State, including correctional institutions 
operated by local authorities.
  [(2) Any corrections agency that desires to be designated 
under paragraph (1) shall submit to the State board a plan for 
the use of funds provided to such corrections agency from the 
amounts reserved by the State under section 102(a)(5).
  [(b) Duties of State Corrections Educational Agency.--In 
administering programs receiving funds under this section, each 
State corrections educational agency designated under 
subsection (a) shall, in carrying out a vocational education 
program for criminal offenders--
          [(1) give special consideration to--
                  [(A) providing services to offenders who are 
                completing their sentences and preparing for 
                release; and
                  [(B) providing grants for the establishment 
                of vocational education programs in 
                correctional institutions that do not have such 
                programs;
          [(2) provide vocational education programs for women 
        who are incarcerated;
          [(3) improve equipment; and
          [(4) in cooperation with eligible recipients, 
        administer and coordinate vocational education services 
        to offenders before and after their release.

   [PART C--SECONDARY, POSTSECONDARY, AND ADULT VOCATIONAL EDUCATION 
                                PROGRAMS

                  [Subpart 1--Within-State Allocation

[SEC. 231. DISTRIBUTION OF FUNDS TO SECONDARY SCHOOL PROGRAMS.

  [(a) General Rule.--Except as otherwise provided in this 
section and section 233, each State shall distribute funds 
available in any fiscal year for secondary school vocational 
education programs to local educational agencies within the 
State as follows:
          [(1) From 70 percent of such funds, each local 
        educational agency shall be allocated an amount that 
        bears the same relationship to such 70 percent as the 
        amount such local educational agency was allocated 
        under section 1124 or such section's predecessor 
        authority of the Elementary and Secondary Education Act 
        of 1965 in the preceding fiscal year bears to the total 
        amount received under such section by local educational 
        agencies in the State in such year.
          [(2) From 20 percent of such funds, each local 
        educational agency shall be allocated an amount that 
        bears the same relationship to such 20 percent as the 
        number of students with handicaps who have 
        individualized education programs under section 
        614(a)(5) of the Individuals with Disabilities 
        Education Act served by such local educational agency 
        in the preceding fiscal year bears to the total number 
        of such students served by local educational agencies 
        in the State in such year.
          [(3) From 10 percent of such funds, each local 
        educational agency shall be allocated an amount that 
        bears the same relationship to such 10 percent as the 
        number of students enrolled in schools and adults 
        enrolled in training programs under the jurisdiction of 
        such local educational agency in the preceding fiscal 
        year bears to the number of students enrolled in 
        schools and adults enrolled in training programs under 
        the jurisdiction of all local educational agencies in 
        the State in such year.
  [(b) Minimum Grant Amount.--(1) Except as provided in 
paragraph (2), no local educational agency shall be eligible 
for a grant under this part unless the amount allocated to such 
agency under subsection (a) is not less than $15,000. A local 
educational agency may enter into a consortium with other local 
educational agencies for purposes of meeting the minimum grant 
requirement of this paragraph.
  [(2) The State may waive the application of paragraph (1) in 
any case in which the local educational agency--
          [(A) is located in a rural, sparsely-populated area; 
        and
          [(B) demonstrates that the agency is unable to enter 
        into a consortium for purposes of providing services 
        under this part.
  [(3) Any amounts which are not allocated by reason of 
paragraph (1) or paragraph (2) shall be redistributed to local 
educational agencies that meet the requirements of paragraph 
(1) or paragraph (2) in accordance with the provisions of this 
section.
  [(c) Limited Jurisdiction Agencies.--(1) In applying the 
provisions of subsection (a), no State board receiving 
assistance under this Act shall allocate funds to a local 
educational agency that serves only elementary schools, but 
shall distribute such funds to the local or regional 
educational agency which provides secondary school services to 
secondary school students in the same attendance area.
  [(2) The amount to be allocated under paragraph (1) to a 
local educational agency that has jurisdiction only over 
secondary schools shall be determined based on the number of 
students that entered such secondary schools in the previous 
year from the elementary schools involved.
  [(d) Allocations to Area Vocational Education Schools and 
Intermediate Educational Agencies.--(1) The State shall 
distribute funds available for secondary school vocational 
education programs to the appropriate area vocational education 
school or intermediate educational agency in any case in 
which--
          [(A) the area vocational education school or 
        intermediate educational agency and the local 
        educational agency concerned--
                  [(i) have formed or will form a consortium 
                for the purpose of receiving funds under this 
                section; or
                  [(ii) have entered into or will enter into a 
                cooperative arrangement for such purpose; and
          [(B)(i) the area vocational education school or 
        intermediate educational agency serves an approximately 
        equal or greater proportion of students with handicaps 
        and students who are economically disadvantaged than 
        the proportion of such students attending the secondary 
        schools under the jurisdiction of all of the local 
        educational agencies sending students to the area 
        vocational education school or the intermediate 
        educational agency; or
          [(ii) the area vocational education school, 
        intermediate educational agency, or local educational 
        agency demonstrates that it is unable to meet the 
        criterion described in clause (i) due to the lack of 
        interest by students described in clause (i) in 
        attending vocational education programs in that area 
        school or intermediate educational agency.
  [(2) If an area vocational education school or intermediate 
educational agency meets the requirements of paragraph (1), 
then--
          [(A) the amount that would otherwise be distributed 
        to the local educational agency shall be allocated to 
        the area vocational education school, the intermediate 
        educational agency, and the local educational agency 
        based on each school's or entity's relative share of 
        students described in paragraph (1)(B)(i) who are 
        attending vocational education programs that meet the 
        requirements of section 235 (based, if practicable, on 
        the average enrollment for the prior 3 years); or
          [(B) such amount may be allocated on the basis of an 
        agreement between the local educational agency and the 
        area vocational education school or intermediate 
        educational agency.
  [(3)(A) For the purposes of this subsection, the State may 
determine the number of economically disadvantaged students 
attending vocational education programs on the basis of 
eligibility for any of the following:
          [(i) Free or reduced-price meals under the National 
        School Lunch Act.
          [(ii) The State program funded under part A of title 
        IV of the Social Security Act.
          [(iii) Benefits under the Food Stamp Act of 1977.
          [(iv) Services under title I of the Elementary and 
        Secondary Education Act of 1965.
          [(v) Other indices of economic status including 
        estimates of such indices, if the State demonstrates to 
        the satisfaction of the Secretary that such indices are 
        more representative of such number.
  [(B) If a State elects to use more than 1 factor described in 
subparagraph (A) for purposes of making the determination 
described in such subparagraph, the State shall ensure that the 
data used is not duplicative.
  [(4) The State board shall establish an appeals procedure for 
resolution of any dispute arising between a local educational 
agency and an area vocational education school or an 
intermediate educational agency with respect to the allocation 
procedures described in this section, including the decision of 
a local educational agency to leave a consortium.
  [(5) Notwithstanding the provisions of paragraphs (1), (2), 
(3), and (4) any local educational agency receiving an 
allocation which is not sufficient to conduct a program which 
meets the requirements of section 235(c) is encouraged to--
          [(A) form a consortium or enter into a cooperative 
        agreement with an area vocational education school or 
        intermediate educational agency offering programs that 
        meet the requirements of section 235(c) and that are 
        accessible to economically disadvantaged students and 
        students with handicaps served by such local 
        educational agency; and
          [(B) transfer such allocation to the area vocational 
        education school or intermediate educational agency.

[SEC. 232. DISTRIBUTION OF FUNDS TO POSTSECONDARY AND ADULT PROGRAMS.

  [(a) General Rule.--(1) Except as provided in subsection (b) 
and section 233, each State shall distribute funds available in 
any fiscal year for postsecondary and adult vocational 
education programs to eligible institutions or consortia 
thereof within the State. Each such eligible institution or 
consortium shall receive an amount that bears the same 
relationship to the amount of funds available under such 
section as the number of Pell Grant recipients and recipients 
of assistance from the Bureau of Indian Affairs enrolled in 
programs meeting the requirements of section 235 offered by 
such institution or consortium in the preceding fiscal year 
bears
to the number of such recipients enrolled in such programs 
within the State in such year.
  [(2) In order for a consortium of eligible institutions 
described in paragraph (1) to receive assistance pursuant to 
such paragraph such consortium shall operate joint projects 
that--
          [(A) provide services to all postsecondary 
        institutions participating in the consortium; and
          [(B) are of sufficient size, scope and quality as to 
        be effective.
  [(b) Waiver for More Equitable Distribution.--The Secretary 
may waive the application of subsection (a) in the case of any 
State that submits to the Secretary an application for such a 
waiver that--
          [(1) demonstrates that the formula described in 
        subsection (a) does not result in a distribution of 
        funds to the institutions or consortia within the State 
        that have the highest numbers of economically 
        disadvantaged individuals and that an alternative 
        formula would result in such a distribution; and
          [(2) includes a proposal for an alternative formula 
        that may include criteria relating to the number of 
        individuals attending institutions or consortia within 
        the State who--
                  [(A) receive need-based postsecondary 
                financial aid provided from public funds;
                  [(B) are members of families participating in 
                the State program funded under part A of title 
                IV of the Social Security Act;
                  [(C) are enrolled in postsecondary 
                educational institutions that--
                          [(i) are funded by the State;
                          [(ii) do not charge tuition; and
                          [(iii) serve only economically 
                        disadvantaged students;
                  [(D) are enrolled in programs serving 
                economically disadvantaged adults;
                  [(E) are participants in programs assisted 
                under the Job Training Partnership Act; or
                  [(F) are recipients of Pell Grants.
  [(c) Minimum Grant Amount.--(1) No grant provided to any 
institution or consortium under this section shall be for an 
amount that is less than $50,000.
  [(2) Any amounts which are not allocated by reason of 
paragraph (1) shall be redistributed to eligible institutions 
or consortia in accordance with the provisions of this section.
  [(d) Definition.--For the purposes of this section--
          [(1) the term ``eligible institution'' means an 
        institution of higher education, a local educational 
        agency serving adults, or an area vocational education 
        school serving adults that offers or will offer a 
        program that meets the requirements of section 235 and 
        seeks to receive assistance under this part;
          [(2) the term ``institution of higher education'', 
        notwithstanding section 427(b)(2) of the Higher 
        Education Amendments of 1992, has the meaning given 
        that term in section 435(b) of the Higher Education Act 
        of 1965 as such section was in effect on July 22, 1992; 
        and
          [(3) the term ``Pell Grant recipient'' means a 
        recipient of financial aid under subpart 1 of part A of 
        title IV of the Higher Education Act of 1965.

[SEC. 233. SPECIAL RULE FOR MINIMAL ALLOCATION.

  [(a) General Authority.--In any fiscal year in which a 
minimal amount is made available by a State for distribution 
under section 231 or section 232 such State may, 
notwithstanding the provisions of section 231 or section 232, 
as appropriate, in order to result in a more equitable 
distribution of funds for programs serving the highest numbers 
of economically disadvantaged individuals, distribute such 
minimal amount--
          [(1) on a competitive basis; or
          [(2) through any alternative method determined by the 
        State.
  [(b) Minimal Amount.--For purposes of this section, the term 
``minimal amount'' means not more than 15 percent of the total 
amount made available for distribution under this part.

[SEC. 234. REALLOCATION.

  [(a) In General.--In any academic year that a local 
educational agency or eligible institution does not expend all 
of the amounts it is allocated for such year under section 231 
or section 232, such local educational agency or eligible 
institution shall return any unexpended amounts to the State to 
be reallocated under section 231 or section 232, as 
appropriate.
  [(b) Reallocation of Amounts Returned Late in an Academic 
Year.--In any academic year in which amounts are returned to 
the State under sections 231 or 232 and the State is unable to 
reallocate such amounts according to such sections in time for 
such amounts to be expended in such academic year, the State 
shall retain such amounts to be distributed in combination with 
amounts provided under this title for the following academic 
year.

                       [Subpart 2--Uses of Funds

[SEC. 235. USES OF FUNDS.

  [(a) General Authority.--Each eligible recipient that 
receives a grant under this part shall use funds provided under 
such grant to improve vocational education programs, with the 
full participation of individuals who are members of special 
populations, at a limited number of sites or with respect to a 
limited number of program areas.
  [(b) Priority.--Each eligible recipient that receives a grant 
under this part shall give priority for assistance under this 
part to sites or programs that serve the highest concentrations 
of individuals who are members of special populations.
  [(c) Requirements for Uses of Funds.--(1) Funds made 
available under a grant under this part shall be used to 
provide vocational education in programs that--
          [(A) are of such size, scope, and quality as to be 
        effective;
          [(B) integrate academic and vocational education in 
        such programs through coherent sequences of courses so 
        that students achieve both academic and occupational 
        competencies; and
          [(C) provide equitable participation in such programs 
        for the special populations consistent with the 
        assurances and requirements in section 118.
  [(2) In carrying out the provisions of paragraph (1), grant 
funds may be used for activities such as--
          [(A) upgrading of curriculum;
          [(B) purchase of equipment, including instructional 
        aids;
          [(C) inservice training of both vocational 
        instructors and academic instructors working with 
        vocational education students for integrating academic 
        and vocational education;
          [(D) guidance and counseling;
          [(E) remedial courses;
          [(F) adaptation of equipment;
          [(G) tech-prep education programs;
          [(H) supplementary services designed to meet the 
        needs of special populations;
          [(I) a special populations coordinator paid in whole 
        or in part from such funds who shall be a qualified 
        counselor or teacher to ensure that individuals who are 
        members of special populations are receiving adequate 
        services and job skill training;
          [(J) apprenticeship programs;
          [(K) programs that are strongly tied to economic 
        development efforts in the State;
          [(L) programs which train adults and students for all 
        aspects of the occupation, in which job openings are 
        projected or available;
          [(M) comprehensive mentor programs in institutions of 
        higher education offering comprehensive programs in 
        teacher preparation, which seek to fully use the skills 
        and work experience of individuals currently or 
        formerly employed in business and industry who are 
        interested in becoming classroom instructors and to 
        meet the need of vocational educators who wish to 
        upgrade their teaching competencies;
          [(N) provision of education and training through 
        arrangements with private vocational training 
        institutions, private postsecondary educational 
        institutions, employers, labor organizations, and joint 
        labor-management apprenticeship programs whenever such 
        institutions, employers, labor organizations, or 
        programs can make a significant contribution to 
        obtaining the objectives of the State plan and can 
        provide substantially equivalent training at a lesser 
        cost, or can provide equipment or services not 
        available in public institutions.
  [(3) Equipment purchases pursuant to sections 231 and 232, 
when not being used to carry out the provisions of this Act, 
may be used for other instructional purposes if--
          [(A) the acquisition of the equipment was reasonable 
        and necessary for the purpose of conducting a properly 
        designed project or activity under this title;
          [(B) is used after regular school hours or on 
        weekends; and
          [(C) such other use is--
                  [(i) incidental to the use of that equipment 
                under this title;
                  [(ii) does not interfere with the use of that 
                equipment under this title; and
                  [(iii) does not add to the cost of using that 
                equipment under this title.
  [(4) Each eligible recipient receiving funds under this part 
shall use no more than 5 percent of such funds for 
administrative costs.

                     [Subpart 3--Local Application

[SEC. 240. LOCAL APPLICATION.

  [Any eligible recipient desiring financial assistance under 
this part shall, according to requirements established by the 
State board, submit to the State board an application, covering 
the same period as the State plan, for the use of such 
assistance. The State board shall determine requirements for 
local applications, except that each such application shall--
          [(1) contain a description of the vocational 
        education programs to be funded, including--
                  [(A) the extent to which the program 
                incorporates each of the elements described in 
                section 235;
                  [(B) how the eligible recipient will use the 
                funds available under this part and from other 
                resources to improve the program with regard to 
                each use of funds described in section 235;
          [(2) contain a report on the number of individuals in 
        each of the special populations;
          [(3) contain a description of how the needs of 
        individuals who are members of special populations will 
        be assessed and a description of the planned use of 
        funds to meet such needs;
          [(4) describe how access to programs of good quality 
        will be provided to students who are economically 
        disadvantaged (including foster children), students 
        with handicaps, and students of limited English 
        proficiency through affirmative outreach and 
        recruitment efforts;
          [(5) provide assurances that the programs funded 
        under this part shall be carried out according to the 
        criteria for programs for each special population;
          [(6) describe the program evaluation standards the 
        applicant will use to measure its progress;
          [(7) describe methods to be used to coordinate 
        vocational education services with relevant programs 
        conducted under the Job Training Partnership Act, 
        including cooperative arrangements established with 
        private industry councils established under section 
        102(a) of such Act, in order to avoid duplication and 
        to expand the range of and accessibility to vocational 
        education services;
          [(8) describe methods used to develop vocational 
        educational programs in consultation with parents and 
        students of special populations;
          [(9) provide a description of coordination with 
        community-based organizations;
          [(10) consider the demonstrated occupational needs of 
        the area in assisting programs funded by this Act;
          [(11) provide a description of how the eligible 
        recipient will provide a vocational education program 
        that--
                  [(A) integrates academic and occupational 
                disciplines so that students participating in 
                the program are able to achieve both academic 
                and occupational competence; and
                  [(B) offers coherent sequences of courses 
                leading to a job skill;
          [(12) provide assurances that the eligible recipient 
        will provide a vocational education program that--
                  [(A) encourages students through counseling 
                to pursue such coherent sequences of courses;
                  [(B) assists students who are economically 
                disadvantaged, students of limited English 
                proficiency, and students with handicaps to 
                succeed through supportive services such as 
                counseling, English-language instruction, child 
                care, and special aids;
                  [(C) is of such size, scope, and quality as 
                to bring about improvement in the quality of 
                education offered by the school; and
                  [(D) seeks to cooperate with the sex equity 
                program carried out under section 222;
          [(13) provide an assurance that the eligible 
        recipient will provide sufficient information to the 
        State to enable the State to comply with the provisions 
        of section 231(d); and
          [(14) describe how the eligible recipient will 
        monitor the provision of vocational education to 
        individuals who are members of special populations.]

   PART B--SECONDARY, POSTSECONDARY, AND ADULT VOCATIONAL-TECHNICAL 
                           EDUCATION PROGRAMS

                   Subpart 1--Within-State Allocation

SEC. 221. DISTRIBUTION OF FUNDS TO SECONDARY SCHOOL PROGRAMS.

  (a) General Rule.--Except as otherwise provided in this 
section and section 223, each State shall distribute the funds 
received under this Act and available in fiscal year 1998 for 
secondary school vocational-technical education to local 
educational agencies within the State as follows:
          (1) From 70 percent of such funds, each local 
        educational agency shall be allocated an amount that 
        bears the same relationship to such 70 percent as the 
        amount such local educational agency was allocated 
        under section 1124 or such section's predecessor 
        authority of the Elementary and Secondary Education Act 
        of 1965 in the preceding fiscal year bears to the total 
        amount received under such section by local educational 
        agencies in the State in such year.
          (2) From 20 percent of such funds, each local 
        educational agency shall be allocated an amount that 
        bears the same relationship to such 20 percent as the 
        number of students with disabilities who have 
        individualized education programs undersection 614(d) 
of the Individuals with Disabilities Education Act who are served by 
such local educational agency in the preceding fiscal year bears to the 
total number of such students served by local educational agencies in 
the State in such year.
          (3) From 10 percent of such funds, each local 
        educational agency shall be allocated an amount that 
        bears the same relationship to such 10 percent as the 
        number of students enrolled in schools and adults 
        enrolled in training programs under the jurisdiction of 
        such local educational agency in the preceding fiscal 
        year bears to the number of students enrolled in 
        schools and adults enrolled in training programs under 
        the jurisdiction of all local educational agencies in 
        the State in such year.
  (b) Allocation for Subsequent Fiscal Years.--In fiscal year 
1999, and the succeeding 3 fiscal years, each State shall 
distribute the funds available in any such fiscal year for 
secondary school vocational-technical education programs to 
local educational agencies within the State as follows:
          (1) Population.--50 percent shall be allocated to 
        such agencies in proportion to the number of 
        individuals aged 15 to 19, inclusive, who reside in the 
        school district served by such agency for the preceding 
        fiscal year compared to the total number of such 
        individuals who reside in the school districts served 
        by all local educational agencies in the State for such 
        preceding year.
          (2) Income.--50 percent shall be allocated to such 
        agencies in proportion to the number of individuals 
        aged 15 through 19, inclusive, who reside in the school 
        district served by such agency from families with 
        incomes below the poverty line (as defined by the 
        Office of Management and Budget and revised annually in 
        accordance with section 673(2) of the Community 
        Services Block Grant Act (42 U.S.C. 9902(2))) 
        applicable to a family of the size involved for the 
        fiscal year for which the determination is made 
        compared to the number of such individuals in all the 
        local educational agencies in the State.
  (c) Waiver for More Equitable Distribution.--The Secretary 
may waive the application of subsection (b) in the case of any 
State that submits to the Secretary an application for such a 
waiver that--
          (1) demonstrates that the formula described in 
        subsection (b) does not result in a distribution of 
        funds to local educational agencies within the State 
        that have the greatest economic need and that an 
        alternative formula would result in such a 
        distribution; and
          (2) includes a proposal for such an alternative 
        formula.
  (d) Minimum Grant Amount.--
          (1) In general.--Except as provided in paragraph (2), 
        no local educational agency shall be eligible for a 
        grant under this part unless the amount allocated to 
        such agency under subsections (a) and (b) is not less 
        than $7,500. A local educational agency may enter into 
        a consortium with other local educational agencies for 
        purposes of meeting the minimum allocation requirement 
        of this paragraph.
          (2) Waiver.--The State shall waive the application of 
        paragraph (1) in any case in which the local 
        educational agency--
                  (A)(i) is located in a rural, sparsely 
                populated area, or
                  (ii) is a public charter school operating 
                secondary vocational-technical education 
                programs; and
                  (B) demonstrates that the agency is unable to 
                enter into a consortium for purposes of 
                providing services under this part.
          (3) Redistribution.--Any amounts that are not 
        allocated by reason of paragraph (1) or paragraph (2) 
        shall be redistributed to local educational agencies 
        that meet the requirements of paragraph (1) or (2) in 
        accordance with the provisions of this section.
  (e) Limited Jurisdiction Agencies.--
          (1) In general.--In applying the provisions of 
        subsections (a), (b), (c), and (d), no State receiving 
        assistance under this Act shall allocate funds to a 
        local educational agency that serves only elementary 
        schools, but shall distribute such funds to the local 
        educational agency or regional educational agency that 
        provides secondary school services to secondary school 
        students in the same attendance area.
          (2) Secondary school jurisdiction.--The amount to be 
        allocated under paragraph (1) to a local educational 
        agency that has jurisdiction only over secondary 
        schools shall be determined based on the number of 
        students that were enrolled in such secondary schools 
        in the previous year from the elementary schools 
        involved.
  (f) Allocations to Area Vocational-Technical Education 
Schools and Educational Service Agencies.--
          (1) In general.--Each State shall distribute funds 
        available for secondary school vocational-technical 
        education programs to the appropriate area vocational-
        technical education school or educational service 
        agency in any case in which the area vocational-
        technical education school or educational service 
        agency and the local educational agency concerned--
                  (A) have formed or will form a consortium for 
                the purpose of receiving funds under this 
                section; or
                  (B) have entered into or will enter into a 
                cooperative arrangement for such purpose.
          (2) Allocation basis.--If an area vocational-
        technical education school or educational service 
        agency meets the requirements of paragraph (1), then 
        the amount that would otherwise be distributed to the 
        local educational agency shall be allocated to the area 
        vocational-technical education school, the educational 
        service agency, and the local educational agency based 
        on each school's or entity's relative share of students 
        who are attending vocational-technical education 
        programs (based, if practicable, on the average 
        enrollment for the prior 3 years).
          (3) Appeals procedure.--The State board shall 
        establish an appeals procedure for resolution of any 
        dispute arising between a local educational agency and 
        an area vocational-technical education school or an 
        educational service agency with respect to the 
        allocation procedures described in this section, 
        including the decision of a local educational agency to 
        leave a consortium or terminate a cooperative 
        arrangement.
  (g) Consortium Requirements.--
          (1) Alliance.--Any local educational agency receiving 
        an allocation that is not sufficient to conduct a 
        program which meets the requirements of section 225 is 
        encouraged to--
                  (A) form a consortium or enter into a 
                cooperative agreement with an area vocational-
                technical education school or educational 
                service agency offering programs that meet the 
                requirements of section 225;
                  (B) transfer such allocation to the area 
                vocational-technical education school or 
                educational service agency; and
                  (C) be of sufficient size, scope, and quality 
                as to be effective.
          (2) Funds to consortium.--Funds allocated to a 
        consortium formed to meet the requirements of this 
        paragraph shall be used only for purposes and programs 
        that are mutually beneficial to all members of the 
        consortium and can be used only for programs authorized 
        under this Act. Such funds may not be reallocated to 
        individual members of the consortium for purposes or 
        programs benfiting only one member of the consortium.
  (h) Data.--The Secretary shall collect information from 
States regarding the specific dollar allocations made available 
by the State for vocational-technical education programs under 
subsections (a), (b), (c), and (d) and how these allocations 
are distributed to local educational agencies, area vocational-
technical education schools, educational services agencies, and 
eligible institutions within the State in accordance with this 
section.

SEC. 222. DISTRIBUTION OF FUNDS FOR POSTSECONDARY AND ADULT VOCATIONAL-
                    TECHNICAL EDUCATION PROGRAMS.

  (a) Allocation.--
          (1) In general.--Except as provided in subsections 
        (b) and (c) and section 223, each State shall 
        distribute funds available in any fiscal year for 
        postsecondary and adult vocational-technical education 
        programs to eligible institutions or consortia of 
        eligible institutions within the State.
          (2) Formula.--Each eligible institution or consortium 
        of eligible institutions shall receive an amount that 
        bears the same relationship to the amount of funds 
        available under such section as the number of 
        individuals who are Pell Grant recipients or recipients 
        of assistance from the Bureau of Indian Affairs and are 
        enrolled in programs meeting the requirements of 
        section 225 offered by such institution or consortium 
        in the preceding fiscal year bears to the number of 
        such recipients enrolled in such programs within the 
        State for such year.
          (3) Consortium requirements.--
                  (A) In general.--In order for a consortium of 
                eligible institutions described in paragraph 
                (2) to receive assistance pursuant to such 
                paragraph, such consortium shall operate joint 
                projects that--
                          (i) provide services to all 
                        postsecondary institutions 
                        participating in the consortium; and
                          (ii) are of sufficient size, scope, 
                        and quality as to be effective.
                  (B) Funds to consortium.--Funds allocated to 
                a consortium formed to meet the requirements of 
                this section shall be used only for purposes 
                and programs that are mutually beneficial to 
                all members of the consortium and can be used 
                only for programs authorized under this Act. 
                Such funds may not be reallocated to individual 
                members of the consortium for purposes or 
                programs benefiting only one member of the 
                consortium.
  (b) Waiver for More Equitable Distribution.--The Secretary 
may waive the application of subsection (a) in the case of any 
State that submits to the Secretary of Education an application 
for such a waiver that--
          (1) demonstrates that the formula described in 
        subsection (a) does not result in a distribution of 
        funds to the institutions or consortia within the State 
        that have the highest numbers of economically 
        disadvantaged individuals and that an alternative 
        formula would result in such a distribution; and
          (2) includes a proposal for such an alternative 
        formula.
  (c) Minimum Grant Amount.--
          (1) In general.--No funds provided to any institution 
        or consortium under this section shall be for an amount 
        that is less than $20,000.
          (2) Redistribution.--Any amounts that are not 
        distributed by reason of paragraph (1) shall be 
        redistributed to eligible institutions or consortia of 
        eligible institutions in accordance with the provisions 
        of this section.
  (d) Definitions.--For the purposes of this section--
          (1) the term ``eligible institution'' means an 
        institution of higher education as such term is defined 
        in section 1201(a) of the Higher Education Act of 1965, 
        a local educational agency serving adults, or an area 
        vocational education school serving adults that offers 
        or will offer a program that meets the requirements of 
        section 225 and seeks to receive assistance under this 
        part; and
          (2) the term ``Pell Grant'' means a recipient of 
        financial aid under subpart 1 of part A of title IV of 
        the Higher Education Act of 1965.

SEC. 223. SPECIAL RULES FOR VOCATIONAL-TECHNICAL EDUCATION.

  (a) Special Rule for Minimal Allocation.--
          (1) General authority.--Notwithstanding the 
        provisions of sections 221 and 222 and in order to make 
        a more equitable distribution of funds for programs 
        serving the areas of greatest economic need, for any 
        program year for which a minimal amount is made 
        available by a State for distribution under section 221 
        or 222, such State may distribute such minimal amount 
        for such year--
                  (A) on a competitive basis; or
                  (B) through any alternative method determined 
                by the State.
          (2) Minimal amount.--For purposes of this section, 
        the term ``minimal amount'' means not more than 15 
        percent of the total amount made available for 
        distribution under this part.
  (b) Redistribution.--
          (1) In general.--In any academic year that a local 
        educational agency or eligible institution does not 
        expend all of the amounts it is allocated for such year 
        under section 221 or 222, such recipient shall return 
        any unexpended amounts to the State to be reallocated 
        under section 221 or 222, as appropriate.
          (2) Redistribution of amounts returned late in an 
        academic year.--In any academic year in which amounts 
        are returned to the State under section 221 or 222 and 
        the State is unable to reallocate such amounts 
        according to such sections in time for such amounts to 
        be expended in such academic year, the State shall 
        retain such amounts for distribution in combination 
        with amounts provided under this title for the 
        following academic year.
  (c) Construction.--Nothing in section 221 or 222 shall be 
construed--
          (1) to prohibit a local educational agency (or a 
        consortium thereof) that receives assistance under 
        section 221, from working with an eligible recipient 
        (or consortium thereof) that receives assistance under 
        section 222, to carry out secondary school vocational-
        technical education programs in accordance with this 
        title;
          (2) to prohibit an eligible recipient (or consortium 
        thereof) that receives assistance under section 222, 
        from working with a local educational agency (or 
        consortium thereof) that receives assistance under 
        section 221, to carry out postsecondary and adult 
        vocational-technical education programs in accordance 
        with this title; or
          (3) to require a charter school that is a local 
        educational agency to jointly establish its eligibility 
        unless the charter school is explicitly permitted to do 
        so under the State's charter school statute.
  (d) Consistent Application.--For purposes of this section, 
the State board shall provide funds to charter schools that 
offer vocational-technical education programs that are public 
schools of the local educational agency in the same manner as 
it provides those funds to other schools of the local 
educational agency. Such program within a charter school shall 
be of sufficient size, scope, and quality as to be effective.

SEC. 224. LOCAL APPLICATION FOR VOCATIONAL-TECHNICAL EDUCATION 
                    PROGRAMS.

  (a) Application Required.--Any eligible recipient desiring 
financial assistance under this part shall, in accordance with 
requirements established by the State board, submit an 
application to the State board. Such application shall cover 
the same period of time as the period of time applicable to the 
State application submitted under section 112.
  (b) Contents.--The State board shall determine requirements 
for local applications, except that each application shall--
          (1) describe how the vocational-technical education 
        programs required under section 225(b) will be carried 
        out with funds received under this part;
          (2) describe how students participating in 
        vocational-technical education programs carried out 
        with funds under this Act will reach the State 
        benchmarks as established under section 114;
          (3) describe how the eligible recipient will--
                  (A) improve the academic and technical skills 
                of students participating in vocational-
                technical education programs by strengthening 
                the academic component of such programs through 
                the integration of academics with vocational-
                technical education programs through a coherent 
                sequence of courses to ensure learning in the 
                core academic subjects; and
                  (B) ensure that students who participate in 
                such vocational-technical education programs 
                are taught to the same challenging academic 
                proficiencies as are provided for all other 
                students;
          (4) describe how parents, students, teachers, 
        business and representatives of employees are involved 
        in the development and implementation of vocational-
        technical education programs assisted under this Act; 
        and
          (5) provide assurances that the eligible recipient 
        will provide a vocational-technical education program 
        that is of such size, scope, and quality as to bring 
        about improvement in the quality of vocational-
        technical education programs.

SEC. 225. LOCAL USES OF FUNDS.

  (a) General Authority.--Each eligible recipient that receives 
a grant under this part shall use such funds to improve 
vocational-technical education programs.
  (b) Requirements for Uses of Funds.--Funds made available 
under this part shall be used to provide vocational-technical 
education programs that--
          (1) strengthen the academic and technical skills of 
        students participating in vocational-technical 
        education programs by strengthening the academic 
        component of such programs through the integration of 
        academics with vocational-technical education programs 
        through a coherent sequence of courses to ensure 
        learning in the core academic subjects;
          (2) develop, improve, or expand the use of technology 
        in vocational-technical education which may include:
                  (A) training of vocational-technical 
                education personnel to use State-of-the art 
                technology, which may include distance 
                learning;
                  (B) providing vocational-technical education 
                students with the academic and technical skills 
                that lead to entry into the high technology and 
                telecommunications field; or
                  (C) encouraging schools to work with high 
                tech industries to offer voluntary internships 
                and mentoring programs;
          (3) provide professional development programs, 
        including--
                  (A) inservice training in state-of-the-art 
                vocational-technical education programs and 
                techniques; and
                  (B) support of education programs for 
                teachers of vocational-technical education in 
                public schools and other public school 
                personnel who are involved in the direct 
                delivery of educational services to vocational 
                education students, to ensure that such 
                teachers stay current with the needs, 
                expectations, and methods of industry;
          (4) support for vocational-technical education 
        programs that improve the academic and technical skills 
        of students participating in vocational-technical 
        education programs by strengthening the academic 
        component of such vocational-technical education 
        programs through the integration of academics with 
        vocational-technical education to ensure learning in 
        the core academic subjects; and
          (5) provide an assessment of the vocational-technical 
        education programs carried out with funds under this 
        Act, including an assessment of how the needs of 
        special populations are being met, and how such 
        programs will ensure that the benchmarks established 
        under section 114 are being met.
  (c) Permissible Activities.--The vocational-technical 
education programs described in subsection (b) may be used 
for--
          (1) establishing agreements between secondary and 
        postsecondary vocational-technical education programs 
        in order to provide postsecondary education and 
        training opportunities for students participating in 
        such vocational-technical programs, such as tech-prep 
        programs;
          (2) involving parents, business, and representatives 
        of employees in the design and implementation of 
        vocational-technical education programs authorized 
        under this Act;
          (3) providing career guidance and counseling;
          (4) providing work related experience, such as 
        internships, cooperative education, school-based 
        enterprises, entrepreneurship, and job shadowing that 
        are related to vocational-technical education programs;
          (5) programs for single parents, displaced 
        homemakers, and single pregnant women;
          (6) local education and business partnerships;
          (7) vocational student organizations;
          (8) mentoring and support services;
          (9) leasing, purchasing, or upgrading of equipment; 
        and
          (10) establishing effective programs and procedures 
        to enable vocational-technical education program 
        participants and their parents to participate directly 
        in decisions that influence the programs, including 
        providing information and assistance for informed 
        effective participation.
  (d) Administrative Costs.--Each eligible recipient receiving 
funds under this part shall not use more than 2 percent of the 
funds for administrative costs associated with the 
administration of the grant.

                      [TITLE III--SPECIAL PROGRAMS

[Part A--State Assistance for Vocational Education Support Programs by 
                     Community-Based Organizations

                             [Applications

  [Sec. 301. (a) Each community-based organization which 
desires to receive assistance under this part shall prepare 
jointly with the appropriate eligible recipient and submit an 
application to the State board at such time, in such manner, 
and containing or accompanied by such information as the State 
board may require. Each such application shall--
          [(1) contain an agreement between the community-based 
        organization and the eligible recipients in the area to 
        be served, which includes the designation of fiscal 
        agents established for the program;
          [(2) provide a description of the uses for which 
        assistance is sought pursuant to section 302(b) 
        together with evaluation criteria to be applied to the 
        program;
          [(3) provide assurances that the community-based 
        organization will give special consideration to the 
        needs of severely economically and educationally 
        disadvantaged youth ages sixteen through twenty-one, 
        inclusive;
          [(4) provide assurances that business concerns will 
        be involved, as appropriate, in services and activities 
        for which assistance is sought;
          [(5) describe the collaborative efforts with the 
        eligible recipients and the manner in which the 
        services and activities for which assistance is sought 
        will serve to enhance the enrollment of severely 
        economically and educationally disadvantaged youth into 
        the vocational education programs; and
          [(6) provide assurances that the programs conducted 
        by the community-based organization will conform to the 
        applicable standards of performance and measures of 
        effectiveness required of vocational education programs 
        in the State.

                             [Uses of Funds

  [Sec. 302. (a) From the portion of the allotment of each 
State under section 101 available for this part, each State 
shall provide financial assistance to joint programs of 
eligible recipients and community-based organizations within 
the State for the conduct of special vocational education 
services and activities described in subsection (b).
  [(b) Funds provided under this section may be used in 
accordance with State plans for--
          [(1) outreach programs to facilitate the entrance of 
        youth into a program of transitional services and 
        subsequent entrance into vocational education, 
        employment or other education and training;
          [(2) transitional services such as attitudinal and 
        motivational prevocational training programs;
          [(3) prevocational educational preparation and basic 
        skills development conducted in cooperation with 
        business concerns;
          [(4) special prevocational preparations programs 
        targeted to inner-city youth, non-English speaking 
        youth, Appalachian youth, and the youth of other urban 
        and rural areas having a high density of poverty who 
        need special prevocational education programs;
          [(5) career intern programs;
          [(6) model programs for school dropouts;
          [(7) assessment of students needs in relation to 
        vocational education and jobs; and
          [(8) guidance and counseling to assist students with 
        occupational choices and with the selection of a 
        vocational education program.

               [Part B--Consumer and Homemaking Education

               [consumer and homemaking education grants

  [Sec. 311. From the portion of the allotment of each State 
under section 101 available for this part, the Secretary is 
authorized to make grants to States to assist them in 
conducting consumer and homemaking education programs. Such 
programs may include (1) instructional programs, services, and 
activities that prepare youth and adults for the occupation of 
homemaking, and (2) instruction in the areas of food and 
nutrition, individual and family health, consumer education, 
family living and parenthood education, child development and 
guidance, housing, home management (including resource 
management), and clothing and textiles.

      [use of funds from consumer and homemaking education grants

  [Sec. 312. (a) Grants to any State under this part shall be 
used, in accordance with State plans approved under section 
114--
          [(1) to conduct programs for residents of 
        economically depressed areas;
          [(2) to encourage participation of traditionally 
        underserved populations;
          [(3) to encourage, in cooperation with the individual 
        appointed under section 111(b)(1), the elimination of 
        sex bias and sex stereotyping;
          [(4) to improve, expand, and update programs with an 
        emphasis on those which specifically address needs 
        described under clauses (1), (2), and (3); and
          [(5) to address priorities and emerging concerns at 
        the local, State, and national levels.
  [(b) Grants for the purposes set forth in subsection (a) may 
be used for--
          [(1) program development and improvement of 
        instruction and curricula relating to managing 
        individual and family resources, making consumer 
        choices, balancing work and family, improving responses 
        to individual and family crises (including family 
        violence and child abuse), strengthening parenting 
        skills (especially among teenage parents), preventing 
        teenage pregancy, assisting aged and individuals with 
        handicaps, and members of at-risk populations 
        (including the homeless), improving individual, child, 
        and family nutrition and wellness, conserving limited 
        resources, understanding the impact of new technology 
        on life and work, applying consumer and homemaking 
        education skills to jobs and careers, and other needs 
        as determined by the State; and
          [(2) support services and activities designed to 
        ensure the quality and effectiveness of programs, 
        including demonstration of innovative and exemplary 
        projects, community outreach to underserved 
        populations, application of academic skills (such as 
        reading, writing, mathematics, and science) through 
        consumer and homemaking education programs, curriculum 
        development, research, program evaluation, development 
        of instructional materials, teacher education, 
        upgrading of equipment, teacher supervision, and State 
        administration and leadership, including activities of 
        the student organization.
  [(c) Not less than one-third of the Federal funds made 
available to any State under this section shall be expended in 
economically depressed areas or areas with high rates of 
unemployment for programs designed to assist consumers and to 
help improve home environments and the quality of family life.

               [Information Dissemination and Leadership

  [Sec. 313. (a) The State board shall ensure that the 
experience and information gained through carrying out programs 
assisted under this part is shared with administrators for the 
purpose of program planning. Funds available under this part 
shall be used to assist in providing State leadership and full 
time State administrators qualified by experience and 
educational preparation in home economics education.
  [(b) Not more than 6 percent of the funds available under 
this part may be used for State administration of projects, 
services, and activities under this part.

     [Part C--Comprehensive Career Guidance and Counseling Programs

               [Grants for Career Guidance and Counseling

  [Sec. 321. From the portion of the allotment of each State 
under section 101 available for this part, the Secretary is 
authorized to make grants to States to assist them in 
conducting career guidance and counseling programs authorized 
by this part.

        [Use of Funds From Career Guidance and Counseling Grants

  [Sec. 322. (a) Grants to any State under this part shall be 
used, in accordance with State plans (and amendments thereto), 
for programs (organized and administered by certified 
counselors) designed to improve, expand, and extend career 
guidance and counseling programs to meet the career 
development, vocational education, and employment needs of 
vocational education students and potential students. Such 
programs shall be designed to assist individuals--
          [(1) to acquire self-assessment, career planning, 
        career decisionmaking, and employability skills;
          [(2) to make the transition from education and 
        training to work;
          [(3) to maintain marketability of current job skills 
        in established occupations;
          [(4) to develop new skills to move away from 
        declining occupational fields and enter new and 
        emerging fields in high-technology areas and fields 
        experiencing skill shortages;
          [(5) to develop midcareer job search skills and to 
        clarify career goals; and
          [(6) to obtain and use information on financial 
        assistance for postsecondary and vocational education, 
        and job training.
  [(b) Programs of career guidance and counseling under this 
part shall encourage the elimination of sex, age, handicapping 
condition, and race bias and stereotyping, provide for 
community outreach, enlist the collaboration of the family, the 
community, business, industry, and labor and be accessible to 
all segments of the population, including women, minorities, 
the handicapped, and the economically disadvantaged. The 
programs authorized by this part shall consist of--
          [(1) instructional activities and other services at 
        all educational levels to help students with the skills 
        described in clauses (1) through (6) of subsection (a); 
        and
          [(2) services and activities designed to ensure the 
        quality and effectiveness of career guidance and 
        counseling programs and projects assisted under this 
        part, such as counselor education (including education 
        of counselors working with individuals with limited 
        English proficiency), training of support personnel, 
        curriculum development, research and demonstration 
        projects, experimental programs, instructional 
        materials development, equipment acquisition, 
        development of career information delivery systems, and 
        State and local leadership and supervision; and
          [(3) projects which provide opportunities for 
        counselors to obtain firsthand experience in business 
        and industry, and projects which provide opportunities 
        to acquaint students with business, industry, the labor 
        market, and training opportunities (including secondary 
        educational programs that have at least one 
        characteristic of an apprenticeable occupation as 
        recognized by the Department of Labor or the State 
        Apprenticeship Agency in accordance with the Act of 
        August 16, 1937, known as the National Apprenticeship 
        Act, in concert with local business, industry, labor, 
        and other appropriate apprenticeship training entities, 
        designed to prepare participants for an apprenticeable 
        occupation or provide information concerning 
        apprenticeable occupations and their prerequisites).
  [(c) Not less than 20 percent of the sums made available to a 
State under this part shall be used for programs designed to 
eliminate sex, age, and race bias and stereotyping under 
subsection (b) and for activities to ensure that programs under 
this part are accessible to all segments of the population, 
including women, the disadvantaged, the handicapped, 
individuals with limited English proficiency, and minorities.

               [Information Dissemination and Leadership

  [Sec. 323. (a) The State board shall ensure that the 
experience and information gained through programs assisted 
under this part is shared with administrators for the purpose 
of program planning. Funds available under this part shall be 
used to assist in providing State leadership qualified by 
experience and knowledge in guidance and counseling.
  [(b) Not more than 6 percent of the funds available under 
this part may be used for State administration of projects, 
services, and activities under this part.]

                  TITLE III--RESEARCH AND DEVELOPMENT

                    PART A--RESEARCH AND DEVELOPMENT

SEC. 301. EVALUATION; RESEARCH; DEMONSTRATIONS; AND DISSEMINATION.

  (a) Single Plan.--
          (1) In general.--The Secretary shall develop a single 
        plan for evaluation and assessment, research, 
        demonstrations, and dissemination with regard to the 
        vocational-technical education programs assisted under 
        this Act.
          (2) Plan.--Such plan shall--
                  (A) identify the vocational-technical 
                education programs the Secretary will carry out 
                under this section;
                  (B) describe how the Secretary will evaluate 
                such vocational-technical education programs in 
                accordance with subsection (b); and
                  (C) include such other information as the 
                Secretary determines to be appropriate.
  (b) Evaluation and Assessment.--
          (1) In general.--From amounts made available under 
        subsection (g), the Secretary shall provide for the 
        conduct of an independent evaluation and assessment of 
        vocational-technical education programs under this Act 
        through studies and analyses conducted independently 
        through grants and contracts awarded on a competitive 
        basis.
          (2) Contents.--Such evaluation and assessment of 
        vocational-technical education programs shall include 
        descriptions of--
                  (A) the extent to which State, local, and 
                tribal entities have developed, implemented, or 
                improved State and local vocational-technical 
                education programs;
                  (B) the degree to which the expenditures at 
                the Federal, State, local, and tribal levels 
                address improvement in vocational-technical 
                education programs;
                  (C) the extent to which vocational-technical 
                education programs succeed in preparing 
                individuals participating in such programs for 
                entry into postsecondary education, further 
                learning, or high skill, high wage careers; and
                  (D) the effect of State benchmarks, 
                performance measures, and other measures of 
                accountability on the delivery of vocational-
                technical education programs.
  (c) Information Collection and Report.--
          (1) In general.--The Secretary may collect and 
        disseminate information from States regarding State 
        efforts to meet State benchmarks described in section 
        114.
          (2) Report.--The Secretary shall gather any 
        information collected pursuant to paragraph (1) and 
        submit a report to the Committee on Education and the 
        Workforce of the House of Representatives and the 
        Committee on Labor and Human Resources of the Senate.
  (d) Research.--
          (1) In general.--The Secretary shall award grants, on 
        a competitive basis, to an institution of higher 
        education, a public or private organization or agency, 
        or a consortium of such institutions, organizations, or 
        agencies to establish a national research center or 
        centers--
                  (A) to carry out research for the purpose of 
                developing, improving, and identifying the most 
                successful methods for successfully addressing 
                the education, employment, and training needs 
                of participants in vocational-technical 
                education programs;
                  (B) to carry out research to increase the 
                effectiveness and improve the implementation of 
                vocational-technical education programs, 
                including conducting research and development 
                and studies providing longitudinal information 
                or formative evaluation with respect to 
                vocational-technical education programs;
                  (C) to carry out such other programs as the 
                Secretary determines to be appropriate to 
                achieve the purposes of this Act.
          (2) Summary.--The Secretary shall provide an annual 
        report summarizing the evaluations and assessments 
        described in subsection (b), and the research conducted 
        pursuant to this subsection, and the findings of such 
        evaluations and assessments, and research, to the 
        Committee on Education and the Workforce of the House 
        of Representatives and the Committee on Labor and Human 
        Resources of the Senate.
  (e) Demonstrations and Dissemination.--
          (1) Demonstration program.--The Secretary is 
        authorized to carry out demonstration vocational-
        technical education programs, to replicate model 
        vocational-technical education programs, to disseminate 
        best practices information, and to provide technical 
        assistance upon request of a State, for the purposes of 
        developing, improving, and identifying the most 
        successful methods and techniques for providing 
        vocational-technical education programs assisted under 
        this Act.
          (2) Demonstration partnership.--
                  (A) In general.--The Secretary shall carry 
                out a demonstration partnership project 
                involving a 4-year, accredited postsecondary 
                institution, in cooperation with local public 
                education organizations, volunteer groups, and 
                private sector business participants to provide 
                program support, and facilities for education, 
                training, tutoring, counseling, employment 
                preparation, specific skills training in 
                emerging and established professions, 
                retraining of military medical personnel, 
                retraining of individuals displaced by 
                corporate or military restructuring, migrant 
                workers, and other individuals who otherwise 
                would not have access to such services, through 
                multi-site, multi-State distance learning 
                technologies.
                  (B) Program.--Such program may be carried out 
                directly or through grants, contracts, 
                cooperative agreements, or through the national 
                center or centers.
  (f) Definition.--As used in this section, the term 
``institution of higher education'' has the meaning given the 
term in section 1201(a) of the Higher Education Act of 1965 (20 
U.S.C.1141(a)).
  (g) Authorization of Appropriations.--There are authorized to 
be appropriated such sums as may be necessary for fiscal year 
1998 and such sums as may be necessary for each of the 4 
succeeding fiscal years to carry out this part.

           PART B--VOCATIONAL-TECHNICAL EDUCATION INFORMATION

SEC. 311. DATA SYSTEMS AUTHORIZED.

  (a) Establishment of System.--(1) The Secretary shall, 
directly, or by grant, contract or cooperative agreement, 
establish a vocational educational data system (in this section 
referred to as the ``system''), using comparative information 
elements and uniform definitions, to the extent practicable.
  (2) The Secretary shall establish the system not later than 
the end of the 6-month period beginning on the date of the 
enactment of the Carl D. Perkins Vocational and Applied 
Technology Education Act Amendments of 1990.
  (3) The National Center for Education Statistics (in this 
section referred to as the ``National Center'') shall 
coordinate the development and implementation of the system.
  (b) Functions of System.--Through the system, the Secretary 
shall collect data and analyze such data in order to provide--
          (1) the Congress with information relevant to 
        policymaking; and
          (2) Federal, State, and local agencies and Tribal 
        agencies with information relevant to program 
        management, administration and effectiveness with 
        respect to education and employment opportunities.
  (c) Contents of System.--(1)(A) The system shall include 
information--
          (i) describing the major elements of the vocational 
        education system on at least a national basis, 
        including information with respect to teachers, 
        administrators, students, facilities, and, to the 
        extent practicable, equipment; and
          (ii) describing the condition of vocational education 
        with respect to the elements described in clause (i).
  (B) The information described in subparagraph (A) shall be 
provided, to the extent practicable, in the context of other 
educational data relating to the condition of the overall 
education system.
  (C) The Secretary, in consultation with the Task Force, the 
National Center, and the Office of Adult and Vocational 
Education (in this section referred to as the ``Office''), 
shall modify existing general purpose and program data systems 
to ensure that an appropriate vocational education component is 
included in the design, implementation and reporting of such 
systems in order to fulfill the information requirements of 
this section.
  (2) The information system shall include data reflecting the 
extent of participation of the following populations:
          (A) women;
          (B) Indians;
          (C) individuals with handicaps;
          (D) individuals of limited English proficiency;
          (E) economically disadvantaged students (including 
        information on students in rural and urban areas);
          (F) adults who are in need of training and 
        retraining;
          (G) single parents;
          (H) youths incarcerated in juvenile detention or 
        correctional facilities or criminal offenders who are 
        serving time in correctional institutions;
          (I) individuals who participate in programs designed 
        to eliminate gender bias and sex stereotyping in 
        vocational education;
          (J) minorities; and
          (K) displaced homemakers.
  (3) The Secretary, in consultation with the National Center 
and the Office, shall maintain and update the system at least 
every 3 years and assure the system provides the highest 
quality statistics and is adequate to meet the information 
needs of this Act. In carrying out the requirements of this 
paragraph, the Secretary shall ensure that appropriate 
methodologies are used in assessments of students of limited 
English proficiency and students with handicaps to ensure valid 
and reliable comparisons with the general student population 
and across program areas. With respect to standardized tests 
and assessments administered under this Act, test results shall 
be used as 1 of multiple independent indicators in assessment 
of performance and achievement.
  (d) Assessment of International Competitiveness.--The Center 
shall carry out an assessment of data availability and adequacy 
with respect to international competitiveness in vocational 
skills. To the extent practicable, the assessment shall include 
comparative policy-relevant data on vocational education in 
nations which are major trade partners of the United States. 
The assessment shall at a minimum identify available 
internationally comparative data on vocational education and 
options for obtaining and upgrading such data. The results of 
the assessment required by this paragraph shall be reported to 
the appropriate committees of the Congress not later than 
August 31, 1994.
  (e) Use of and Compatibility With Other Data Collection 
Systems.--(1) In establishing, maintaining, and updating the 
system, the Secretary shall--
          (A) use existing data collection systems operated by 
        the Secretary and, to the extent appropriate, data 
        collection systems operated by other Federal agencies;
          (B) conduct additional data collection efforts to 
        augment the data collection systems described in 
        subparagraph (A) by providing information necessary for 
        policy analysis required by this section; and
          (C) use any independent data collection efforts that 
        are complementary to the data collection efforts 
        described in subparagraphs (A) and (B).
  (2) In carrying out the responsibilities imposed by this 
part, the Secretary shall cooperate with the Secretary of 
Commerce, the Secretary of Labor, and the National Occupational 
Information Coordinating Committee established under section 
422 with respect to the development of an information system 
under section 463 of the Job Training Partnership Act to ensure 
that the information system operated under this section is 
compatible with and complementary to other occupational supply 
and demand information systems developed or maintained with 
Federal assistance. The Secretary shall also ensure that the 
system allows international comparisons to the extent feasible.
  (3) The Secretary shall assure that the system, to the extent 
practicable, uses data definitions common to State plans, 
performance standards, local applications and evaluations 
required by this Act. The data in the system shall be available 
for use in preparing such plans, standards, applications, and 
evaluations.
  (f) Reports.--The Secretary shall report to the Congress at 
least biennially with respect to--
          (1) the performance of the system established under 
        subsection (a); and
          (2) strategies to improve the system and expand its 
        implementation.
  (g) Vocational Education Advisory Task Force.--(1) The 
Secretary, in consultation with the National Center and the 
Office shall establish a Vocational Education Advisory Task 
Force.
  (2) The Secretary shall establish the Task Force before the 
expiration of the 90-day period beginning on the date of the 
enactment of the Carl D. Perkins Vocational and Applied 
Technology Education Act Amendments of 1990, and shall 
terminate upon the expiration of the 2-year period beginning on 
such date.
  (3) The Task Force shall advise the Secretary on the 
development and implementation of an information reporting and 
accounting system responsive to the diverse programs supported 
by this Act.
  (4) The membership of the Task Force shall be representative 
of Federal, State, and local agencies and Tribal agencies 
affected by technological information, representatives of 
secondary and vocational postsecondary educational 
institutions, representatives of vocational student 
organizations, representatives of special populations, 
representatives of adult training programs funded under this 
Act, and representatives of apprenticeships, business, and 
industry.
  (5) The National Center shall provide the Task Force with 
staff for the purpose of carrying out its functions.
  (h)(1) Assessment of Educational Progress Activities.--As a 
regular part of its assessments, the National Assessment of 
Educational Progress shall collect and report information for 
at least a nationally representative subsample of vocational 
education students, including students who are members of 
special populations, which shall allow for fair and accurate 
assessment and comparison of the educational achievement of 
vocational education students and other students in the areas 
assessed. Such assessment may include international 
comparisons.
  (2)(A) Notwithstanding any provision of section 406 of the 
General Education Provisions Act, the Commissioner of Education 
Statistics may authorize a State educational agency or a 
consortium of such agencies to use items and data from the 
National Assessment of Educational Progress for the purpose of 
evaluating a course of study related to vocational education, 
if the Commissioner has determined, in writing, that such use 
will not--
          (i) result in the identification of characteristics 
        or performance of individual students or schools;
          (ii) result in the ranking or comparing of schools or 
        local educational agencies;
          (iii) be used to evaluate the performance of 
        teachers, principals, or other local educators for the 
        purpose of dispensing rewards or punishments; or
          (iv) corrupt or harm the use and value of data 
        collected for the National Assessment of Educational 
        Progress.
  (B) Not later than 60 days after making an authorization 
under subsection (a), the Commissioner shall submit to the 
Committee on Education and Labor of the House of 
Representatives and to the Committee on Labor and Human 
Resources of the Senate, a report which contains--
          (i) a copy of the request for such authorization;
          (ii) a copy of the written determination under 
        subsection (a); and
          (iii) a description of the details and duration of 
        such authorization.
  (C) The Commissioner may not grant more than one such 
authorization in any fiscal year and shall ensure that the 
authorized use of items or data from the National Assessment is 
evaluated for technical merit and for its affect on the 
National Assessment of Educational Progress. The results of 
such evaluations shall be promptly reported to the committees 
specified in subparagraph (B).


        national occupational information coordinating committee


  Sec. 312. (a) There is established a National Occupational 
Information Coordinating Committee (in this section referred to 
as the ``Committee'') which shall consist of the Assistant 
Secretary for Vocational and Adult Education, the Commissioner 
of the Rehabilitative Services Administration, the Director of 
the Office of Bilingual Education and Minority Language 
Affairs, the Assistant Secretary for Postsecondary Education, 
and the Administrator of the National Center for Education 
Statistics of the Department of Education, the Commissioner of 
Labor Statistics and the Assistant Secretary for Employment and 
Training of the Department of Labor, the Undersecretary for 
Small Community and Rural Development of the Department of 
Agriculture, the Assistant Secretary for Economic Development 
of the Department of Commerce, and the Assistant Secretary of 
Defense (Force Management and Personnel). The Committee, with 
funds available to it under section 451, shall provide funds, 
on an annual basis, to State occupational information 
coordinating committees and to eligible recipients and shall--
          (1) in the use of program data and employment data, 
        improve coordination and communication among 
        administrators and planners of programs authorized by 
        this Act and by the Job Training Partnership Act, 
        employment security agency administrators, research 
        personnel, and personnel of employment and training 
        planning and administering agencies (including 
        apprenticeship training agencies) at the Federal, 
        State, and local levels;
          (2) develop and implement, in cooperation with State 
        and local agencies, an occupational information system 
        to meet the common occupational information needs of 
        vocational education programs and employment and 
        training programs (including postsecondary employment 
        and training programs) at the national, State, and 
        local levels, which system shall include data on 
        occupational demand and supply based on uniform 
        definitions, standardized estimating procedures, and 
        standardized occupational classifications, including 
        regularly updated data on employment demand for 
        agribusiness;
          (3) conduct studies to improve the quality and 
        delivery of occupational information systems to assist 
        economic development activities, and examine the 
        effects of technological change on new and existing 
        occupational areas and the required changes in 
        knowledge and job skills; of a system to provide data 
        on graduation or completion rates, job placement rates 
        from occupationally specific programs, licensing rates, 
        and awards of high school graduate equivalency diplomas 
        (GED), each State board for higher education shall 
        develop a data collection system the results of which 
        can be integrated into the occupational information 
        system developed under this section.
          (4) continue training, technical assistance 
        activities to support comprehensive career guidance, 
        and vocational counseling programs designed to promote 
        improved career decisionmaking by individuals 
        (especially in areas of career information delivery and 
        use);
          (5) coordinate the efforts of Federal, State, and 
        local agencies and Tribal agencies with respect to such 
        programs; and
          (6) assist State occupational information 
        coordinating committees established pursuant to 
        subsection (b).
  (b) Each State receiving assistance under this Act shall 
establish a State occupational information coordinating 
committee composed of representatives of the State board, the 
State employment security agency, the State economic 
development agency, the State job training coordinating 
council, the State board or agency governing higher education, 
and the agency administering the vocational rehabilitation 
program. Such committee shall, with funds available to it from 
the National Occupational Information Coordinating Committee 
established pursuant to subsection (a)--
          (1) implement an occupational information system in 
        the State which will meet the common needs for the 
        planning for, and the operation of, programs of the 
        State board assisted under this Act, of the 
        administering agencies under the Job Training 
        Partnership Act and of the State board or agency 
        governing higher education; and
          (2) use the occupational information system to 
        implement a career information delivery system.
  (c)(1)(A) The Committee, in consultation with the National 
Center or Centers for Research in Vocational Education, 
appropriate Federal agencies, and the States, shall establish a 
demonstration program to monitor educational outcomes for 
vocational education using wage and other records. The 
Committee shall develop procedures for establishing and 
maintaining nationally accessible information on a sample of 
wage and earning records maintained by States on earnings, 
establishment and industry affiliation and geographical 
location, and on educational activities. This information shall 
be collected on at least an annual basis. The program shall 
ensure that a scientific sample of vocational education 
students and nonvocational education students, local 
educational agencies, and States participate in the program. 
The Committee shall maintain, analyze, and report data 
collected under the program and shall provide technical 
assistance to States, local educational agencies, and others 
that wish to participate in the study.
  (B)(i) Participation in the program described in subparagraph 
(A) shall be voluntary. The Committee shall enter into an 
agreement with any State which desires to carry out a study for 
the State under this subsection. Each such agreement shall 
contain provisions designed to assure--
          (I) that the State will participate in the study;
          (II) that the State will pay from non-Federal sources 
        the non-Federal share of participation; and
          (III) that the State agrees to the terms and 
        conditions specified in this section.
  (ii) For each fiscal year, the non-Federal share for the 
purpose of this program shall be the cost of conducting the 
study in the State, including the cost of administering the 
assessment for the State sample and the cost of coordination 
within the State.
  (2) The program shall provide for an independent evaluation 
conducted by the Office of Technology Assessment of the 
Congress to assess the validity, fairness, accuracy, and 
utility of the data it produces. The report shall also describe 
the technical problems encountered and a description of what 
was learned about how to best implement and utilize data from 
the program.
  (3) The provision of wage and other records to the Committee 
by a State employment security agency shall be voluntary and 
pursuant to an agreement between the Committee and the agency. 
Such agreement shall take into consideration issues such as--
          (A) reimbursing the State employment security agency 
        for the costs to the agency of providing the 
        information; and
          (B) compliance with safeguards established by the 
        State employment security agency and determined by the 
        Secretary of Labor to be appropriate to ensure that the 
        information disclosed to the Committee is used only for 
        the purposes of this subsection.
  (4) The Executive Director of the Committee, in consultation 
with the Secretary, shall ensure that all personally 
identifiable information about students, their educational 
performance and their families and information with respect to 
individual schools shall remain confidential in accordance with 
the provisions of section 552 of title 5, United States Code. 
The data gathered under this subsection shall not be used to 
rank, compare, or otherwise evaluate individual students or 
individual schools. No individual may be included in the 
program without that individual's written consent. At least 
once every 3 years the Secretary shall remind participants in 
writing of their inclusion in the program.
  (d) Data Collection System.--In the development and design of 
a system to provide data on graduation or completion rates, job 
placement rates from occupationally specific programs, 
licensing rates, and awards of high school graduate equivalency 
diplomas (GED), each State board for higher education shall 
develop a data collection system the results of which can be 
integrated into the occupational information system developed 
under this section.
  (e) There are authorized to be appropriated for each of 
fiscal years 1998 through 2002 such sums as may be necessary to 
carry out this part.

SEC. 313. INFORMATION BASE FOR VOCATIONAL EDUCATION DATA SYSTEM.

  (a) Information Relating to Students With Handicaps.--(1) The 
Secretary shall ensure that adequate information on access to 
vocational education by secondary school students with 
handicaps is maintained in the data system established under 
section 311.
  (2) The system shall include detailed information obtained 
through scientific sample surveys concerning--
          (A) types of programs available; and
          (B) enrollment of students with handicaps by--
                  (i) type of program;
                  (ii) type of instructional setting; and
                  (iii) type of handicap.
  (3)(A) The General Accounting Office shall conduct a 3-year 
study, using representative samples, of the effects of the 
amendments made by title II of the Carl D. Perkins Vocational 
and Applied Technology Education Amendments of 1990 on the 
access to and participation in vocational education of 
disadvantaged students, students with handicaps, students of 
limited English proficiency, and, to the extent practicable, 
foster children.
  (B) The study shall include consideration of issues such as--
          (i) the proportion of students described in paragraph 
        (1) who are enrolled in vocational education programs 
        during the first 3 program years to which the 
        amendments made by the Carl D. Perkins Vocational and 
        Applied Technology Education Amendments Act of 1990 
        apply compared to the program year preceding such 
        years;
          (ii) the number of such students who enroll in 
        vocational education programs for the first time during 
        the period of study;
          (iii) the number of such students who participate in 
        vocational education programs that lead to an 
        occupational skill or job placement;
          (iv) the extent to which academics are incorporated 
        with vocational education courses;
          (v) the manner in which vocational education programs 
        have addressed special needs of such students for 
        supportive services, material, and equipment;
          (vi) the comparability of vocational education 
        services provided to such students with vocational 
        education services provided to students who are not 
        members of special populations; and
          (vii) in the case of students with handicaps--
                  (I) the types and severity of handicaps of 
                such students who enroll in vocational 
                education programs;
                  (II) the extent to which such students 
                participate in the same vocational education 
                programs as students who do not have handicaps;
                  (III) the number of such students with 
                individualized education programs developed 
                under section 614(a)(5) of the Individuals with 
                Disabilities Education Act who have 
                individualized education programs that include 
                vocational education programs;
                  (IV) the extent to which special personnel 
                such as special education personnel or 
                vocational rehabilitation personnel assist in 
                the selection and provision of vocational 
                education programs with respect to such 
                students;
                  (V) the extent to which such students and 
                their parents are involved in selecting 
                vocational education courses and programs;
                  (VI) the number of such students who have 
                returned to secondary vocational education 
                programs after dropping out of or formally 
                exiting the local educational system; and
                  (VII) the ages of such students.
  (C) In conducting the study required by this subsection, the 
General Accounting Office may consider and include information 
from other sources to address or augment the issues considered 
in the study.
  (4) The General Accounting Office shall submit to the 
appropriate committees of the Congress a report describing the 
results of the study conducted as required by this subsection 
not later than July 1, 1995.
  (b) Information Relating to Students Who Have Completed 
Secondary School.--(1) To carry out the provisions of this 
section, in accordance with the provisions of section 3 of the 
Technology Assessment Act of 1972, the Office of Technology 
Assessment shall conduct an assessment of a sample of tests 
designed to be administered to students who have completed 
secondary school to assess the level of technical knowledge 
relating to broad technical fields possessed by such students. 
The assessment shall include at least--
          (A) an assessment of the quality, validity, 
        reliability, and predictive capability of widely used 
        vocational aptitude and competency tests and 
        assessments, with particular attention to--
                  (i) the use of such assessments with respect 
                to students who are members of special 
                populations; and
                  (ii) patterns of actual usage with respect to 
                entry into vocational education programs, 
                promotion within such programs, completion of 
                such programs, and placement in appropriate 
                positions;
          (B) identification of trends in such tests and 
        assessments, including any relationship to vocational 
        education curricula; and
          (C) identification of policy options for--
                  (i) strengthening development and quality of 
                such tests and assessments to ensure that such 
                tests and assessments are conducted in an 
                impartial manner that does not penalize 
                students on the basis of race, sex, or economic 
                background; and
                  (ii) means of sustaining competition in the 
                development of such tests and assessments.
          (2) The results of the study required by paragraph 
        (1) shall be reported to the appropriate committees of 
        the Congress not later than September 30, 1994.

SEC. 314. MISCELLANEOUS PROVISIONS.

  (a) Collection of Information at Reasonable Cost.--The 
Secretary shall take such action as may be necessary to secure 
at reasonable cost the information required by this part. To 
ensure reasonable cost, the Secretary, in consultation with the 
Vocational Education Task Force, the National Center for 
Education Statistics, the Office of Vocational and Adult 
Education, and the National Occupational Information 
Coordinating Committee shall determine the methodology to be 
used and the frequency with which information is to be 
collected.
  (b) Cooperation of States.--All States receiving assistance 
under this Act shall cooperate with the Secretary in 
implementing the information systems developed pursuant to this 
part.

SEC. 315. AUTHORIZATION OF APPROPRIATIONS

  There are authorized to be appropriated for this part such 
sums as may be necessary for fiscal year 1998 and such sums as 
may be necessary for each of the 4 succeeding fiscal years.

                      PART C--TECH-PREP EDUCATION

SEC. 321. TECH-PREP EDUCATION.

  (a) Program Authorized.--The State board, in accordance with 
the provisions of this part, shall award grants to consortia on 
a competitive basis or on the basis of a formula determined by 
the State board, for tech-prep education programs.
  (b) General Authority.--Each grant recipient shall use 
amounts provided under the grant to develop and operate a 4-
year tech-prep education program.
  (c) Contents of Program.--Any such program shall--
          (1) be carried out under an articulation agreement 
        between the participants in the consortium;
          (2) consist of the 2 or 4 years of secondary school 
        preceding graduation and 2 years of higher education, 
        or an apprenticeship program of at least 2 years 
        following secondary instruction, with a common core of 
        required proficiency in mathematics, science, 
        communications, and technologies designed to lead to an 
        associate degree or postsecondary certificate in a 
        specific career field;
          (3) include the development of tech-prep education 
        program components appropriate to the needs of the 
        consortium participants;
          (4) include in-service training for teachers that--
                  (A) is designed to train vocational-technical 
                teachers to effectively implement tech-prep 
                education programs;
                  (B) provides for joint training for teachers 
                in the tech-prep consortium; and
                  (C) may provide such training in weekend, 
                evening, and summer sessions, institutes, or 
                workshops;
          (5) include training programs for counselors designed 
        to enable counselors to more effectively--
                  (A) provide information to students regarding 
                tech-prep education programs;
                  (B) support student progress in completing 
                such programs; and
                  (C) provide information on related employment 
                opportunities;
          (6) provide equal access to the full range of 
        technical preparation programs to individuals who are 
        members of special populations, including the 
        development of tech-prep education program services 
        appropriate to the needs of such individuals; and
          (7) provide for preparatory services that assist 
        participants in such programs.
  (d) Additional Authorized Activities.--Each such program 
may--
          (1) provide for the acquisition of tech-prep 
        education program equipment; and
          (2) acquire technical assistance from State or local 
        entities that have successfully designed, established 
        and operated tech-prep programs.

SEC. 322. APPLICATIONS.

  (a) In General.--Each consortium that desires to receive a 
grant under this part shall submit an application to the State 
board, as appropriate, at such time and in such manner as the 
State board shall prescribe.
  (b) Plan.--Each application submitted under this section 
shall contain a 5-year plan for the development and 
implementation of programs under this part.
  (c) Approval.--The State board shall approve applications 
based on their potential to create an effective tech-prep 
education program as provided for in this section.
  (d) Special Consideration.--The State board, as appropriate, 
shall give special consideration to applications which--
          (1) provide for effective employment placement 
        activities or transfer of students to 4-year 
        baccalaureate degree programs;
          (2) are developed in consultation with business, 
        industry, institutions of higher education, and 
        representatives of employees;
          (3) address effectively the issues of dropout 
        prevention and reentry and the needs of special 
        populations.

SEC. 323. REPORT.

  Each State that receives a grant under this part shall 
annually prepare and submit to the Secretary a report on the 
effectiveness of their Tech-Prep programs, including how 
competitive grants were awarded within the State.

SEC. 324. ALLOTMENT.

  The Secretary shall allot funds under this part in each 
fiscal year in the same manner as funds are allotted under 
section 101(a)(2).

SEC. 325. AUTHORIZATION.

  (a) In General.--From amounts made available under section 
3(a), 10 percent shall be used to carry out this part for 
fiscal year 1998 and for each of the 4 succeeding fiscal years.
  (b) Minimum Amount.--No State shall receive a grant of less 
than $200,000 under this part in any fiscal year.
          * * * * * * *

                      [TITLE IV--NATIONAL PROGRAMS

                   [PART A--RESEARCH AND DEVELOPMENT

                          [Research Objectives

  [Sec. 401. It is the purpose of this part--
          [(1) to authorize research activities which 
        contribute to improving the access to vocational 
        education programs of individuals who are 
        disadvantaged, who are handicapped, women who are 
        entering nontraditional occupations, adults who are in 
        need of retraining, individuals who are single parents, 
        displaced homemakers, or single pregnant women, 
        individuals with limited English proficiency, and 
        individuals who are incarcerated in correctional 
        institutions;
          [(2) to authorize additional research and development 
        activities that are related to the purposes of this Act 
        as stated in section 2;
          [(3) to improve the competitive process by which 
        research projects are awarded;
          [(4) to encourage the dissemination of findings of 
        research projects assisted under this Act to all 
        States; and
          [(5) to authorize research activities which are 
        readily applicable to the vocational education setting 
        and are of practical application to vocational 
        education administrators, counselors, and instructors 
        and others involved in vocational education.

                          [Research Activities

  [Sec. 402. (a) In order to carry out the objectives set forth 
in section 401, the Secretary shall conduct applied research on 
aspects of vocational education specifically related to this 
Act. Such research may be conducted through the Office of 
Educational Research and Improvement. Such research shall 
include--
          [(1) effective methods for providing quality 
        vocational education to handicapped individuals, 
        disadvantaged individuals, men and women in 
        nontraditional fields, adults, single parents, 
        displaced homemakers, single pregnant women, 
        individuals with limited English proficiency, and 
        individuals who are incarcerated in correctional 
        institutions;
          [(2) research on the development and implementation 
        of performance standards and measures that fit within 
        the needs of State boards or eligible recipients in 
        carrying out the provisions of this Act and on the 
        relationship of such standards and measures to the data 
        system established under section 421, which may include 
        evaluation of existing performance standards and 
        measures and dissemination of such information to the 
        State board and eligible recipients;
          [(3) evaluation of the use of performance standards 
        and measures under this Act and the effect of such 
        standards and measures on the participation of students 
        in vocational education programs and on the outcomes of 
        students in such programs, especially students who are 
        members of special populations;
          [(4) strategies for coordinating local, State, and 
        Federal vocational education; employment training, and 
        economic development programs to maximize their 
        efficacy and for improving worker training and 
        retraining;
          [(5) the constructive involvement of the private 
        sector in public vocational education;
          [(6) successful methods of reinforcing and enhancing 
        basic and more advanced academic and problem-solving 
        skills in vocational settings;
          [(7) successful methods for providing students, to 
        the maximum extent practicable, with experience in and 
        understanding of all aspects of the industry such 
        students are preparing to enter; and
          [(8) the development of effective methods for 
        providing quality vocational education to individuals 
        of limited English proficiency, including research 
        related to bilingual vocational training.
  [(b) In addition, the Secretary shall support meritorious, 
unsolicited research proposals from individual researchers, 
community colleges, State advisory councils, and State and 
local educators relating to the goals of this Act.
  [(c) Dissemination.--(1) The Secretary shall establish a 
system for disseminating information resulting from research 
and development activities carried out under this Act. In 
establishing such system, the Secretary shall use existing 
dissemination systems, including the National Diffusion 
Network, the National Center or Centers for Research in 
Vocational Education, and the National Network for Curriculum 
Coordination in Vocational and Technical Education, in order to 
assure broad access at the State and local levels to the 
information being disseminated.
  [(2)(A) In order to comply with paragraph (1), the Secretary 
shall establish through grants or contracts a National Network 
for Curriculum Coordination in Vocational and Technical 
Education (in this paragraph referred to as the ``Network'') 
consisting of 6 regional curriculum coordination centers. The 
Network shall--
          [(i) provide national dissemination of information on 
        effective vocational education programs and materials, 
        with particular attention to regional programs;
          [(ii) be accessible by electronic means;
          [(iii) provide leadership and technical assistance in 
        the design, development, and dissemination of curricula 
        for vocational education;
          [(iv) coordinate the sharing of information among the 
        States with respect to vocational education curricula;
          [(v) reduce duplication of effort in State activities 
        for the development of vocational education curricula; 
        and
          [(vi) promote the use of research findings with 
        respect to vocational education curricula.
  [(B) The Secretary shall encourage the designation by each 
State of a liaison representative for the Network.
  [(d) The Secretary shall give preference in carrying out the 
provisions of this part to public and private postsecondary 
institutions in conducting vocational education research.
  [(e) The Secretary shall institute measures designed to 
ensure that program improvement activities carried out under 
this section represent a coordinated effort to improve the 
quality of vocational education.

[SEC. 403. NATIONAL ASSESSMENT OF VOCATIONAL EDUCATION PROGRAMS.

  [(a) In General.--(1) The Office of Education Research and 
Improvement (in this section referred to as the ``Office'') 
shall conduct a national assessment of vocational education 
programs assisted under this Act, through studies and analyses 
conducted independently through competitive awards.
  [(2) The Office shall appoint an independent advisory panel, 
consisting of vocational education administrators, educators, 
researchers, and representatives of business, industry, labor, 
and other relevant groups, to advise the Office on the 
implementation of such assessment, including the issues to be 
addressed, the methodology of the studies, and the findings and 
recommendations. The panel, at its discretion, may submit to 
the Congress an independent analysis of the findings and 
recommendations of the assessment. The Federal Advisory 
Committee Act shall not apply to the panel established under 
this paragraph.
  [(b) Contents.--The assessment required under subsection (a) 
shall include descriptions and evaluations of--
          [(1) the effect of this Act on State and tribal 
        administration of vocational education programs and on 
        local vocational education practices, including the 
        capacity of State, tribal and local vocational 
        education systems to address the priorities identified 
        in this Act;
          [(2) expenditures at the Federal, State, tribal and 
        local levels to address program improvement in 
        vocational education, including the impact of Federal 
        allocation requirements (such as within-State 
        allocation formulas) on the delivery of services;
          [(3) preparation and qualifications of teachers of 
        vocational and academic curricula in vocational 
        education programs, as well as shortages of such 
        teachers;
          [(4) participation in vocational education programs, 
        including, in particular, access of individuals who are 
        members of special populations to high-quality 
        vocational education programs and the effect on the 
        delivery of services to such populations, of Federal 
        legislation giving States flexibility in allocating 
        funds to serve such populations;
          [(5) academic and employment outcomes of vocational 
        education, including analyses of--
                  [(A) the effect of educational reform on 
                vocational education;
                  [(B) the extent and success of integration of 
                academic and vocational curricula;
                  [(C) the success of the school-to-work 
                transition; and
                  [(D) the degree to which vocational training 
                is relevant to subsequent employment;
          [(6) employer involvement in, and satisfaction with, 
        vocational education programs;
          [(7) the effect of performance standards and other 
        measures of accountability on the delivery of 
        vocational education services;
          [(8) the effect of Federal requirements regarding 
        criteria for services to special populations, 
        participatory planning in the States, and articulation 
        between secondary and postsecondary programs;
          [(9) coordination of services under this Act, the 
        Adult Education Act, the Job Training Partnership Act, 
        the National Apprenticeship Act, the Rehabilitation Act 
        of 1973, and the Wagner-Peyser Act; and
          [(10) the degree to which minority students are 
        involved in vocational student organizations.
  [(c) Consultation.--(1) The Secretary shall consult with the 
Committee on Labor and Human Resources of the Senate and the 
Committee on Education and Labor of the House of 
Representatives in the design and implementation of the 
assessment required under subsection (a).
  [(2) The Secretary shall submit to the Congress--
          [(A) an interim report on or before January 1, 1994; 
        and
          [(B) a final report, summarizing all studies and 
        analyses completed after the assessment, on or before 
        July 1, 1994.
  [(3) Notwithstanding any other provision of law or 
regulation, the reports required by this subsection shall not 
be subject to any review outside of the Office of Educational 
Research and Improvement before their transmittal to the 
Congress, but the President, the Secretary, and the independent 
advisory council established under subsection (a)(2) may make 
such additional recommendations to the Congress with respect to 
the assessment as they deem appropriate.
  [(d) Study.--(1) The assessment required by subsection (a) 
shall include a study of the distribution of Federal vocational 
education funds to the States. The study shall--
          [(A) consider the distributional effects of the 
        formula for allocation to the States established in 
        section 101(a)(2), including the age cohorts and the 
        per capita income allotment ratios;
          [(B) examine the impact that various other factors 
        such as State tax capacity, tax effort, per capita 
        income, poverty and educational achievement, could have 
        in achieving the Federal goals and policy objectives of 
        this Act;
          [(C) specifically address the appropriate 
        distribution mechanism to serve the target populations 
        of this Act; and
          [(D) explore the use of other possible methods of 
        targeting funds to individuals who are members of 
        special populations, particularly individuals who are 
        economically disadvantaged, including the poverty rate 
        of the school-aged population, the gross State product 
        per school-aged child, relative tax capacity,and tax 
effort of the State, unemployment figures, and dropout rates.
  [(2) The findings of the study required by paragraph (1) 
shall be used to formulate recommendations on the most 
appropriate criteria and methods to direct Federal funds to the 
States and to achieve the Federal goals and policy objectives 
of this Act.
  [(3) The study required under paragraph (1) shall be 
completed by January 1, 1994.

[SEC. 404. NATIONAL CENTER OR CENTERS FOR RESEARCH IN VOCATIONAL 
                    EDUCATION.

  [(a) General Authority.--(1) In order to address the purposes 
of this Act through the involvement of a broad array of 
individuals, including both vocational and academic teachers 
and administrators, the Secretary is authorized to award a 
grant or grants for the establishment of 1 or 2 national 
centers in the areas of--
          [(A) applied research and development; and
          [(B) dissemination and training.
  [(2)(A) Each entity selected to establish and operate a 
Center pursuant to paragraph (1) shall operate such Center for 
a period of 5 years.
  [(B) Beginning after December 31, 1992, the Secretary shall 
award an annual grant to the National Center or Centers 
selected pursuant to paragraph (1) for each of the 5 years such 
National Center is operated. After the third year in which the 
National Center or Centers receive a grant under this section 
the Secretary shall review the research priorities of the 
National Center or Centers.
  [(3) Of the amount available pursuant to section 451(a)(1) 
for purposes of carrying out this section, at least \2/3\ of 
such amount shall be available for applied research and 
development.
  [(4)(A) The Secretary shall hold a competition at the same 
point in time for the grant or grants for the activities 
described in paragraph (1). Any institution of higher education 
or consortium of such institutions may compete for either or 
both sets of activities.
  [(B) For the purpose of this section the term ``institution 
of higher education'', notwithstanding section 427(b)(2) of the 
Higher Education Amendments of 1992, has the same meaning as 
provided by section 435(b) of the Higher Education Act of 1965 
as such section was in effect on July 22, 1992.
  [(5) If an institution or consortium demonstrates that it can 
effectively carry out both activities either directly or 
through contracting, such institution or consortium shall be 
given a preference in the grant selection. If no institution or 
consortium demonstrates such capability and 2 grants are 
awarded, the Secretary must assure coordination of the 
activities under both grants.
  [(6) Not more than 10 percent of each year's budget for the 
Center or for each of the Centers may be used to respond to 
field-initiated needs unanticipated prior to the annual funding 
period and which are in the mission of the Center but not part 
of the scope of work of the grant.
  [(7) The National Center in existence on the date of the 
enactment of the Carl D. Perkins Vocational and Applied 
Technology Education Act Amendments of 1990 shall continue to 
operate through its 5-year cycle ending December 31, 1992.
  [(b) Activities.--(1) The applied research and development 
activities shall include--
          [(A) economic changes that affect the skills which 
        employers seek and entrepreneurs need;
          [(B) integration of academic and vocational 
        education;
          [(C) efficient and effective practices for addressing 
        the needs of special populations;
          [(D) efficient and effective methods for delivering 
        vocational education;
          [(E) articulation of school and college instruction 
        with high quality work experience;
          [(F) recruitment, education, and enhancement of 
        vocational teachers and other professionals in the 
        field;
          [(G) accountability processes in vocational 
        education, to include identification and evaluation of 
        the use of appropriate performance standards for 
        student, program, and State-level outcomes;
          [(H) effective practices that educate students in all 
        aspects of the industry the students are preparing to 
        enter;
          [(I) effective methods for identifying and 
        inculcating literacy and other communication skills 
        essential for effective job preparation and job 
        performance;
          [(J) identification of strategic, high priority 
        occupational skills and skills formation approaches 
        needed to maintain the competitiveness of the United 
        States workforce, sustain high-wage, high-technology 
        jobs and which address national priorities such as 
        technical jobs needed to protect and restore the 
        environment;
          [(K) identification of practices and strategies that 
        address entrepreneurial development for minority-owned 
        enterprises; and
          [(L) upon negotiation with the Center, and if funds 
        are provided pursuant to subsection (d), such other 
        topics as the Secretary may designate.
  [(2) The Center conducting the activities described in 
paragraph (1) shall annually prepare a study on the research 
conducted on approaches that lead to effective articulation for 
the education-to-work transition, including tech-prep programs, 
cooperative education or other work-based programs, such as 
innovative apprenticeship or mentoring approaches, and shall 
submit copies of such study to the Secretary of Education, the 
Secretary of Labor, the Secretary of Health and Human Services, 
the Committee on Labor and Human Resources of the Senate, and 
the Committee on Education and Labor of the House of 
Representatives.
  [(c) Dissemination and Training.--(1) The dissemination and 
training activities shall include--
          [(A) teacher and administrator training and 
        leadership development;
          [(B) technical assistance to assure that programs 
        serving special populations are effective in delivering 
        well-integrated and appropriately articulated 
        vocational and academic offerings for secondary, 
        postsecondary, and adult students;
          [(C) needs assessment, design, and implementation of 
        new and revised programs with related curriculum 
        materials to facilitate vocational-academic 
        integration;
          [(D) evaluation and follow-through to maintain and 
        extend quality programs;
          [(E) assistance in technology transfer and 
        articulation of program offerings from advanced 
        technology centers to minority enterprises;
          [(F) assistance to programs and States on the use of 
        accountability indicators, including appropriate and 
        innovative performance standards;
          [(G) delivery of information and services using 
        advanced technology, where appropriate, to increase the 
        effectiveness and efficiency of knowledge transfer;
          [(H) development of processes for synthesis of 
        research, in cooperation with a broad array of users, 
        including vocational and non-vocational educators, 
        employers and labor organizations;
          [(I) dissemination of exemplary curriculum and 
        instructional materials, and development and 
        publication of curriculum materials (in conjunction 
        with vocational and non-vocational constituency groups, 
        where appropriate);
          [(J) technical assistance in recruiting, hiring, and 
        advancing minorities in vocational education; and
          [(K) upon negotiation with the Center and if funds 
        are provided pursuant to subsection (d), such other 
        topics as the Secretary may designate.
  [(2) The Center conducting the activities described in 
paragraph (1) shall annually prepare a study on the 
dissemination and training activities described in paragraph 
(1) and shall submit copies of such study to the Secretary of 
Education, the Secretary of Labor, the Secretary of Health and 
Human Services, the Committee on Labor and Human Resources of 
the Senate, and the Committee on Education and Labor of the 
House of Representatives.
  [(d) Authorization of Other Research.--There are authorized 
to be appropriated $3,000,000 for the fiscal year 1991 and such 
sums as may be necessary for each of the fiscal years 1992, 
1993, 1994, and 1995 to carry out such additional activities 
assigned by the Secretary to the National Center in existence 
on the date of enactment of the Carl D. Perkins Vocational and 
Applied Technology Education Act Amendments of 1990 until the 
termination of its grant on December 31, 1992 and to carry out 
the provisions of subsections (b)(1)(L) and (c)(1)(K).

                    [PART B--DEMONSTRATION PROGRAMS

[SEC. 411. PROGRAMS AUTHORIZED.

  [(a) In General.--From amounts available pursuant to section 
101(a)(1)(A) in each fiscal year, the Secretary shall make 
demonstration grants in accordance with the provisions of this 
part.
  [(b) Priority.--In awarding demonstration grants pursuant to 
this part, the Secretary shall give priority to the programs 
described in sections 412 and 413.

[SEC. 412. MATERIALS DEVELOPMENT IN TELECOMMUNICATIONS.

  [(a) General Authority.--The Secretary is authorized to make 
grants to nonprofit educational telecommunications entities to 
pay the Federal share of the costs of the development, 
production, and distribution of instructional 
telecommunications materials and services for use in local 
vocational and technical educational schools and colleges.
  [(b) Federal Share.--(1) The Federal share of the cost of 
each project assisted under this section shall be 50 percent.
  [(2) The non-Federal share of the cost of each project 
assisted under this section shall be provided from non-Federal 
sources.
  [(c) Use of Funds.--Grants awarded pursuant to this section 
may be used to provide--
          [(1) a sequential course of study that includes 
        either preproduced video courseware or direct 
        interactive teaching delivered via satellite, 
        accompanied by a variety of print and computer-based 
        instructional materials;
          [(2) the development of individual videocassettes or 
        a series of videocassettes that supplement instruction, 
        which shall be distributed both via broadcast and 
        nonbroadcast means;
          [(3) videodiscs that produce simulated hands-on 
        training; and
          [(4) teacher training programs for vocational 
        educators and administrators and correctional 
        educators.
  [(d) Priority.--In awarding grants under this section the 
Secretary shall give priority to programs or projects which 
serve--
          [(1) students in area vocational and technical 
        schools;
          [(2) teachers, administrators, and counselors in need 
        of training or retraining;
          [(3) out-of-school adults in need of basic skills 
        improvement or a high school equivalency diploma to 
        improve the employability of such individuals;
          [(4) college students, particularly college students 
        who are working toward a 2-year associate degree from a 
        technical or community college;
          [(5) workers in need of basic skills, vocational 
        instruction, or career counseling to retain employment; 
        and
          [(6) workers who need to improve their skills to 
        obtain jobs in high-growth industries.

[SEC. 413. DEMONSTRATION CENTERS FOR THE TRAINING OF DISLOCATED 
                    WORKERS.

  [(a) General Authority.--The Secretary is authorized to 
establish 1 or more demonstration centers for the retraining of 
dislocated workers. Such center or centers may provide for the 
recruitment of unemployed workers, vocational evaluation, 
assessment and counseling services, vocational and technical 
training, support services, and job placement assistance. The 
design and operation of each center shall provide for the 
utilization of appropriate existing Federal, State, and local 
programs.
  [(b) Evaluation.--The Secretary shall provide for the 
evaluation of each center established under subsection (a).
  [(c) Dissemination of Information.--The Secretary shall 
disseminate information on successful retraining models 
developedby any center established under subsection (a) through 
dissemination programs operated by the Secretary and the Secretary of 
Labor.
  [(d) Eligible Organizations.--Any private, nonprofit 
organization that is eligible to receive funding under the Job 
Training Partnership Act is eligible to receive funding under 
this section.

[SEC. 414. PROFESSIONAL DEVELOPMENT.

  [(a) Training and Study Grants.--(1) The Secretary is 
authorized to provide grants to institutions of higher 
education, State educational agencies, or State correctional 
education agencies to provide grants, awards, or stipends--
          [(A) to individuals who are entering the field of 
        vocational education;
          [(B) for graduate training in vocational education;
          [(C) for vocational teacher education; and
          [(D) for attracting gifted and talented students in 
        vocational programs into further study and professional 
        development.
  [(2) Grants, awards, and stipends awarded under paragraph (1) 
shall provide--
          [(A) opportunities for experienced vocational 
        educators;
          [(B) opportunities for--
                  [(i) certified teachers who have been trained 
                to teach in other fields to become vocational 
                educators, including teachers with skills 
                related to vocational fields who can be trained 
                as vocational educators, and especially 
                minority instructors and instructors with 
                experience in teaching individuals who are 
                economically disadvantaged, individuals with 
                handicaps, students of limited English 
                proficiency, and adult and juvenile criminal 
                offenders;
                  [(ii) individuals in industry who have skills 
                and experience in vocational fields to be 
                trained as vocational educators; and
                  [(iii) vocational educators to improve or 
                maintain technological currency in their 
                fields; and
          [(C) opportunities for gifted and talented vocational 
        education secondary and postsecondary students to 
        intern with Federal or State agencies, nationally 
        recognized vocational education associations and 
        student organizations or the National Center or Centers 
        for Research in Vocational Education.
  [(b) Leadership Development Awards.--(1) In order to meet the 
needs of all States for qualified vocational education leaders 
(such as administrators, supervisors, teacher educators, 
researchers, career guidance and vocational counseling 
personnel, vocational student organization leadership personnel 
and teachers in vocational education programs), the Secretary 
shall make grants to institutions of higher education for 
leadership development awards. Individuals selected for such 
awards shall--
          [(A) have not less than 3 years of experience in 
        vocational education or in industrial training, or, in 
        the case of researchers, experience in social science 
        research which is applicable to vocational education;
          [(B) are currently employed or are reasonably assured 
        of employment in vocational education and have 
        successfully completed at least a baccalaureate degree 
        program;
          [(C) are recommended by their employer, or others, as 
        having leadership potential in the field of vocational 
        education and have been accepted for admission as a 
        graduate student in a program of higher education 
        approved by the Secretary; and
          [(D) have made a commitment to return to the field of 
        vocational education upon completion of education 
        provided through the leadership development award.
  [(2) For a period of not more than 3 years, stipends shall be 
paid to individuals selected for leadership development awards. 
Such stipends shall be paid (including allowances for tuition, 
nonrefundable fees, and other expenses for such individuals and 
their dependents) as may be determined to be consistent with 
prevailing practices.
  [(3) The Secretary may provide grants to institutions for 
stipends to individuals, which shall not exceed $9,000 per 
individual per academic year or its equivalent and $3,000 per 
individual per summer session or its equivalent.
  [(4) The Secretary shall approve the application of the 
vocational education program of an institution of higher 
education for the purposes of this section only upon finding 
that--
          [(A) the institution offers a comprehensive program 
        in vocational education with adequate supporting 
        services and disciplines such as education 
        administration, career guidance and vocational 
        counseling, research, and curriculum development;
          [(B) such program is designed to substantially 
        advance the objective of improving vocational education 
        through providing opportunities for graduate training 
        of vocational teachers, supervisors, and 
        administrators, and of university-level vocational 
        education teacher educators and researchers; and
          [(C) such programs are conducted by a school of 
        graduate study in the institution of higher education.
  [(5) The Secretary, in carrying out this subsection shall 
apportion leadership development awards to institutions of 
higher education equitably among the States, taking into 
account such factors as the State's vocational education 
enrollments and the need for additional vocational education 
personnel in the State.
  [(6) Each individual who receives a leadership development 
award under this subsection shall receive payments as provided 
in paragraph (2) for not more than a 3-year period during which 
such individual is--
          [(A) pursuing a full-time course of study in 
        vocational education in an approved institution of 
        higher education;
          [(B) maintaining satisfactory proficiency in such 
        course of study; and
          [(C) not engaged in gainful employment other than 
        part-time employment by such institution in teaching, 
        research, or similar activities.
  [(c) Vocational Educator Training Fellowships.--(1) The 
purpose of this subsection is to provide fellowships--
          [(A) to meet the need to provide adequate numbers of 
        teachers and related classroom instructors in 
        vocational education who are technologically current in 
        their fields;
          [(B) to take full advantage of the education which 
        has been provided to already certified teachers who are 
        unable tofind employment in their fields of training 
and of individuals employed in industry who have skills and experience 
in vocational fields; and
          [(C) to encourage more instructors from minority 
        groups and teachers with skills and experience with 
        individuals of limited English proficiency to become 
        vocational education teachers.
  [(2) The Secretary shall make available fellowships, in 
accordance with the provisions of this subsection, to 
individuals (especially minority instructors and instructors 
with experience in teaching individuals who are economically 
disadvantaged, individuals with disabilities, students of 
limited English proficiency, and adult and juvenile criminal 
offenders) who--
          [(A)(i)(I) are employed in vocational education and 
        need an opportunity to improve or maintain 
        technological skills;
          [(II) are certified by a State, or were so certified 
        during the 10-year period preceding their application 
        for a fellowship under this subsection, as teachers in 
        secondary schools, area vocational education schools or 
        institutes, or in community or junior colleges; and
          [(III) have skills and experiences in vocational 
        fields so that such individuals can be trained to be 
        vocational educators; or
          [(ii) are employed in agriculture, business, or 
        industry (and may or may not hold a baccalaureate 
        degree) and have skills and experience in vocational 
        fields for which there is a need for vocational 
        educators;
          [(B) have been accepted in a program to become a 
        vocational educator by an institution of higher 
        education approved by the Secretary; and
          [(C) have made a commitment to work in the field of 
        vocational education upon completion of such program.
  [(2) The Secretary shall, for a period of not more than 2 
years, provide stipends to individuals who are awarded 
fellowships under this subsection (including such allowances 
for tuition, nonrefundable fees, subsistence and other expenses 
for such individuals and the dependents of such individuals) as 
the Secretary may determine to be consistent with prevailing 
practices.
  [(3) The Secretary shall approve an institution of higher 
education under this subsection if--
          [(A) the institution offers a comprehensive program 
        in vocational education with adequate supporting 
        services and disciplines such as education 
        administration, career guidance and vocational 
        counseling, research and curriculum development; and
          [(B) such program is available to individuals 
        receiving fellowships under this subsection so that 
        such individuals receive the same quality of education 
        and training provided for undergraduate students at 
        such institution who are preparing to become vocational 
        education teachers.
  [(4) The Secretary shall apportion the fellowships available 
under this subsection equitably among the States, taking into 
account such factors as the State's vocational education 
enrollments, and the need in the State for additional 
vocational educators, especially minority educators and 
individuals with skills and experience in teaching individuals 
of limited English proficiency.
  [(5) Individuals receiving fellowships under this subsection 
shall continue to receive payments provided in paragraph (2) 
only during such period as such individuals--
          [(A) are maintaining satisfactory proficiency;
          [(B) are devoting full time to study in the field of 
        vocational education in an institution of higher 
        education; and
          [(C) are not engaging in gainful employment other 
        than part-time employment by such institution.
  [(6)(A) The Secretary shall, before the beginning of each 
fiscal year for which amounts are appropriated or otherwise 
made available to carry out this subsection, publish a listing 
of--
          [(i) the areas of teaching in vocational education in 
        need of additional personnel;
          [(ii) the areas of teaching which will likely have 
        need of additional personnel in the future; and
          [(iii) areas of teaching in which technological 
        upgrading may be especially critical.
  [(B) The listing required by subparagraph (A) shall be based 
on information from the National Occupational Information 
Coordinating Committee, State occupational information 
coordinating committees, the vocational education data system 
established pursuant to section 421, and other appropriate 
sources.
  [(7) In selecting recipients for fellowships under this 
subsection, the Secretary shall, to the maximum extent 
practicable, grant fellowships to individuals seeking to become 
teachers or improve their skills in the areas identified in the 
listing required by paragraph (6)(A).
  [(d) Internships for Gifted and Talented Students.--(1) The 
purpose of this subsection is to provide stipends for 
internships to meet the need of attracting gifted and talented 
vocational education students into further study and 
professional development in the field of vocational education.
  [(2)(A) The Secretary shall, from recommendations provided by 
State directors of vocational education, select gifted and 
talented students from vocational education secondary and 
postsecondary programs to work as interns for Federal and State 
agencies, nationally recognized vocational education 
associations, or the National Center or Centers for Research in 
Vocational Education. Each such student shall receive a stipend 
for the period of the student's internship, which shall not 
exceed 9 months. Such stipend shall cover subsistence and other 
expenses for such individuals and shall be in such amount as 
the Secretary may determine to be consistent with prevailing 
practices.
  [(B) Each individual selected under this paragraph shall have 
been recommended as gifted and talented by a vocational 
educator at the secondary or postsecondary school the student 
attends.
  [(C) Each individual selected under this paragraph shall, 
during the period of such individual's internship, be provided 
with professional supervision by an individual qualified and 
experienced in the field of vocational education at the agency 
or institution at which the internship is offered.

[SEC. 415. BLUE RIBBON VOCATIONAL EDUCATION PROGRAMS.

  [(a) Information Dissemination.--The Secretary is authorized 
to disseminate information and exemplary materials regarding 
effective vocational education.
  [(b) Standards of Excellence.--(1) The Secretary, in 
consultation with the National Center or Centers for Research 
in Vocational Education (in this section referred to as the 
``National Center or Centers for Research''), the National 
Diffusion Network, and the Blue Ribbon Schools Program, is 
authorized to carry out programs to recognize secondary and 
postsecondary schools or programs which have established 
standards of excellence in vocational education and which have 
demonstrated a high level of quality. Such schools and programs 
shall be known as ``Blue Ribbon Vocational Programs''. The 
Secretary shall competitively select schools and programs to be 
recognized from among public and private schools or programs 
within the States and schools funded by the Department of the 
Interior.
  [(2) In the case of a private school or vocational education 
program that is designated as a Blue Ribbon Vocational 
Education Program, the Secretary shall make suitable 
arrangements to provide the award to such school.
  [(c) Awards.--(1) The Secretary, in consultation with the 
National Center or Centers for Research and the National 
Occupational Information Coordinating Committee (in this 
section referred to as the ``Committee''), is authorized to 
designate each fiscal year a category or several categories of 
vocational education, which may include tech-prep education, in 
which Blue Ribbon Vocational Education Program awards will be 
named. Such categories shall emphasize the expansion or 
strengthening of the participation of individuals who are 
members of special populations and may give special 
consideration to any of the following:
          [(A) program improvement;
          [(B) academic and occupational competencies; and
          [(C) other categories determined by the Secretary in 
        consultation with the National Center or Centers for 
        Research and the Committee.
  [(2) Within each category, the Secretary shall determine the 
criteria and procedures for selection. Selection for such 
awards shall be based solely on merit. Schools or programs 
selected for awards under this section shall not be required to 
be representative of the States.
  [(d) Consultation.--(1) The Secretary shall carry out the 
provisions of this section, including the establishment of the 
selection procedures, after consultation with appropriate 
outside parties.
  [(2) No award may be made under this section unless the local 
educational agency, area vocational education school, 
intermediate educational agency, tribal authority, Bureau of 
Indian Affairs, or appropriate State agency with jurisdiction 
over the school or program involved submits an application to 
the Secretary at such time, in such manner and containing such 
information as the Secretary may reasonably require.

[SEC. 416. DEVELOPMENT OF BUSINESS AND EDUCATION STANDARDS.

  [(a) Findings.--The Congress finds that, in order to meet the 
needs of business for competent entry-level workers who have 
received a quality vocational education, national standards 
should be developed for competencies in industries and trades.
  [(b) General Authority.--(1) The Secretary, in consultation 
with the Secretary of Labor, is authorized to establish a 
program of grants to industrial trade associations, labor 
organizations, or comparable national organizations for 
purposes of organizing and operating business-labor-education 
technical committees.
  [(2) The committees established with assistance under this 
section shall propose national standards for competencies in 
industries and trades. Such standards shall at least include 
standards for--
          [(A) major divisions or specialty areas identified 
        within occupations studied;
          [(B) minimum hours of study to be competent in such 
        divisions or specialty areas;
          [(C) minimum tools and equipment required in such 
        divisions or specialty areas;
          [(D) minimum qualifications for instructional staff; 
        and
          [(E) minimum tasks to be included in any course of 
        study purporting to prepare individuals for work in 
        such divisions or specialty areas.
  [(c) Matching Requirement.--Each recipient of a grant under 
this section shall agree to provide for the committee to be 
established under the grant an amount equal to the amount 
provided under the grant.
  [(d) Application.--Any industrial trade association, labor 
organization, national joint apprenticeship committee, or 
comparable national organization that desires to receive a 
grant under this section shall submit to the Secretary an 
application at such time, in such manner, and containing or 
accompanied by such information as the Secretary may reasonably 
require.

[SEC. 417. EDUCATIONAL PROGRAMS FOR FEDERAL CORRECTIONAL INSTITUTIONS.

  [(a) Program Authorized.--The Secretary is authorized to make 
grants to Federal correctional institutions in consortia with 
educational institutions, community-based organizations of 
demonstrated effectiveness, or business and industry, to 
provide education and training for criminal offenders in such 
institutions.
  [(b) Use of Funds.--Grants awarded pursuant to this section 
may be used for--
          [(1) basic education programs with an emphasis on 
        literacy instruction;
          [(2) vocational training programs;
          [(3) guidance and counseling programs; and
          [(4) supportive services for criminal offenders, with 
        special emphasis on the coordination of educational 
        services with agencies furnishing services to criminal 
        offenders after such offenders are released from 
        correctional institutions.

[SEC. 418. DROPOUT PREVENTION.

  [(a) Program Authorized.--The Secretary is authorized to make 
grants to partnerships between--
          [(1) local educational agencies or area vocational 
        education schools; and
          [(2) institutions of higher education or public or 
        private nonprofit organizations which have an 
        established record of vocational education strategies 
        that prevent students from dropping out of school.
  [(b) Use of Funds.--Grants awarded under this section shall 
be used to develop, implement, and operate vocational education 
programs designed to prevent students from dropping out of 
school. Such programs shall--
          [(1) serve special populations, including significant 
        numbers of economically disadvantaged dropout-prone 
        youth;
          [(2) provide inservice training for teachers and 
        administrators in dropout prevention; and
          [(3) disseminate information relating to successful 
        dropout prevention strategies and programs through the 
        National Dropout Prevention Network and the Center on 
        Adult, Career and Vocational Education of the 
        Educational Resources Information Clearinghouse.
  [(c) Priority.--In awarding grants under this section, the 
Secretary shall give priority to partnerships which--
          [(1) provide the special support services necessary 
        to help individual students successfully complete the 
        program such as mentoring, basic skills education, and 
        services which address barriers to learning; and
          [(2) utilize measures to integrate basic and academic 
        skills instruction with work experience and vocational 
        education.

[SEC. 419. MODEL PROGRAMS OF REGIONAL TRAINING FOR SKILLED TRADES.

  [(a) Program Authorized.--The Secretary is authorized to make 
grants to regional model centers which provide--
          [(1) training for skilled tradesmen within a region 
        serving several States, and
          [(2) technical assistance for programs which train 
        such tradesmen within a region serving several States.
  [(b) Use of Funds.--The regional model centers described in 
subsection (a) shall--
          [(1) provide training and career counseling for 
        skilled tradesmen in areas of skill shortages or 
        projected skilled shortages;
          [(2) provide prejob and apprenticeship training and 
        career counseling in skilled trades;
          [(3) upgrade specialized craft training; and
          [(4) improve the access of women, minorities, 
        economically disadvantaged individuals, individuals 
        with handicaps and ex-criminal offenders to trade 
        occupations and training.
  [(c) Special Rule.--In awarding grants under this section, 
and to the extent practicable, the Secretary shall ensure an 
equitable distribution of funds available under this section to 
the various skilled trades.

[SEC. 420. DEMONSTRATION PROJECTS FOR THE INTEGRATION OF VOCATIONAL AND 
                    ACADEMIC LEARNING.

  [(a) Program Authorized.--The Secretary is authorized to make 
grants to institutions of higher education, area vocational 
education schools, local educational agencies, secondary 
schools funded by the Bureau of Indian Affairs, State boards, 
public or private nonprofit organizations, or any consortia 
thereof, to develop, implement and operate programs using 
different models of curricula which integrate vocational and 
academic learning by--
          [(1) designing integrated curricula and courses;
          [(2) providing inservice training for teachers and 
        administrators in integrated curricula; and
          [(3) disseminating information regarding effective 
        integrative strategies to other school districts 
        through the National Diffusion Network established 
        under part B of title XIII of the Elementary and 
        Secondary Education Act of 1965.
  [(b) Requirements Relating to Grant Awards.--In awarding 
grants under this section, the Secretary shall ensure--
          [(1) an equitable geographic distribution of funds 
        awarded pursuant to this section;
          [(2) that programs supported under this section offer 
        significantly different approaches to integrating 
        curricula;
          [(3) that the programs supported under this section 
        serve individuals who are members of special 
        populations;
          [(4) that programs supported under this section 
        serve--
                  [(A) vocational students in secondary schools 
                and at postsecondary institutions;
                  [(B) individuals enrolled in adult programs; 
                and
                  [(C) single parents, displaced homemakers, 
                and single pregnant women; and
          [(5) that adequate evaluation measures will be 
        employed to measure the effectiveness of the curriculum 
        approaches supported under this section.

[SEC. 420A. COOPERATIVE DEMONSTRATION PROGRAMS.

  [(a) Program Authorized.--The Secretary is authorized to 
carry out, directly or through grants to or contracts with 
State and local educational agencies, postsecondary educational 
institutions, institutions of higher education, and other 
public and private agencies, organizations, and institutions, 
programs and projects which support--
          [(1) model programs providing improved access to 
        quality vocational education programs for those 
        individuals described in section 521(31) of this Act 
        and for men and women seeking nontraditional 
        occupations;
          [(2) examples of successful cooperation between the 
        private sector and public agencies in vocational 
        education, involving employers or consortia of 
        employers or labor organizations and building trade 
        councils, and State boards or eligible recipients 
        designed to demonstrate ways in which vocational 
        education and the private sector of the economy can 
        work together effectively to assist vocational 
        education students to attain the advanced level of 
        skills needed to make the transition from school to 
        productive employment, including--
                  [(A) work experience and apprenticeship 
                programs;
                  [(B) transitional worksite job training for 
                vocational education students which is related 
                to their occupational goals and closely linked 
                to classroom and laboratory instruction 
                provided by an eligible recipient;
                  [(C) placement services in occupations which 
                the students are preparing to enter;
                  [(D) where practical, projects (such as the 
                rehabilitation of public schools or housing in 
                inner cities or economically depressed rural 
                areas) that will benefit the public; and
                  [(E) employment-based learning programs;
          [(3) programs to overcome national skill shortages, 
        as designated by the Secretary in cooperation with the 
        Secretary of Labor, Secretary of Defense, and Secretary 
        of Commerce;
          [(4) model programs described in section 312(b)(1), 
        including child growth and development centers;
          [(5) grants to community-based organizations in 
        partnerships with local schools, institutions of higher 
        education, and businesses for programs and projects 
        that assist disadvantaged youths in preparing for 
        technical and professional health careers (which 
        partnerships should include in-kind contributions from 
        such schools, institutions, and businesses and involve 
        health professionals serving as preceptors and 
        counselors); and
          [(6) model programs providing improved access to 
        vocational education programs through centers to be 
        known as agriculture action centers, which programs 
        shall be operated under regulations developed by the 
        Secretary in consultation with the Secretary of Labor 
        and--
                  [(A) shall assist--
                          [(i) individuals who are adversely 
                        affected by farm and rural economic 
                        downturns;
                          [(ii) individuals who are dislocated 
                        from farming; and
                          [(iii) individuals who are dislocated 
                        from agriculturally-related businesses 
                        and industries that are adversely 
                        affected by farm and rural economic 
                        downturns;
                  [(B) shall provide services, including--
                          [(i) crisis management counseling and 
                        outreach counseling that would include 
                        members of the family of the affected 
                        individual;
                          [(ii) evaluation of vocational skills 
                        and counseling on enhancement of such 
                        skills;
                          [(iii) assistance in obtaining 
                        training in basic, remedial, and 
                        literacy skills;
                          [(iv) assistance in seeking 
                        employment and training in employment-
                        seeking skills; and
                          [(v) assistance in obtaining training 
                        related to operating a business or 
                        enterprise;
                  [(C) shall provide for formal and on-the-job 
                training to the extent practicable; and
                  [(D) shall be coordinated with activities and 
                discretionary programs conducted under title 
                III of the Job Training Partnership Act.
  [(b)(1) Projects described in clause (2) of subsection (a) 
may include institutional and on-the-job training, supportive 
services authorized by this Act, and such other necessary 
assistance as the Secretary determines to be necessary for the 
successful completion of the project.
  [(2) Not less than 25 percent of the cost of the 
demonstration programs authorized by this subpart shall be 
provided by the recipient of the grant or contract, and such 
share may be in the form of cash or in-kind contributions, 
including facilities, overhead, personnel, and equipment fairly 
valued.
  [(c) All programs assisted under this section shall be--
          [(1) of direct service to individuals enrolled in 
        such programs; and
          [(2) capable of wide replication by service 
        providers.
  [(d) The Secretary shall disseminate the results of the 
programs and projects assisted under this section in a manner 
designed to improve the training of teachers, other 
instructional personnel, counsellors, and administrators who 
are needed to carry out the purposes of this Act.

[Part C--Vocational Education and Occupational Information Data Systems

[SEC. 421. DATA SYSTEMS AUTHORIZED.

  [(a) Establishment of System.--(1) The Secretary shall, 
directly, or by grant, contract or cooperative agreement, 
establish a vocational educational data system (in this section 
referred to as the ``system''), using comparative information 
elements and uniform definitions, to the extent practicable.
  [(2) The Secretary shall establish the system not later than 
the end of the 6-month period beginning on the date of the 
enactment of the Carl D. Perkins Vocational and Applied 
Technology Education Act Amendments of 1990.
  [(3) The National Center for Education Statistics (in this 
section referred to as the ``National Center'') shall 
coordinate the development and implementation of the system.
  [(b) Functions of System.--Through the system, the Secretary 
shall collect data and analyze such data in order to provide--
          [(1) the Congress with information relevant to 
        policymaking; and
          [(2) Federal, State, and local agencies and Tribal 
        agencies with information relevant to program 
        management, administration and effectiveness with 
        respect to education and employment opportunities.
  [(c) Contents of System.--(1)(A) The system shall include 
information--
          [(i) describing the major elements of the vocational 
        education system on at least a national basis, 
        including information with respect to teachers, 
        administrators, students, facilities, and, to the 
        extent practicable, equipment; and
          [(ii) describing the condition of vocational 
        education with respect to the elements described in 
        clause (i).
  [(B) The information described in subparagraph (A) shall be 
provided, to the extent practicable, in the context of other 
educational data relating to the condition of the overall 
education system.
  [(C) The Secretary, in consultation with the Task Force, the 
National Center, and the Office of Adult and Vocational 
Education (in this section referred to as the ``Office''), 
shall modify existing general purpose and program data systems 
to ensure that an appropriate vocational education component is 
included in the design, implementation and reporting of such 
systems in order to fulfill the information requirements of 
this section.
  [(2) The information system shall include data reflecting the 
extent of participation of the following populations:
          [(A) women;
          [(B) Indians;
          [(C) individuals with handicaps;
          [(D) individuals of limited English proficiency;
          [(E) economically disadvantaged students (including 
        information on students in rural and urban areas);
          [(F) adults who are in need of training and 
        retraining;
          [(G) single parents;
          [(H) youths incarcerated in juvenile detention or 
        correctional facilities or criminal offenders who are 
        serving time in correctional institutions;
          [(I) individuals who participate in programs designed 
        to eliminate gender bias and sex stereotyping in 
        vocational education;
          [(J) minorities; and
          [(K) displaced homemakers.
  [(3) The Secretary, in consultation with the National Center 
and the Office, shall maintain and update the system at least 
every 3 years and assure the system provides the highest 
quality statistics and is adequate to meet the information 
needs of this Act. In carrying out the requirements of this 
paragraph, the Secretary shall ensure that appropriate 
methodologies are used in assessments of students of limited 
English proficiency and students with handicaps to ensure valid 
and reliable comparisons with the general student population 
and across program areas. With respect to standardized tests 
and assessments administered under this Act, test results shall 
be used as 1 of multiple independent indicators in assessment 
of performance and achievement.
  [(d) Assessment of International Competitiveness.--The Center 
shall carry out an assessment of data availability and adequacy 
with respect to international competitiveness in vocational 
skills. To the extent practicable, the assessment shall include 
comparative policy-relevant data on vocational education in 
nations which are major trade partners of the United States. 
The assessment shall at a minimum identify available 
internationally comparative data on vocational education and 
options for obtaining and upgrading such data. The results of 
the assessment required by this paragraph shall be reported to 
the appropriate committees of the Congress not later than 
August 31, 1994.
  [(e) Use of and Compatibility With Other Data Collection 
Systems.--(1) In establishing, maintaining, and updating the 
system, the Secretary shall--
          [(A) use existing data collection systems operated by 
        the Secretary and, to the extent appropriate, data 
        collection systems operated by other Federal agencies;
          [(B) conduct additional data collection efforts to 
        augment the data collection systems described in 
        subparagraph (A) byproviding information necessary for 
policy analysis required by this section; and
          [(C) use any independent data collection efforts that 
        are complementary to the data collection efforts 
        described in subparagraphs (A) and (B).
  [(2) In carrying out the responsibilities imposed by this 
part, the Secretary shall cooperate with the Secretary of 
Commerce, the Secretary of Labor, and the National Occupational 
Information Coordinating Committee established under section 
422 with respect to the development of an information system 
under section 463 of the Job Training Partnership Act to ensure 
that the information system operated under this section is 
compatible with and complementary to other occupational supply 
and demand information systems developed or maintained with 
Federal assistance. The Secretary shall also ensure that the 
system allows international comparisons to the extent feasible.
  [(3) The Secretary shall assure that the system, to the 
extent practicable, uses data definitions common to State 
plans, performance standards, local applications and 
evaluations required by this Act. The data in the system shall 
be available for use in preparing such plans, standards, 
applications, and evaluations.
  [(f) Reports.--The Secretary shall report to the Congress at 
least biennially with respect to--
          [(1) the performance of the system established under 
        subsection (a); and
          [(2) strategies to improve the system and expand its 
        implementation.
  [(g) Vocational Education Advisory Task Force.--(1) The 
Secretary, in consultation with the National Center and the 
Office shall establish a Vocational Education Advisory Task 
Force.
  [(2) The Secretary shall establish the Task Force before the 
expiration of the 90-day period beginning on the date of the 
enactment of the Carl D. Perkins Vocational and Applied 
Technology Education Act Amendments of 1990, and shall 
terminate upon the expiration of the 2-year period beginning on 
such date.
  [(3) The Task Force shall advise the Secretary on the 
development and implementation of an information reporting and 
accounting system responsive to the diverse programs supported 
by this Act.
  [(4) The membership of the Task Force shall be representative 
of Federal, State, and local agencies and Tribal agencies 
affected by technological information, representatives of 
secondary and vocational postsecondary educational 
institutions, representatives of vocational student 
organizations, representatives of special populations, 
representatives of adult training programs funded under this 
Act, and representatives of apprenticeships, business, and 
industry.
  [(5) The National Center shall provide the Task Force with 
staff for the purpose of carrying out its functions.
  [(h)(1) Assessment of Educational Progress Activities.--As a 
regular part of its assessments, the National Assessment of 
Educational Progress shall collect and report information for 
at least a nationally representative subsample of vocational 
education students, including students who are members of 
special populations, which shall allow for fair and accurate 
assessment and comparison of the educational achievement of 
vocational education students and other students in the areas 
assessed. Such assessment may include international 
comparisons.
  [(2)(A) Notwithstanding any provision of section 406 of the 
General Education Provisions Act, the Commissioner of Education 
Statistics may authorize a State educational agency or a 
consortium of such agencies to use items and data from the 
National Assessment of Educational Progress for the purpose of 
evaluating a course of study related to vocational education, 
if the Commissioner has determined, in writing, that such use 
will not--
          [(i) result in the identification of characteristics 
        or performance of individual students or schools;
          [(ii) result in the ranking or comparing of schools 
        or local educational agencies;
          [(iii) be used to evaluate the performance of 
        teachers, principals, or other local educators for the 
        purpose of dispensing rewards or punishments; or
          [(iv) corrupt or harm the use and value of data 
        collected for the National Assessment of Educational 
        Progress.
  [(B) Not later than 60 days after making an authorization 
under subsection (a), the Commissioner shall submit to the 
Committee on Education and Labor of the House of 
Representatives and to the Committee on Labor and Human 
Resources of the Senate, a report which contains--
          [(i) a copy of the request for such authorization;
          [(ii) a copy of the written determination under 
        subsection (a); and
          [(iii) a description of the details and duration of 
        such authorization.
  [(C) The Commissioner may not grant more than one such 
authorization in any fiscal year and shall ensure that the 
authorized use of items or data from the National Assessment is 
evaluated for technical merit and for its affect on the 
National Assessment of Educational Progress. The results of 
such evaluations shall be promptly reported to the committees 
specified in subparagraph (B).

       [national occupational information coordinating committee

  [Sec. 422. (a) There is established a National Occupational 
Information Coordinating Committee (in this section referred to 
as the ``Committee'') which shall consist of the Assistant 
Secretary for Vocational and Adult Education, the Commissioner 
of the Rehabilitative Services Administration, the Director of 
the Office of Bilingual Education and Minority Language 
Affairs, the Assistant Secretary for Postsecondary Education, 
and the Administrator of the National Center for Education 
Statistics of the Department of Education, the Commissioner of 
Labor Statistics and the Assistant Secretary for Employment and 
Training of the Department of Labor, the Undersecretary for 
Small Community and Rural Development of the Department of 
Agriculture, the Assistant Secretary for Economic Development 
of the Department of Commerce, and the Assistant Secretary of 
Defense (Force Management and Personnel). The Committee, with 
funds available to it under section 451, shallprovide funds, on 
an annual basis, to State occupational information coordinating 
committees and to eligible recipients and shall--
          [(1) in the use of program data and employment data, 
        improve coordination and communication among 
        administrators and planners of programs authorized by 
        this Act and by the Job Training Partnership Act, 
        employment security agency administrators, research 
        personnel, and personnel of employment and training 
        planning and administering agencies (including 
        apprenticeship training agencies) at the Federal, 
        State, and local levels;
          [(2) develop and implement, in cooperation with State 
        and local agencies, an occupational information system 
        to meet the common occupational information needs of 
        vocational education programs and employment and 
        training programs (including postsecondary employment 
        and training programs) at the national, State, and 
        local levels, which system shall include data on 
        occupational demand and supply based on uniform 
        definitions, standardized estimating procedures, and 
        standardized occupational classifications, including 
        regularly updated data on employment demand for 
        agribusiness;
          [(3) conduct studies to improve the quality and 
        delivery of occupational information systems to assist 
        economic development activities, and examine the 
        effects of technological change on new and existing 
        occupational areas and the required changes in 
        knowledge and job skills;
          [(4) continue training, technical assistance 
        activities to support comprehensive career guidance, 
        and vocational counseling programs designed to promote 
        improved career decisionmaking by individuals 
        (especially in areas of career information delivery and 
        use);
          [(5) coordinate the efforts of Federal, State, and 
        local agencies and Tribal agencies with respect to such 
        programs; and
          [(6) assist State occupational information 
        coordinating committees established pursuant to 
        subsection (b).
  [(b) Each State receiving assistance under this Act shall 
establish a State occupational information coordinating 
committee composed of representatives of the State board, the 
State employment security agency, the State economic 
development agency, the State job training coordinating 
council, the State board or agency governing higher education, 
and the agency administering the vocational rehabilitation 
program. Such committee shall, with funds available to it from 
the National Occupational Information Coordinating Committee 
established pursuant to subsection (a)--
          [(1) implement an occupational information system in 
        the State which will meet the common needs for the 
        planning for, and the operation of, programs of the 
        State board assisted under this Act, of the 
        administering agencies under the Job Training 
        Partnership Act and of the State board or agency 
        governing higher education; and
          [(2) use the occupational information system to 
        implement a career information delivery system.
  [(c)(1)(A) The Committee, in consultation with the National 
Center or Centers for Research in Vocational Education, 
appropriate Federal agencies, and the States, shall establish a 
demonstration program to monitor educational outcomes for 
vocational education using wage and other records. The 
Committee shall develop procedures for establishing and 
maintaining nationally accessible information on a sample of 
wage and earning records maintained by States on earnings, 
establishment and industry affiliation and geographical 
location, and on educational activities. This information shall 
be collected on at least an annual basis. The program shall 
ensure that a scientific sample of vocational education 
students and nonvocational education students, local 
educational agencies, and States participate in the program. 
The Committee shall maintain, analyze, and report data 
collected under the program and shall provide technical 
assistance to States, local educational agencies, and others 
that wish to participate in the study.
  [(B)(i) Participation in the program described in 
subparagraph (A) shall be voluntary. The Committee shall enter 
into an agreement with any State which desires to carry out a 
study for the State under this subsection. Each such agreement 
shall contain provisions designed to assure--
          [(I) that the State will participate in the study;
          [(II) that the State will pay from non-Federal 
        sources the non-Federal share of participation; and
          [(III) that the State agrees to the terms and 
        conditions specified in this section.
  [(ii) For each fiscal year, the non-Federal share for the 
purpose of this program shall be the cost of conducting the 
study in the State, including the cost of administering the 
assessment for the State sample and the cost of coordination 
within the State.
  [(2) The program shall provide for an independent evaluation 
conducted by the Office of Technology Assessment of the 
Congress to assess the validity, fairness, accuracy, and 
utility of the data it produces. The report shall also describe 
the technical problems encountered and a description of what 
was learned about how to best implement and utilize data from 
the program.
  [(3) The provision of wage and other records to the Committee 
by a State employment security agency shall be voluntary and 
pursuant to an agreement between the Committee and the agency. 
Such agreement shall take into consideration issues such as--
          [(A) reimbursing the State employment security agency 
        for the costs to the agency of providing the 
        information; and
          [(B) compliance with safeguards established by the 
        State employment security agency and determined by the 
        Secretary of Labor to be appropriate to ensure that the 
        information disclosed to the Committee is used only for 
        the purposes of this subsection.
  [(4) The Executive Director of the Committee, in consultation 
with the Secretary, shall ensure that all personally 
identifiable information about students, their educational 
performance and their families and information with respect to 
individual schools shall remain confidential in accordance with 
the provisions of section 552 of title 5, United States Code. 
The data gathered under this subsection shall not be used to 
rank, compare, or otherwise evaluate individual students or 
individual schools. No individual may be included in the 
program without that individual's written consent. Atleast once 
every 3 years the Secretary shall remind participants in writing of 
their inclusion in the program.
  [(d) Data Collection System.--In the development and design 
of a system to provide data on graduation or completion rates, 
job placement rates from occupationally specific programs, 
licensing rates, and awards of high school graduate equivalency 
diplomas (GED), each State board for higher education shall 
develop a data collection system the results of which can be 
integrated into the occupational information system developed 
under this section.
  [(e) Of amounts reserved under section 451(a)(3)(A) to carry 
out the provisions of this section, the Committee shall use--
          [(1) to support State occupational information 
        coordinating committees for the purpose of operating 
        State occupational information systems and career 
        information delivery systems, the greater of--
                  [(A) an amount equal to the aggregate amount 
                appropriated or otherwise made available for 
                that purpose for the fiscal year 1990; or
                  [(B) an amount equal to 75 percent of the 
                aggregate amount appropriated or otherwise made 
                available to carry out this section; and
          [(2) for purposes of carrying out subsection (c)--
                  [(A) an amount equal to not less than 10 
                percent of the amounts available to carry out 
                this section; or
                  [(B) if the amount remaining after carrying 
                out paragraph (1) is insufficient to provide 
                the amount described in subparagraph (A), such 
                remaining amount.

[SEC. 423. INFORMATION BASE FOR VOCATIONAL EDUCATION DATA SYSTEM.

  [(a) Information Relating to Students With Handicaps.--(1) 
The Secretary shall ensure that adequate information on access 
to vocational education by secondary school students with 
handicaps is maintained in the data system established under 
section 421.
  [(2) The system shall include detailed information obtained 
through scientific sample surveys concerning--
          [(A) types of programs available; and
          [(B) enrollment of students with handicaps by--
                  [(i) type of program;
                  [(ii) type of instructional setting; and
                  [(iii) type of handicap.
  [(3)(A) The General Accounting Office shall conduct a 3-year 
study, using representative samples, of the effects of the 
amendments made by title II of the Carl D. Perkins Vocational 
and Applied Technology Education Amendments of 1990 on the 
access to and participation in vocational education of 
disadvantaged students, students with handicaps, students of 
limited English proficiency, and, to the extent practicable, 
foster children.
  [(B) The study shall include consideration of issues such 
as--
          [(i) the proportion of students described in 
        paragraph (1) who are enrolled in vocational education 
        programs during the first 3 program years to which the 
        amendments made by the Carl D. Perkins Vocational and 
        Applied Technology Education Amendments Act of 1990 
        apply compared to the program year preceding such 
        years;
          [(ii) the number of such students who enroll in 
        vocational education programs for the first time during 
        the period of study;
          [(iii) the number of such students who participate in 
        vocational education programs that lead to an 
        occupational skill or job placement;
          [(iv) the extent to which academics are incorporated 
        with vocational education courses;
          [(v) the manner in which vocational education 
        programs have addressed special needs of such students 
        for supportive services, material, and equipment;
          [(vi) the comparability of vocational education 
        services provided to such students with vocational 
        education services provided to students who are not 
        members of special populations; and
          [(vii) in the case of students with handicaps--
                  [(I) the types and severity of handicaps of 
                such students who enroll in vocational 
                education programs;
                  [(II) the extent to which such students 
                participate in the same vocational education 
                programs as students who do not have handicaps;
                  [(III) the number of such students with 
                individualized education programs developed 
                under section 614(a)(5) of the Individuals with 
                Disabilities Education Act who have 
                individualized education programs that include 
                vocational education programs;
                  [(IV) the extent to which special personnel 
                such as special education personnel or 
                vocational rehabilitation personnel assist in 
                the selection and provision of vocational 
                education programs with respect to such 
                students;
                  [(V) the extent to which such students and 
                their parents are involved in selecting 
                vocational education courses and programs;
                  [(VI) the number of such students who have 
                returned to secondary vocational education 
                programs after dropping out of or formally 
                exiting the local educational system; and
                  [(VII) the ages of such students.
  [(C) In conducting the study required by this subsection, the 
General Accounting Office may consider and include information 
from other sources to address or augment the issues considered 
in the study.
  [(4) The General Accounting Office shall submit to the 
appropriate committees of the Congress a report describing the 
results of the study conducted as required by this subsection 
not later than July 1, 1995.
  [(b) Information Relating to Students Who Have Completed 
Secondary School.--(1) To carry out the provisions of this 
section, in accordance with the provisions of section 3 of the 
Technology Assessment Act of 1972, the Office of Technology 
Assessment shall conduct an assessment of a sample of tests 
designed to be administered to students who have completed 
secondary school to assess the level of technical knowledge 
relating to broadtechnical fields possessed by such students. 
The assessment shall include at least--
          [(A) an assessment of the quality, validity, 
        reliability, and predictive capability of widely used 
        vocational aptitude and competency tests and 
        assessments, with particular attention to--
                  [(i) the use of such assessments with respect 
                to students who are members of special 
                populations; and
                  [(ii) patterns of actual usage with respect 
                to entry into vocational education programs, 
                promotion within such programs, completion of 
                such programs, and placement in appropriate 
                positions;
          [(B) identification of trends in such tests and 
        assessments, including any relationship to vocational 
        education curricula; and
          [(C) identification of policy options for--
                  [(i) strengthening development and quality of 
                such tests and assessments to ensure that such 
                tests and assessments are conducted in an 
                impartial manner that does not penalize 
                students on the basis of race, sex, or economic 
                background; and
                  [(ii) means of sustaining competition in the 
                development of such tests and assessments.
          [(2) The results of the study required by paragraph 
        (1) shall be reported to the appropriate committees of 
        the Congress not later than September 30, 1994.

[SEC. 424. MISCELLANEOUS PROVISIONS.

  [(a) Collection of Information at Reasonable Cost.--The 
Secretary shall take such action as may be necessary to secure 
at reasonable cost the information required by this part. To 
ensure reasonable cost, the Secretary, in consultation with the 
Vocational Education Task Force, the National Center for 
Education Statistics, the Office of Vocational and Adult 
Education, and the National Occupational Information 
Coordinating Committee shall determine the methodology to be 
used and the frequency with which information is to be 
collected.
  [(b) Cooperation of States.--All States receiving assistance 
under this Act shall cooperate with the Secretary in 
implementing the information systems developed pursuant to this 
part.

                 [Part E--Bilingual Vocational Training

                          [Program Authorized

  [Sec. 441. (a)(1) From the sums made available to carry out 
this section in each fiscal year under section 3(d), the 
Secretary is authorized to make grants to and to enter into 
contracts with appropriate State agencies, local educational 
agencies, postsecondary educational institutions, private 
nonprofit vocational training institutions, and other nonprofit 
organizations specially created to serve individuals who 
normally use a language other than English, for bilingual 
vocational education and training for individuals with limited 
English proficiency to prepare such individuals for jobs in 
recognized occupations and new and emerging occupations. Such 
training shall include instruction in the English language to 
ensure that participants in such training will be equipped to 
pursue such occupations in an English language environment. The 
Secretary may also enter into contracts with private for-profit 
agencies and organizations for bilingual vocational education 
and training programs.
  [(2) Grants and contracts under this subsection may be used 
for--
          [(A) bilingual vocational training programs for 
        individuals who have completed or left elementary or 
        secondary school and who are available for education in 
        a postsecondary educational institution;
          [(B) bilingual vocational education and training 
        programs for individuals who have already entered the 
        labor market and who desire or need training or 
        retraining to achieve year-round employment, adjust to 
        changing manpower needs, expand their range of skills, 
        or advance in employment; and
          [(C) training allowances for participants in 
        bilingual vocational training programs.
  [(b)(1) From the sums made available to carry out this 
section, the Secretary is authorized to make grants to and to 
enter into contracts with State agencies and public and private 
nonprofit educational institutions and to enter into contracts 
with private for-profit educational institutions to assist such 
entities in conducting training for instructors of bilingual 
vocational education and training programs.
  [(2) Grants and contracts under this subsection may be used 
for--
          [(A) preservice and inservice training for 
        instructors, aides, counselors, or other ancillary 
        personnel participating or preparing to participate in 
        bilingual vocational training programs; and
          [(B) fellowships and traineeships for individuals 
        participating in preservice or inservice training.
  [(3) The Secretary may not make a grant or enter into a 
contract under this subsection unless the Secretary determines 
that the applicant has an ongoing vocational training program 
in the field in which participants will be trained and can 
provide instructors with adequate language capabilities in the 
language other than English to be used in the program.
  [(c)(1) From the sums made available to carry out this 
section, the Secretary is authorized to make grants to and to 
enter into contracts with State agencies, educational 
institutions, and appropriate nonprofit organizations, and to 
enter into contracts with private for-profit organizations and 
individuals, to assist in the development of instructional and 
curriculum materials, methods, or techniques for bilingual 
vocational training.
  [(2) Grants and contracts under this subsection may be used 
for--
          [(A) research in bilingual vocational training;
          [(B) training programs to familiarize State agencies 
        and training institutions with research findings and 
        with successful pilot and demonstration projects in 
        bilingual vocational education and training; and
          [(C) experimental, developmental, pilot, and 
        demonstration projects.
  [(d)(1) Any eligible entity which desires to receive a grant 
from the Secretary under subsection (a), (b), or (c) shall 
submit an application to the Secretary in such form, at such 
times, and accompanied by such information as the Secretary may 
require. Such application shall provide that the activities and 
services for which assistance is sought will be administered by 
or under the supervision of the applicant.
  [(2) An application pursuant to subsection (a) shall (A) set 
forth a program of such size, scope, and design as will make a 
substantial contribution toward carrying out the purposes of 
this section, and (B) be submitted to the State board or agency 
under section 111 for review and comment. Any such comments 
shall be included for submission to the Secretary.
  [(3) An application pursuant to subsection (c) shall set 
forth the qualifications of staff responsible for any such 
program.
  [(4) An application pursuant to subsection (b) shall--
          [(A) describe the capabilities of the applicant 
        (including vocational training or education courses 
        offered by the applicant, accreditation, and any 
        certification of courses by appropriate State 
        agencies);
          [(B) describe the qualifications of principal staff 
        responsible for any program under subsection (b); and
          [(C) describe minimum qualifications for individuals 
        participating or to participate in any program, 
        describe the selection process for such individuals, 
        and the projected amount of the fellowships or 
        traineeships, if any.
  [(5) Prior to making grants or contracts under subsection (a) 
or (b), the Secretary shall consult with the State board under 
section 111 to ensure an equitable distribution of assistance 
among populations of individuals with limited English 
proficiency within the State.
  [(6) The Secretary may approve an application for assistance 
under this section only if the application meets the 
requirements set forth under this section. An amendment to an 
application shall, except as the Secretary may otherwise 
provide, be subject to approval in the same manner as the 
initial application.
  [(e)(1) The Secretary shall administer programs under this 
section in consultation with the Secretary of Labor.
  [(2) Programs of bilingual vocational education and training 
under this section in the Commonwealth of Puerto Rico may 
provide for the needs of students of limited Spanish 
proficiency.
  [(3) The Secretary of Education, in consultation with the 
Secretary of Labor, shall gather and disseminate information 
concerning the status of bilingual vocational education in all 
geographic regions and shall evaluate the impact of bilingual 
vocational education on occupational shortages of skilled 
workers, the unemployment or underemployment of individuals 
with limited English proficiency, and the ability of such 
individuals to acquire sufficient job skills and English 
language skills to fully contribute to the economy.
  [(f)(1) For each fiscal year, not less than 75 per centum of 
sums appropriated for the purposes of this section shall be 
available only for grants and contracts under subsection (a).
  [(2) For each fiscal year, not less than 15 per centum of the 
sums appropriated for the purposes of this section shall be 
available only for grants and contracts under subsection (b).
  [(3) For each fiscal year, not less than 10 per centum of 
sums appropriated for the purposes of this section shall be 
available only for grants and contracts under subsection (c).

                      [Part F--General Provisions

[SEC. 451. DISTRIBUTION OF ASSISTANCE.

  [(a) In General.--Subject to the provisions of subsection (b) 
and section 504, of the amounts available pursuant to section 
3(e)(1) for any fiscal year for this title--
          [(1) 30 percent shall be available for part A, 
        relating to research and development, of which 90 
        percent shall be available for section 404, relating to 
        the National Center or Centers;
          [(2) 30 percent shall be available for part B, 
        relating to demonstration programs; and
          [(3) 40 percent shall be available for part C, 
        relating to vocational education and occupational 
        information data systems, of which not less than--
                  [(A) 22 percent of the total amount 
                appropriated pursuant to the authority of 
                section 3(e) shall be available to carry out 
                section 422, relating to the National 
                Occupational Information Coordinating 
                Committee;
                  [(B) 8 percent shall be available to carry 
                out the provisions of section 421, relating to 
                data systems; and
                  [(C) 10 percent shall be available to carry 
                out the provisions of section 402(c), relating 
                to the National Network for Curriculum 
                Coordination.
  [(b) Hold Harmless.--Notwithstanding the provisions of 
subsection (a), the amounts available to carry out the 
activities described in subsection (a)(1) and in subsections 
(a)(3)(A) and (a)(3)(C) shall be at least equal to the amounts 
made available for such activities in the fiscal year 1990.

                      [TITLE V--GENERAL PROVISIONS

               [Part A--Federal Administrative Provisions

                               [Payments

  [Sec. 501. (a) The Secretary shall pay from its allotment 
under section 101 to each State for any fiscal year for which 
the State has a State plan approved in accordance with section 
114 (including any amendment to such plan) the Federal share of 
the costs of carrying out the State plan.
  [(b) The Secretary shall pay to each State council of a State 
which has a State plan approved in accordance with section 114, 
from its allotment under section 112(f), an amount equal to the 
reasonable amounts expended by the State council in carrying 
out its functions under this Act in such fiscal year.

                         [maintenance of effort

  [Sec. 502. (a) No payments shall be made under this Act for 
any fiscal year to a State unless the Secretary determines that 
the fiscal effort per student or the aggregate expenditures of 
such State for vocational education for the fiscal year 
preceding the fiscal year for which the determination is made, 
equaled or exceeded such effort or expenditures for vocational 
education for the second preceding fiscal year.
  [(b) The Secretary may waive the requirements of this section 
(with respect to not more than 5 percent of expenditures by any 
State educational agency) for one fiscal year only, upon making 
a determination that such waiver would be equitable due to 
exceptional or uncontrollable circumstances affecting the 
ability of the applicant to meet such requirements, such as a 
natural disaster or an unforeseen and precipitous decline in 
financial resources. No level of funding permitted under such a 
waiver may be used as the basis for computing the fiscal effort 
required under this section for years subsequent to the year 
covered by such waiver; such fiscal effort shall be computed on 
the basis of the level of funding which would, but for such 
waiver, have been required.

                      [Authority to Make Payments

  [Sec. 503. Any authority to make payments or to enter into 
contracts under this Act shall be available only to such extent 
or in such amounts as are provided in advance appropriation 
Acts.

[SEC. 504. REGIONAL MEETINGS AND NEGOTIATED RULEMAKING.

  [(a) In General.--(1) The Secretary shall convene regional 
meetings to obtain public involvement in the development of 
proposed regulations under the Carl D. Perkins Vocational and 
Applied Technology Education Act Amendments of 1990. Such 
meetings shall include individuals and representatives of 
groups involved in vocational education programs under this 
Act, such as Federal, State, tribal and local administrators, 
parents, teachers, members of local boards of education and 
special populations.
  [(2) During each meeting described in paragraph (1), the 
Secretary shall provide for a comprehensive discussion and 
exchange of information on at least 4 key issues, selected by 
the Secretary, concerning implementation of the Carl D. Perkins 
Vocational and Applied Technology Education Act Amendments of 
1990. The Secretary shall take into account information 
received at such meetings in the development of proposed 
regulations, and shall publish a summary of such information in 
the Federal Register together with such proposed regulations.
  [(b) Draft Regulations.--After holding regional meetings and 
before publishing proposed regulations in the Federal Register, 
the Secretary shall prepare draft regulations under this Act 
and submit regulations on at least 2 key issues to a negotiated 
rulemaking process. The Secretary shall follow the guidance 
provided in the Administrative Conference of the United States 
in Recommendation 82-4 and 85-5, ``Procedures for Negotiating 
Proposed Regulations'' (1 C.F.R. 305.82-4 and 85-5) and any 
successor recommendation, regulation, or law. Participants in 
the negotiation process shall be chosen by the Secretary from 
among participants in the regional meetings, representing the 
groups described in subsection (a)(1) and all geographic 
regions. At least 10 participants, 1 from each of the regions 
served by a regional office established pursuant to section 416 
of the Department of Education Organization Act, representing 
the groups described in subsection (a)(1), shall be chosen 
under the preceding sentence. The negotiation process shall be 
conducted in a timely manner in order that final regulations 
may be issued by the Secretary within the 360-day period 
required by section 437(e) of the General Education Provisions 
Act.
  [(c) Special Rule.--If a regulation must be issued within a 
very limited time period to assist States and eligible 
recipients with the operation of a program under this Act, the 
Secretary may issue a regulation without fulfilling the 
requirements of subsections (a) and (b), but shall immediately 
convene regional meetings to review the regulation before such 
regulation is issued in final form.
  [(d) Applicability of Federal Advisory Committee Act.--The 
Federal Advisory Committee Act shall not apply to activities 
carried out under this section.
  [(e) Reservation of Amounts.--For the fiscal year 1991, the 
Secretary may reserve for purposes of carrying out subsection 
(b) not more than $300,000 from amounts made available under 
section 3(e).

[SEC. 505. REQUIREMENTS RELATING TO REPORTS, PLANS, AND REGULATIONS.

  [The General Accounting Office shall, upon the request of any 
Member of the Congress--
          [(1) investigate the circumstances of any failure by 
        the Secretary to submit any report or research finding 
        or issue any regulation required by this Act by the 
        time specified in the provision of this Act requiring 
        the submission of such report or research finding or 
        issuance of such regulation; and
          [(2) submit to the Committee on Education and Labor 
        of the House of Representatives and the Committee on 
        Labor and Human Resources of the Senate a report 
        containing the results of any investigation conducted 
        pursuant to paragraph (1), including an identification 
        of the cause of delay and of the office or offices of 
        the Department of Education or of the Office of 
        Management and Budget responsible for the delay.

[SEC. 506. FEDERAL LAWS GUARANTEEING CIVIL RIGHTS.

  [Nothing in this Act shall be construed to be inconsistent 
with appropriate Federal laws guaranteeing civil rights.

[SEC. 507. STUDENT ASSISTANCE AND OTHER FEDERAL PROGRAMS.

  [(a) Attendance Costs Not Treated as Income or Resources.--
The portion of any student financial assistance received under 
this Act that is made available for attendance costs described 
in subsection (b) shall not be considered as income or 
resources in determining eligibility for assistance under any 
other program funded in whole or in part with Federal funds.
  [(b) Attendance Costs.--The attendance costs described in 
this subsection are--
          [(1) tuition and fees normally assessed a student 
        carrying the same academic workload as determined by 
        the institution, and including costs for rental or 
        purchase of any equipment,materials, or supplies 
required of all students in the same course of study; and
          [(2) an allowance for books, supplies, 
        transportation, dependent care, and miscellaneous 
        personal expenses for a student attending the 
        institution on at least a half-time basis, as 
        determined by the institution.

[SEC. 508. FEDERAL MONITORING.

  [The Secretary shall make every effort to provide adequate 
monitoring of compliance by recipients of assistance under this 
Act with the provisions of this Act. Such monitoring activities 
shall be developed by the Secretary in consultation with 
parents, students, and advocacy organizations, and shall--
          [(1) consider items such as whether the provisions of 
        the State plan are being fully implemented;
          [(2) consider items such as whether the State board's 
        monitoring of local recipients of assistance under this 
        Act is adequate to assure full compliance with the 
        provisions of this Act by such recipients;
          [(3) consider items such as whether the State-level 
        coordinators for individuals who are members of special 
        populations are able to review the local plans for 
        serving such individuals;
          [(4) consider items such as whether the other State 
        responsibilities under this Act are being implemented; 
        and
          [(5) provide for input from students, parents, 
        teachers, and special populations in the States.

                [PART B--STATE ADMINISTRATIVE PROVISIONS

[SEC. 511. JOINT FUNDING.

  [(a) General Authority.--Funds made available to States under 
this Act may be used to provide additional funds under an 
applicable program if--
          [(1) such program otherwise meets the requirements of 
        this Act and the requirements of the applicable 
        program;
          [(2) such program serves the same individuals that 
        are served under this Act;
          [(3) such program provides services in a coordinated 
        manner with services provided under this Act; and
          [(4) such funds would be used to supplement, and not 
        supplant, funds provided from non-Federal sources.
  [(b) Applicable Programs.--For the purposes of this section, 
the term ``applicable program'' means any program under any of 
the following provisions of law:
          [(1) Section 123, title II, and title III of the Job 
        Training Partnership Act.
          [(2) The Wagner-Peyser Act.
  [(c) Issuance of Regulations.--Notwithstanding the provisions 
of section 504, the Secretary shall develop regulations to be 
issued under this section in consultation with the Secretary of 
Labor.
  [(d) Use of Funds as Matching Funds.--For the purposes of 
this section, the term ``additional funds'' includes the use of 
funds as matching funds.

[SEC. 512. REVIEW OF REGULATIONS.

  [(a) Establishment of Review Committee.--Except as provided 
in subsection (b), before any State publishes any proposed or 
final State rule or regulation pursuant to this Act, the State 
shall establish and convene a State Committee of Practitioners 
(in this section referred to as the ``Committee'') for the 
purpose of reviewing such rule or regulation. The Committee 
shall be selected from nominees solicited from State 
organizations representing school administrators, teachers, 
parents, members of local boards of education, and appropriate 
representatives of institutions of higher education. The 
Committee shall consist of--
          [(1) representatives of local educational agencies, 
        who shall constitute a majority of the members of the 
        Committee;
          [(2) school administrators;
          [(3) teachers;
          [(4) parents;
          [(5) members of local boards of education;
          [(6) representatives of institutions of higher 
        education; and
          [(7) students.
  [(b) Limited Exception.--In an emergency, where a regulation 
must be issued within a very limited time period to assist 
eligible recipients with the operation of a program, the State 
may issue a regulation without fulfilling the requirements of 
subsection (a), but shall immediately convene the Committee to 
review the regulation before it is issued in final form.

[SEC. 513. IDENTIFICATION OF STATE-IMPOSED REQUIREMENTS.

  [Any State rule or policy imposed on the administration or 
operation of programs funded by this Act, including any rule or 
policy based on State interpretation of any Federal law, 
regulation, or guideline, shall be identified as a State 
imposed requirement.

[SEC. 514. PROHIBITION ON USE OF FUNDS TO INDUCE OUT-OF-STATE 
                    RELOCATION OF BUSINESSES.

  [No funds provided under this Act shall be used for the 
purpose of directly providing incentives or inducements to an 
employer to relocate a business enterprise from 1 State to 
another State if such relocation would result in a reduction in 
the number of jobs available in the State where the business 
enterprise is located before such incentives or inducements are 
offered.

[SEC. 515. STATE ADMINISTRATIVE COSTS.

  [For each fiscal year for which a State receives assistance 
under this Act, the State shall provide from non-Federal 
sources for costs the State incurs for administration of 
programs under this Act an amount that is not less than the 
amount provided by the State from non-Federal sources for such 
costs for the preceding fiscal year.

[SEC. 516. ADDITIONAL ADMINISTRATIVE PROVISIONS.

  [(a) In General.--(1)(A) Funds made available under title II 
shall be used to supplement, and to the extent practicable 
increase the amount of State and local funds that would in the 
absence of such Federal funds be made available for the uses 
specified in the application, and in no case supplant such 
State or local funds.
  [(B) Notwithstanding subparagraph (A), funds made available 
under title II may be used to pay for the costs of vocational 
education services required in an individualized education plan 
developed pursuant to sections 612(4) and 614(a)(5) of the 
Individuals with Disabilities Education Act, in a manner 
consistent with section 614(a)(1) of such Act, and services 
necessary to meet the requirements of section 504 of the 
Rehabilitation Act of 1973 with respect to ensuring equal 
access to vocational education.
  [(2) No State shall take into consideration payments under 
this Act in determining, for any educational agency or 
institution in that State, the eligibility for State aid, or 
the amount of State aid, with respect to public education 
within the State.
  [(b) Limitation.--Any project assisted with funds made 
available under title II shall be of sufficient size, scope, 
and quality to give reasonable promise of meeting the 
vocational education needs of the students involved in the 
project.
  [(c) Permissible Services and Activities.--(1) Vocational 
education services and activities authorized in title II may 
include work-site programs such as cooperative vocational 
education, programs with community-based organizations, work-
study, and apprenticeship programs.
  [(2) Vocational education services and activities described 
in title II may include placement services for students who 
have successfully completed vocational education programs.
  [(3) Vocational education services and activities described 
in title II may include programs which involve students in 
addressing the needs of the community in the production of 
goods or services which contribute to the community's welfare 
or which involve the students with other community development 
planning, institutions, and enterprises.
  [(d) Academic Credit.--Each State board receiving financial 
assistance under title II may consider granting academic credit 
for vocational education courses which integrate core academic 
competencies.

                          [Part C--Definitions

[SEC. 521. DEFINITIONS.

  [As used in this Act:
          [(1) The term ``administration'' means activities of 
        a State necessary for the proper and efficient 
        performance of its duties under this Act, including 
        supervision, but does not include curriculum 
        development activities, personnel development, or 
        research activities.
          [(2) The term ``all aspects of the industry'' means 
        strong experience in, and understanding of, all aspects 
        of the industry the students are preparing to enter, 
        including planning, management, finances, technical and 
        production skills, underlying principles of technology, 
        labor issues, and health and safety.
          [(3) The term ``apprenticeship training program'' 
        means a program registered with the Department of Labor 
        or the State apprenticeship agency in accordance with 
        the Act of August 16,1937, commonly known as the 
National Apprenticeship Act, which is conducted or sponsored by an 
employer, a group of employers, or a joint apprenticeship committee 
representing both employers and a union, and which contains all terms 
and conditions for the qualification, recruitment, selection, 
employment, and training of apprentices.
          [(4) The term ``area vocational education school'' 
        means--
                  [(A) a specialized high school used 
                exclusively or principally for the provision of 
                vocational education to individuals who are 
                available for study in preparation for entering 
                the labor market;
                  [(B) the department of a high school 
                exclusively or principally used for providing 
                vocational education in not less than 5 
                different occupational fields to individuals 
                who are available for study in preparation for 
                entering the labor market;
                  [(C) a technical institute or vocational 
                school used exclusively or principally for the 
                provision of vocational education to 
                individuals who have completed or left high 
                school and who are available for study in 
                preparation for entering the labor market; or
                  [(D) the department or division of a junior 
                college, community college or university 
                operating under the policies of the State board 
                and which provides vocational education in not 
                less than 5 different occupational fields 
                leading to immediate employment but not 
                necessarily leading to a baccalaureate degree, 
                if, in the case of a school, department, or 
                division described in subparagraph (C) or this 
                subparagraph, it admits as regular students 
                both individuals who have completed high school 
                and individuals who have left high school.
          [(5) The term ``career guidance and counseling'' 
        means programs--
                  [(A) which pertain to the body of subject 
                matter and related techniques and methods 
                organized for the development in individuals of 
                career awareness, career planning, career 
                decisionmaking, placement skills, and knowledge 
                and understanding of local, State, and national 
                occupational, educational, and labor market 
                needs, trends, and opportunities; and
                  [(B) which assist such individuals in making 
                and implementing informed educational and 
                occupational choices.
          [(6) The term ``community-based organization'' means 
        any such organization of demonstrated effectiveness 
        described in section 4(5) of the Job Training 
        Partnership Act.
          [(7) The term ``construction'' includes construction 
        of new buildings and acquisition, and expansion, 
        remodeling, and alternation of existing buildings, and 
        includes site grading and improvement and architect 
        fees.
          [(8) The term ``cooperative education'' means a 
        method of instruction of vocational education for 
        individuals who, through written cooperative 
        arrangements between the school and employers, receive 
        instruction, including required academic courses and 
        related vocational instruction by alternation of study 
        in school with a job in any occupational field. Such 
        alternation shall be planned and supervised by the 
        school and employers so that each contributes to the 
        student's education and to his or her employability. 
        Work periods and school attendance may be on alternate 
        half days, full days, weeks, or other periods of time 
        in fulfilling the cooperative program.
          [(9) The term ``criminal offender'' means any 
        individual who is charged with or convicted of any 
        criminal offense, including a youth offender or a 
        juvenile offender.
          [(10) The term ``correctional institution'' means 
        any--
                  [(A) prison,
                  [(B) jail,
                  [(C) reformatory,
                  [(D) work farm,
                  [(E) detention center, or
                  [(F) halfway house, community-based 
                rehabilitation center, or any other similar 
                institution designed for the confinement or 
                rehabilitation of criminal offenders.
          [(11) The term ``Council'' means the National Council 
        on Vocational Education.
          [(12) The term ``curriculum materials'' means 
        instructional and related or supportive material, 
        including materials using advanced learning technology, 
        in any occupational field which is designed to 
        strengthen the academic foundation and prepare 
        individuals for employment at the entry level or to 
        upgrade occupational competencies of those previously 
        or presently employed in any occupational field, and 
        appropriate counseling and guidance material.
          [(13) The term ``disadvantaged'' means individuals 
        (other than individuals with handicaps) who have 
        economic or academic disadvantages and who require 
        special services and assistance in order to enable such 
        individuals to succeed in vocational education 
        programs. Such term includes individuals who are 
        members of economically disadvantaged families, 
        migrants, individuals of limited English proficiency 
        and individuals who are dropouts from, or who are 
        identified as potential dropouts from, secondary 
        school.
          [(14) The term ``displaced homemaker'' means an 
        individual who--
                  [(A) is an adult; and
                  [(B)(i) has worked as an adult primarily 
                without remuneration to care for the home and 
                family, and for that reason has diminished 
                marketable skills;
                  [(ii) has been dependent on public assistance 
                or on the income of a relative but is no longer 
                supported by such income;
                  [(iii) is a parent whose youngest dependent 
                child will become ineligible to receive 
                assistance under the State program funded under 
                part A of title IV of the Social Security Act 
                within 2 years of the parent's application for 
                assistance under this Act; or
                  [(iv) is unemployed or underemployed and is 
                experiencing difficulty in obtaining any 
                employment or suitable employment, as 
                appropriate, or
                  [(C) is described in subparagraph (A) or (B) 
                and is a criminal offender.
        The Secretary may not prescribe the manner in which the 
        States will comply with the application of the 
        definition contained in this paragraph.
          [(15) The term ``economically disadvantaged family or 
        individual'' means such families or individuals who are 
        determined by the Secretary to be low-income according 
        to the latest available data from the Department of 
        Commerce.
          [(16) Except as otherwise provided, the term 
        ``eligible recipient'' means a local educational 
        agency, an area vocational education school, an 
        intermediate educational agency, a postsecondary 
        educational institution, a State corrections 
        educational agency, or an eligible institution (as such 
        term is defined in section 232(d)(1)).
          [(17) The term ``general occupational skills'' means 
        experience in and understanding of all aspects of the 
        industry the student is preparing to enter, including 
        planning, management, finances, technical and 
        production skills, underlying principles of technology, 
        labor and community issues, and health, safety, and 
        environmental issues.
          [(18) The term ``high technology'' means state-of-
        the-art computer, microelectronic, hydraulic, 
        pneumatic, laser, nuclear, chemical, telecommunication, 
        and other technologies being used to enhance 
        productivity in manufacturing, communication, 
        transportation, agriculture, mining, energy, 
        commercial, and similar economic activity, and to 
        improve the provision of health care.
          [(19) The term ``individual with handicaps'' means 
        any individual who is an individual with any disability 
        (as defined in section 3(2) of the Americans With 
        Disabilities Act of 1990).
          [(20) The term ``intermediate educational agency'' 
        means a combination of school districts or counties (as 
        defined in section 14101 of the Elementary and 
        Secondary Education Act of 1965) as are recognized in a 
        State as an administrative agency for such State's 
        vocational or technical education schools or for 
        vocational programs within its public elementary or 
        secondary schools. Such term includes any other public 
        institution or agency having administrative control and 
        direction over a public elementary or secondary school.
          [(21) The term ``limited English proficiency'' has 
        the meaning given such term in section 7004(a) of the 
        Elementary and Secondary Education Act of 1965.
          [(22) The term ``local educational agency'' means a 
        board of education or other legally constituted local 
        school authority having administrative control and 
        direction of public elementary or secondary schools in 
        a city, county, township, school district, or political 
        subdivision in a State, or any other public educational 
        institution or agency having administrative control and 
        direction of a vocational education program. For the 
        purposes of sections 114, 115, 116, 117, and 240, such 
        term shall include a State corrections educational 
        agency.
          [(23) The term ``postsecondary educational 
        institution'' means an institution legally authorized 
        to provide postsecondary education within a State, a 
        Bureau of Indian Affairs controlled postsecondary 
        institution, or any postsecondary educational 
        institution operated by or on behalf of any Indian 
        tribe which is eligible to contract with the Secretary 
        of the Interior for the administration of programs 
        under the Indian Self-Determination Act or under the 
        Act of April 16, 1934.
          [(24) The term ``preparatory services'' means 
        services, programs, or activities designed to assist 
        individuals who are not enrolled in vocational 
        education programs in the selection of, or preparation 
        for participation in, an appropriate vocational 
        education or training program, such as--
                  [(A) services, programs, or activities 
                related to outreach to or recruitment of 
                potential vocational education students;
                  [(B) career counseling and personal 
                counseling;
                  [(C) vocational assessment and testing; and
                  [(D) other appropriate services, programs, or 
                activities.
          [(25) The term ``private vocational training 
        institution'' means a business or trade school, or 
        technical institution or other technical or vocational 
        school, in any State, which--
                  [(A) admits as regular students only persons 
                who have completed or left elementary or 
                secondary school and who have the ability to 
                benefit from the training offered by such 
                institution;
                  [(B) is legally authorized to provide, and 
                provides within that State, a program of 
                postsecondary vocational or technical education 
                designed to fit individuals for useful 
                employment in recognized occupations;
                  [(C) has been in existence for 2 years or has 
                been specially accredited by the Secretary as 
                an institution meeting the other requirements 
                of this subsection; and
                  [(D) is accredited--
                          [(i) by a nationally recognized 
                        accrediting agency or association 
                        listed by the Secretary pursuant to 
                        this clause;
                          [(ii) if the Secretary determines 
                        that there is no nationally recognized 
                        accrediting agency or association 
                        qualified to accredit schools of a 
                        particular category, by a State agency 
                        listed by the Secretary pursuant to 
                        this clause; or
                          [(iii) if the Secretary determines 
                        that there is no nationally recognized 
                        or State agency or association 
                        qualified to accredit schools of a 
                        particular category, by an advisory 
                        committee appointed by the Secretary 
                        and composed of persons specially 
                        qualified to evaluate training provided 
                        by schools of that category, which 
                        committee shall prescribe the standards 
                        of content, scope, and quality which 
                        must be met by those schools and shall 
                        also determine whether particular 
                        schools meet those standards.
        For the purpose of this paragraph, the Secretary shall 
        publish a list of nationally recognized accrediting 
        agencies or associations and State agencies which the 
        Secretary determines to bereliable authority as to the 
quality of education or training afforded.
          [(26) The term ``school facilities'' means classrooms 
        and related facilities (including initial equipment) 
        and interests in lands on which such facilities are 
        constructed. Such term shall not include any facility 
        intended primarily for events for which admission is to 
        be charged to the general public.
          [(27) The term ``Secretary'' means the Secretary of 
        Education.
          [(28) The term ``small business'' means for-profit 
        enterprises employing 500 or fewer employees.
          [(29) The term ``sequential course of study'' means 
        an integrated series of courses which are directly 
        related to the educational and occupational skills 
        preparation of individuals for jobs, or preparation for 
        postsecondary education.
          [(30) The term ``single parent'' means an individual 
        who--
                  [(A) is unmarried or legally separated from a 
                spouse; and
                  [(B)(i) has a minor child or children for 
                which the parent has either custody or joint 
                custody; or
                  [(ii) is pregnant.
          [(31) The term ``special populations'' includes 
        individuals with handicaps, educationally and 
        economically disadvantaged individuals (including 
        foster children), individuals of limited English 
        proficiency, individuals who participate in programs 
        designed to eliminate sex bias, and individuals in 
        correctional institutions.
          [(32) The term ``specific job training'' means 
        training and education for skills required by the 
        employer that provides the individual student with the 
        ability to obtain employment and to adapt to the 
        changing demands of the workplace.
          [(33) The term ``State'' includes, in addition to the 
        several States, the District of Columbia, the 
        Commonwealth of Puerto Rico, the Virgin Islands, Guam, 
        American Samoa, the Northern Mariana Islands, and Palau 
        (until the Compact of Free Association with Palau takes 
        effect pursuant to section 101(a) of Public Law 99-
        658).
          [(34) The term ``State board'' means a State board 
        designated or created by State law as the sole State 
        agency responsible for the administration of vocational 
        education, or for supervision of the administration of 
        vocational education in the State.
          [(35) The term ``State corrections educational 
        agency'' means the State agency or agencies responsible 
        for carrying out corrections education programs in the 
        State.
          [(36) The term ``State council'' means the State 
        council on vocational education established in 
        accordance with section 112.
          [(37) The term ``State educational agency'' means the 
        State board of education or other agency or officer 
        primarily responsible for the State supervision of 
        public elementary or secondary schools, or, if there is 
        no such officer or agency, an officer or agency 
        designated by the Governor or by State law.
          [(38) The term ``supplementary services'' means 
        curriculum modification, equipment modification, 
        classroom modification, supportive personnel, and 
        instructional aids and devices.
          [(39) The term ``technology education'' means an 
        applied discipline designed to promote technological 
        literacy which provides knowledge and understanding of 
        the impacts of technology including its organizations, 
        techniques, tools and skills to solve practical 
        problems and extend human capabilities in areas such as 
        construction, manufacturing, communication, 
        transportation, power and energy.
          [(40) The term ``tribally controlled community 
        college'' means an institution which receives 
        assistance under the Tribally Controlled Community 
        College Assistance Act of 1976 or the Navajo Community 
        College Act.
          [(41) The term ``vocational education'' means 
        organized educational programs offering a sequence of 
        courses which are directly related to the preparation 
        of individuals in paid or unpaid employment in current 
        or emerging occupations requiring other than a 
        baccalaureate or advanced degree. Such programs shall 
        include competency-based applied learning which 
        contributes to an individual's academic knowledge, 
        higher-order reasoning, and problem-solving skills, 
        work attitudes, general employability skills, and the 
        occupational-specific skills necessary for economic 
        independence as a productive and contributing member of 
        society. Such term also includes applied technology 
        education.
          [(42) The term ``vocational student organizations'' 
        means those organizations for individuals enrolled in 
        vocational education programs which engage in 
        activities as an integral part of the instructional 
        program. Such organizations may have State and national 
        units which aggregate the work and purposes of 
        instruction in vocational education at the local 
        level.]

                      TITLE IV--GENERAL PROVISIONS

               PART A--FEDERAL ADMINISTRATIVE PROVISIONS

SEC. 401. PAYMENTS.

  The Secretary shall pay from its allotment under section 101 
to each State for any fiscal year for which the State has a 
State application submitted in accordance with section 113 
(including any amendment to such application) the Federal share 
of the costs of carrying out the State application.

SEC. 402. FISCAL REQUIREMENTS.

  (a) Supplement Not Supplant.--Funds received under this Act 
shall be used to supplement, not supplant, the amount of funds 
that would, in the absence of such Federal funds, be made 
available from non-Federal sources for vocational-technical 
education programs.
  (b) Maintenance of Effort.--
          (1) Determination.--
                  (A) In general.--Except as provided in 
                subparagraphs (B) and (C), no payments shall be 
                made under this title for any program year to a 
                State for vocational-technical education 
                programs unless the Secretary of Education 
                determines that the fiscal effort per student 
                or the aggregate expenditures of such State for 
                vocational-technical programs for the fiscal 
                year preceding the fiscal year for which the 
                determination is made, equaled or exceeded such 
                effort or expenditures for vocational-technical 
                education programs, for the second program year 
                preceding the fiscal year for which the 
                determination is made.
                  (B) Computation.--In computing the fiscal 
                effort or aggregate expenditures pursuant to 
                subparagraph (A), the Secretary of Education 
                shall exclude capital expenditures, special 
                one-time project costs, similar windfalls, and 
                the cost of pilot programs.
                  (C) Decrease in federal support.--If the 
                amount made available for vocational-technical 
                education programs under this Act for a fiscal 
                year is less than the amount made available for 
                vocational-technical education programs under 
                this Act for the preceding fiscal year, then 
                the fiscal effort per student or the aggregate 
                expenditures of a State required by 
                subparagraph (B) for such preceding fiscal year 
                shall be decreased by the same percentage as 
                the percentage decrease in the amount so made 
                available.
          (2) Waiver.--The Secretary may waive the requirements 
        of paragraph (1) (with respect to not more than 5 
        percent of expenditures required for the preceding 
        fiscal year by any State) for 1 program year only, 
        after making a determination that such waiver would be 
        equitable due to exceptional or uncontrollable 
        circumstances affecting the ability of the State to 
        meet such requirements, such as a natural disaster or 
        an unforeseen and precipitous decline in financial 
        resources. No level of funding permitted under such a 
        waiver may be used as the basis for computing the 
        fiscal effort or aggregate expenditures required under 
        this paragraph for years subsequent to the year covered 
        by such waiver. The fiscal effort or aggregate 
        expenditures for the subsequent years shall be computed 
        on the basis of the level of funding that would, but 
        for such waiver, have been required.

SEC. 403. AUTHORITY TO MAKE PAYMENTS.

  Any authority to make payments or to enter into contracts 
under this Act shall be available only to such extent or in 
such amounts as are provided in advance appropriation Acts.

SEC. 404. NATIONAL AND STATE FUNDING.

  Nothing in this Act shall be construed to permit, allow, 
encourage, or authorize any Federal control over any aspect of 
any private, religious, or home school, whether or not a home 
school is treated as a private school or home school under 
State law. This section shall not be construed to bar private, 
religious, or home schools from participation in programs or 
services under the Act.

SEC. 405. FREEDOM TO CHOOSE.

  None of the funds made available under this Act shall be used 
to--
          (1) require any individual to choose or pursue a 
        specific career path or major;
          (2) compel any individual to enter into a specific 
        course of study which requires as a condition or 
        completion, attainment of federally-funded or endorsed 
        industry recognized skills or standards; or
          (3) require any individuals to meet or obtain 
        federally-funded or endorsed industry recognized 
        skills, certificates, or standards.

SEC. 406. LIMITATION FOR CERTAIN STUDENTS.

  None of the funds received under this Act may be used to 
provide vocational-technical education programs to students 
prior to the seventh grade, except that equipment and 
facilities purchased with funds under this Act may be used by 
such students.

SEC. 407. FEDERAL LAWS GUARANTEEING CIVIL RIGHTS.

  Nothing in this Act shall be construed to be inconsistent 
with applicable Federal laws guaranteeing civil rights.

SEC. 408. AUTHORIZATION OF SECRETARY.

  For the purposes of increasing and expanding the use of 
technology in vocational-technical education instruction, 
including the training of vocational-technical education 
personnel as provided in title II, the Secretary is authorized 
to receive funds collected by the Federal Government from fees 
for the use of property, rights-of-way, and easements under the 
control of Federal departments and agencies for the placement 
of telecommunications services that are dependent, in whole or 
in part, upon the utilization of general spectrum rights for 
the transmission or reception of such services.

                PART B--STATE ADMINISTRATIVE PROVISIONS

SEC. 411. JOINT FUNDING.

  (a) General Authority.--Funds made available to States under 
this Act may be used to provide additional funds under an 
applicable program if--
          (1) such program otherwise meets the requirements of 
        this Act and the requirements of the applicable 
        program;
          (2) such program serves the same individuals that are 
        served under this Act;
          (3) such program provides services in a coordinated 
        manner with services provided under this Act; and
          (4) such funds would be used to supplement, and not 
        supplant, funds provided from non-Federal sources.
  (b) Applicable Program.--For the purposes of this section, 
the term ``applicable program'' means any program under any of 
the following provisions of law:
          (1) Section 123, title II, and title III of the Job 
        Training Partnership Act.
          (2) The Wagner-Peyser Act.
  (c) Use of Funds as Matching Funds.--For the purposes of this 
section, the term ``additional funds'' does not include the use 
of funds as matching funds.

SEC. 412. PROHIBITION ON USE OF FUNDS TO INDUCE OUT-OF-STATE RELOCATION 
                    OF BUSINESSES.

  No funds provided under this Act shall be used for the 
purpose of directly providing incentives or inducements to an 
employer to relocate a business enterprise from one State to 
another State if such relocation would result in a reduction in 
the number of jobs available in the State where the business 
enterprise is located before such incentives or inducements are 
offered.

SEC. 413. STATE ADMINISTRATIVE COSTS.

  For each fiscal year for which a State receives assistance 
under this Act, the State shall provide from non-Federal 
sources for costs the State incurs for administration of 
programs under this Act an amount that is not less than the 
amount provided by the State from non-Federal sources for such 
costs for the preceding fiscal year.

SEC. 414. LIMITATION ON FEDERAL REGULATIONS.

  The Secretary may issue regulations under this Act only to 
the extent necessary to administer and ensure compliance with 
the specific requirements of this Act.

SEC. 415. STUDENT ASSISTANCE AND OTHER FEDERAL PROGRAMS.

  (a) Attendance Costs Not Treated as Income or Resources.--The 
portion of any student financial assistance received under this 
Act that is made available for attendance costs described in 
subsection (b) shall not be considered as income or resources 
in determining eligibility for assistance under any other 
program funded in whole or in part with Federal funds.
  (b) Attendance Costs.--The attendance costs described in this 
subsection are--
          (1) tuition and fees normally assessed a student 
        carrying the same academic workload as determined by 
        the institution, and including costs for rental or 
        purchase of any equipment, materials, or supplies 
        required of all students in the same course of study; 
        and
          (2) an allowance for books, supplies, transportation, 
        dependent care, and miscellaneous personal expenses for 
        a student attending the institution on at least a half-
        time basis, as determined by the institution.
  (c) Costs of Vocational-Technical Education Services.--Funds 
made available under title II may be used to pay for the costs 
of vocational-technical education services required in an 
individualized education plan developed pursuant to section 
614(d) of the Individuals with Disabilities Education Act and 
services necessary to meet the requirements of section 504 of 
the Rehabilitation Act of 1973 with respect to ensuring equal 
access to vocational-technical education.

                          PART C--DEFINITIONS

SEC. 421. DEFINITIONS.

  Except as otherwise specified in this Act, as used in this 
Act:
          (1) Administration.--The term ``administration'' 
        means programs of a State necessary for the proper and 
        efficient performance of its duties under this Act, 
        including supervision, but does not include curriculum 
        development programs, personnel development, or 
        research programs.
          (2) All aspects of the industry.--The term ``all 
        aspects of the industry'' means strong experience in, 
        and comprehensive understanding of, the industry that 
        individuals are preparing to enter.
          (3) Area vocational-technical education school.--The 
        term ``area vocational-technical education school'' 
        means--
                  (A) a specialized secondary school used 
                exclusively or principally for the provision of 
                vocational-technical education to individuals 
                who are available for study in preparation for 
                entering the labor market;
                  (B) the department of a secondary school 
                exclusively or principally used for providing 
                vocational-technical education in not fewer 
                than five different occupational fields to 
                individuals who are available for study in 
                preparation for entering the labor market;
                  (C) a technical institute or vocational-
                technical education school used exclusively or 
                principally for the provision of vocational-
                technical education to individuals who have 
                completed or left secondary school and who are 
                available for study in preparation for entering 
                the labor market, if the institute or school 
                admits as regular students both individuals who 
                have completed secondary school and individuals 
                who have left secondary school; or
                  (D) the department or division of a junior 
                college, or community college, that operates 
                under the policies of the State board and that 
                provides vocational-technical education in not 
                fewer than five different occupational fields 
                leading to immediate employment but not 
                necessarily leading to a baccalaureate degree, 
                if the department or division admits as regular 
                students both individuals who have completed 
                secondary school and individuals who have left 
                secondary school.
          (4) Cooperative education.--The term ``cooperative 
        education'' means a method of instruction of education 
        for individuals who, through written cooperative 
        arrangements between a school and employers, receive 
        instruction, including required academic courses and 
        related instruction, by alternation of study in school 
        with a job in any occupational field, which alternation 
        shall be planned and supervised by the school and 
        employer so that each contributes to the education and 
        employability of the individual, and may include an 
        arrangement in which work periods and school attendance 
        may be on alternate half days, full days, weeks, or 
        other periods of time in fulfilling the cooperative 
        program.
          (5) Displaced homemaker.--The term ``displaced 
        homemaker'' means an individual who--
                  (A) has worked primarily without remuneration 
                to care for a home and family, and for that 
                reason has diminished marketable skills; or
                  (B) is a parent whose youngest dependent 
                child will become ineligible to receive 
                assistance under title I of the Personal 
                Responsibility and Work Opportunity 
                Reconciliation Act of 1996 not later than 2 
                years after the date of which the parent 
                applies for assistance under this title.
          (6) Educational service agency.--The term 
        ``educational service agency'' means a regional public 
        multiservice agency authorized by State statute to 
        develop and manage a service or program and provide the 
        service or program to a local educational agency.
          (7) Eligible recipient.--The term ``eligible 
        recipient'' means a local educational agency, an area 
        vocational-technical education school, an educational 
        service agency, an institution of higher education (as 
        such term is defined in section 1201(a) of the Higher 
        Education Act of 1965 (20 U.S.C. 1141(a))), and a 
        consortium of such entities.
          (8) Local educational agency.--The term ``local 
        educational agency'' has the meaning given such term in 
        section 14101 of the Elementary and Secondary Education 
        Act of 1965 (20 U.S.C. 8801).
          (9) Outlying area.--The term ``outlying area'' means 
        the United States Virgin Islands, Guam, American Samoa, 
        the Commonwealth of the Northern Mariana Islands, the 
        Republic of the Marshall Islands, the Federated States 
        of Micronesia, and the Republic of Palau.
          (10) Representatives of employees.--The term 
        ``representatives of employees'' means--
                  (A) individuals who have been elected by 
                organizations, associations, or a network of 
                similar institutions to represent the economic 
                interests of employees at a significant segment 
                of workplaces; or
                  (B) individuals from organizations, 
                associations, or a network of similar 
                institutions, with expertise to represent, or 
                experience representing, the interests of 
                employees with respect to vocational-technical 
                education.
          (11) Secondary school.--The term ``secondary school'' 
        has the meaning given the term in section 14101 of the 
        Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 8801).
          (12) Special populations.--The term ``special 
        populations'' means individuals with disabilities, 
        economically disadvantaged individuals, individuals of 
        limited English proficiency, and individuals 
        participating in nontraditional training and 
        employment.
          (13) Secretary.--The term ``Secretary'' means the 
        Secretary of Education.
          (14) State.--The term ``State'' means each of the 
        several States of the United States, the District of 
        Columbia, and the Commonwealth of Puerto Rico.
          (15) Tech-prep program.--The term ``tech-prep 
        program'' means a program of study that--
                  (A) combines at least 2 years of secondary 
                education (as determined under State law) and 2 
                years of postsecondary education in a 
                nonduplicative sequential course of study;
                  (B) strengthens the applied academic 
                component of vocational-technical education 
                through the integration of academic and 
                vocational-technical instruction;
                  (C) provides technical preparation in an area 
                such as engineering technology, applied 
                science, a mechanical, industrial, or practical 
                art or trade, agriculture, a health occupation, 
                business, or applied economics;
                  (D) builds student competence in mathematics, 
                science, and communications through applied 
                academics in a coherent sequence of courses; 
                and
                  (E) leads to an associate degree or a 
                certificate in a specific career field and to 
                high skill, high wage employment or further 
                education.
          (16) Vocational-technical education.--The term 
        ``vocational-technical education'' means organized 
        educational programs that--
                  (A) offer a sequence of courses that provide 
                individuals with the academic knowledge and 
                skills the individuals need to prepare for 
                further education and careers in current or 
                emerging employment sectors; and
                  (B) include competency-based applied learning 
                that contributes to the academic knowledge, 
                higher-order reasoning and problem-solving 
                skills, work attitudes, general employability 
                skills, and occupation-specific skills, of an 
                individual.
          (17) Vocational student organization.--The term 
        ``vocational student organization'' means an 
        organization, for individuals enrolled in programs of 
        vocational-technical education programs, that engages 
        in programs as an integral part of the instructional 
        component of such programs, which organization may have 
        State and national units.
                              ----------                              


                        ACT OF FEBRUARY 23, 1917

   (Commonly known as the ``Smith-Hughes Vocational Education Act'')

     CHAP. 114.--An Act To provide for the promotion of vocational 
education; to provide for cooperation with the States in the promotion 
  of such education in agriculture and the trades and industries; to 
provide for cooperation with the States in the preparation of teachers 
   of vocational subjects; and to appropriate money and regulate its 
                              expenditure.

  Be it enacted by the Senate and House of Representatives of 
the United States of America in Congress assembled, [That there 
is hereby annually appropriated, out of any money in the 
Treasury not otherwise appropriated, the sums provided in 
sections two, three and four of this Act, to be paid to the 
respective States for the purpose of cooperating with the 
States in paying the salaries of teachers, supervisors, and 
directors of agricultural subjects, and teachers of trade, home 
economics, and industrial subjects, and in the preparation of 
teachers of agricultural, trade, industrial, and home economics 
subjects; and the sum provided for in section seven for the use 
of the Federal Board for Vocational Education for the 
administration of this Act and for the purpose of making 
studies, investigations, and reports to aid in the organization 
and conduct of vocational education, which sums shall be 
expended, as hereinafter provided.
  [Sec. 2. That for the purpose of cooperating with the States 
in paying the salaries of teachers, supervisors, or directors 
of agricultural subjects there is hereby appropriated for the 
use of the States, subject to the provisions of this Act, for 
the fiscal year ending June thirtieth, nineteen hundred and 
eighteen, the sum of $500,000; for the fiscal year ending June 
thirtieth, nineteen hundred and nineteen, the sum of $750,000; 
for the fiscal year ending June thirtieth, nineteen hundred and 
twenty, the sum of $1,000,000; for the fiscal year ending June 
thirtieth, nineteen hundred and twenty-one, the sum of 
$1,250,000; for the fiscal year ending June thirtieth, nineteen 
hundred and twenty-two, the sum of $1,500,000; for the fiscal 
year ending June thirtieth, nineteen hundred and twenty-three, 
the sum of $1,750,000; for the fiscal year ending June 
thirtieth, nineteen hundred and twenty-four, the sum of 
$2,000,000; for the fiscal year ending June thirtieth, nineteen 
hundred and twenty-five, the sum of $2,500,000; for the fiscal 
year ending June thirtieth, nineteen hundred and twenty-six, 
and annually thereafter, the sum of $3,000,000. Said sums shall 
be allotted to the States in the proportion which their rural 
population bears to the total rural population in the United 
States, not including outlying possessions, according to the 
last preceding United States census: Provided, That the 
allotment of funds to any State shall be not less than a 
minimum of $5,000 for any fiscal year prior to and including 
the fiscal year ending June thirtieth, nineteen hundred and 
twenty-three, nor less than $10,000 for any fiscal year 
thereafter, and there is hereby appropriated the following 
sums, or so much thereof as may be necessary, which shall be 
used for the purpose of providing the minimum allotment to the 
States provided for in this section: For the fiscal year ending 
June thirtieth, nineteen hundred and eighteen, the sum of 
$48,000; for the fiscal year ending June thirtieth, nineteen 
hundred and nineteen, the sum of $34,000; for the fiscal year 
ending June thirtieth, nineteen hundred and twenty, the sum of 
$24,000; for the fiscal year ending June thirtieth, nineteen 
hundred and twenty-one, the sum of $18,000; for the fiscal year 
ending June thirtieth, nineteen hundred and twenty-two, the sum 
of $14,000; for the fiscal year ending June thirtieth, nineteen 
hundred and twenty-three, the sum of $11,000; for the fiscal 
year ending June thirtieth, nineteen hundred and twenty-four, 
the sum of $9,000; for the fiscal year ending June thirtieth, 
nineteen hundred and twenty-five, the sum of $34,000; and 
annually thereafter the sum of $28,000.
  [Sec. 3. That for the purpose of cooperating with the States 
in paying the salaries of teachers of trade, home economics, 
and industrial subjects there is hereby appropriated for the 
use of the States, for the fiscal year ending June thirtieth, 
nineteen hundred and eighteen, the sum of $500,000; for the 
fiscal year ending June thirtieth, nineteen hundred and 
nineteen, the sum of $750,000; for the fiscal year ending June 
thirtieth, nineteen hundred and twenty, the sum of $1,000,000; 
for the fiscal year ending June thirtieth, nineteen hundred and 
twenty-one, the sum of $1,250,000; for the fiscal year ending 
June thirtieth, nineteen hundred and twenty-two, the sum of 
$1,500,000; for the fiscal year ending June thirtieth, nineteen 
hundred and twenty-three, the sum of $1,750,000; for the fiscal 
year ending June thirtieth, nineteen hundred and twenty-four, 
the sum of $2,000,000; for the fiscal year ending June 
thirtieth, nineteen hundred and twenty-five, the sum of 
$2,500,000; for the fiscal year ending June thirtieth, nineteen 
hundred and twenty-six, the sum of $3,000,000; and annually 
thereafter the sum of $3,000,000. Said sums shall be allotted 
to the States in the proportion which their urban population 
bears to the total urban population in the United States, not 
including outlying possessions, according to the last preceding 
United States census: Provided, That the allotment of funds to 
any State shall be not less than a minimum of $5,000 for any 
fiscal year prior to and including the fiscal year ending June 
thirtieth, nineteen hundred and twenty-three, nor less than 
$10,000 for any fiscal year thereafter, and there is hereby 
appropriated the following sums, or so much thereof as may be 
needed, which shall be used for the purpose of providing the 
minimum allotment to the States provided for in this section: 
For the fiscal year ending June thirtieth, nineteen hundred and 
eighteen, the sum of $66,000; for the fiscal year ending June 
thirtieth, nineteen hundred and nineteen, the sum of $46,000; 
for the fiscal year ending June thirtieth, nineteen hundred and 
twenty, the sum of $34,000; for the fiscal year ending June 
thirtieth, nineteen hundred and twenty-one, the sum of $28,000; 
for the fiscal year ending June thirtieth, nineteen hundred and 
twenty-two, the sum of $25,000; for the fiscal year ending June 
thirtieth, nineteen hundred and twenty-three, the sum of 
$22,000; for the fiscal year ending June thirtieth, nineteen 
hundred and twenty-four, the sum of $19,000; for the fiscal 
year ending June thirtieth, nineteen hundred and twenty-five, 
the sum of $56,000; for the fiscal year ending June thirtieth, 
nineteen hundred and twenty-six, and annually thereafter, the 
sum of $50,000.
  [That not more than twenty per centum of the money 
appropriated under this Act for the payment of salaries of 
teachers of trade, home economics, and industrial subjects, for 
any year, shall be expended for the salaries of teachers of 
home economics subjects.
  [Sec. 4. That for the purpose of cooperating with the States 
in preparing teachers, supervisors, and directors of 
agricultural subjects and teachers of trade and industrial and 
home economics subjects there is hereby appropriated for the 
use of the States for the fiscal year ending June thirtieth, 
nineteen hundred and eighteen, the sum of $500,000; for the 
fiscal year ending June thirtieth, nineteen hundred and 
nineteen, the sum of $700,000; for the fiscal year ending June 
thirtieth, nineteen hundred and twenty, the sum of $900,000; 
for the fiscal year ending June thirtieth, nineteen hundred and 
twenty-one, and annually thereafter, the sum of $1,000,000. 
Said sums shall be allotted to the States in the proportion 
which their population bears to the total population of the 
United States, not including outlying possessions, according to 
the last preceding United States census: Provided, That the 
allotment of funds to any State shall be not less than a 
minimum of $5,000 for any fiscal year prior to and including 
the fiscal year ending June thirtieth, nineteen hundred and 
nineteen, nor less than $10,000 for any fiscal year thereafter. 
And there is hereby appropriated the following sums, or so much 
thereof as may be needed, which shall be used for the purpose 
of providing the minimum allotmentprovided for in this section: 
For the fiscal year ending June thirtieth, nineteen hundred and 
eighteen, the sum of $46,000; for the fiscal year ending the June 
thirtieth, nineteen hundred and nineteen, the sum of $32,000; for the 
fiscal year ending June thirtieth, nineteen hundred and twenty, the sum 
of $24,000; for the fiscal year ending June thirtieth, nineteen hundred 
and twenty-one, and annually thereafter, the sum of $105,200.
  [Sec. 5. That in order to secure the benefits of the 
appropriations provided for in sections two, three, and four of 
this Act, any State shall, through the legislative authority 
thereof, accept the provisions of this Act and designate or 
create a State board, consisting of not less than three 
members, and having all necessary power to cooperate, as herein 
provided, with the Federal Board for Vocational Education in 
the administration of the provisions of this Act. The State 
board of education, or other board having charge of the 
administration of public education in the State, or any State 
board having charge of the administration of any kind of 
vocational education in the State may, if the State so elect, 
be designated as the State board, for the purposes of this Act.
  [In any State the legislature of which does not meet in 
nineteen hundred and seventeen, if the governor of that State, 
so far as he is authorized to do so, shall accept the 
provisions of this Act and designate or create a State board of 
not less than three members to act in cooperation with the 
Federal Board for Vocational Education, the Federal board shall 
recognize such local board for the purposes of this Act until 
the legislature of such State meets in due course and has been 
in session sixty days.
  [Any State may accept the benefits of any one or more of the 
respective funds herein appropriated, and it may defer the 
acceptance of the benefits of any one or more of such funds, 
and shall be required to meet only the conditions relative to 
the fund or funds the benefits of which it has accepted: 
Provided, That after June thirtieth, nineteen hundred and 
twenty, no State shall receive any appropriation for salaries 
of teachers, supervisors, or directors of agricultural 
subjects, until it shall have taken advantage of at least the 
minimum amount appropriated for the training of teachers, 
supervisors, or directors of agricultural subjects, as provided 
for in this Act, and that after said date no State shall 
receive any appropriation for the salaries of teachers of 
trade, home economics, and industrial subjects until it shall 
have taken advantage of at least the minimum amount 
appropriated for the training of teachers of trade, home 
economics, and industrial subjects, as provided for in this 
Act.
  [Sec. 6. That a Federal Board for Vocational Education is 
hereby created, to consist of the Secretary of Agriculture, the 
Secretary of Commerce, the Secretary of Labor, the United 
States Commissioner of Education, and three citizens of the 
United States to be appointed by the President, by and with the 
advice and consent of the Senate. One of said three citizens 
shall be a representative; of the manufacturing and commercial 
interests, one a representative of the agricultural interests, 
and one a representative of labor. The board shall elect 
annually one of its members as chairman. In the first instance, 
one of the citizen members shall be appointed for one year, one 
for two years, and one for three years, and thereafter for 
three years each. The members of the board other than the 
members of the Cabinet and the United States Commissioner of 
Education shall receive a salary of $5,000 per annum.
  [The board shall have power to cooperate with State boards in 
carrying out the provisions of this Act. It shall be the duty 
of the Federal Board for Vocational Education to make, or cause 
to have made studies, investigations, and reports, with 
particular reference to their use in aiding the States in the 
establishment of vocational schools and classes and in giving 
instruction in agriculture, trades and industries, commerce and 
commercial pursuits, and home economics. Such studies, 
investigations, and reports shall include agriculture and 
agricultural processes and requirements upon agricultural 
workers; trades, industries, and apprenticeships, trade and 
industrial requirements upon industrial workers, and 
classification of industrial processes and pursuits; commerce 
and commercial pursuits and requirements upon commercial 
workers; home management, domestic science, and the study of 
related facts and principles; and problems of administration of 
vocational schools and of courses of study and instruction in 
vocational subjects.
  [When the board deems it advisable such studies, 
investigations, and reports concerning agriculture, for the 
purposes of agricultural education, may be made in cooperation 
with or through the Department of Agriculture; such studies, 
investigations, and reports concerning trades and industries, 
for the purposes of trade and industrial education, may be made 
in cooperation with or through the Department of Labor; such 
studies investigations, and reports concerning commerce and 
commercial pursuits, for the purposes of commercial education, 
may be made in cooperation with or through the Department of 
Commerce; such studies, investigations, and reports concerning 
the administration of vocational schools, courses of study and 
instruction in vocational subjects, may be made in cooperation 
with or through the Bureau of Education.
  [The Commissioner of Education may make such recommendations 
to the board relative to the administration of this Act as he 
may from time to time deem advisable. It shall be the duty of 
the chairman of the board to carry out the rules, regulations, 
and decisions which the board may adopt. The Federal Board for 
Vocational Education shall have power to employ such assistants 
as may be necessary to carry out the provisions of this Act.
  [Sec. 7. That there is hereby appropriated to the Federal 
Board for Vocational Education the sum of $200,000 annually, to 
be available from and after the passage of this Act, for the 
purpose of making or cooperating in making the studies, 
investigations, and reports provided for in section six of this 
Act, and for the purpose of paying the salaries of the 
officers, the assistants, and such office and other expenses as 
the board may deem necessary to the execution and 
administration of this Act.
  [Sec. 8. That in order to secure the benefits of the 
appropriation for any purpose specified in this Act, the State 
board shall prepare plans, showing the kinds of vocational 
education for which it is proposed that the appropriation shall 
be used; the kinds of schools and equipment; courses of study; 
methods of instruction; qualificationsof teachers; and, in the 
case of agricultural subjects the qualifications of supervisors or 
directors; plans for the training of teachers; and, in the case of 
agricultural subjects, plans for the supervision of agricultural 
education, as provided for in section ten. Such plans shall be 
submitted by the State board to the Federal Board for Vocational 
Education, and if the Federal board finds the same to be in conformity 
with the provisions and purposes of this Act, the same shall be 
approved. The State board shall make an annual report to the Federal 
Board for Vocational Education, on or before September first of each 
year, on the work done in the State and the receipts and expenditures 
of money under the provisions of this Act.
  [Sec. 9. That the appropriation for the salaries of teachers, 
supervisors, or directors of agricultural subjects and of 
teachers of trade, home economics, and industrial subjects 
shall be devoted exclusively to the payment of salaries of such 
supervisors, or directors having the minimum qualifications set 
up for the State by the State board, with the approval of the 
Federal Board for Vocational Education. The cost of instruction 
supplementary to the instruction in agricultural and in trade, 
home economics, and industrial subjects provided for in this 
Act, necessary to build a well-rounded course of training, 
shall be borne by the State and local communities, and no part 
of the cost thereof shall be borne out of the appropriation 
herein made. The moneys expended under the provisions of this 
Act, in cooperation with the States, for the salaries of 
teachers, supervisors, or directors of agricultural subjects, 
or for the salaries of teachers of trade, home economics, and 
industrial subjects, shall be conditioned that for each dollar 
of Federal money expended for such salaries the State or local 
community, or both, shall expend an equal amount for such 
salaries; and that appropriations for the training of teachers 
of vocational subjects, as herein provided, shall be 
conditioned that such money be expended for maintenance of such 
training and that for each dollar of Federal money so expended 
for maintenance, the State or local community, or both, shall 
expend an equal amount for the maintenance of such training.
  [Sec. 10. That any State may use the appropriation for 
agricultural purposes, or any part thereof allotted to it, 
under the provisions of this Act, for the salaries of teachers, 
supervisors, or directors of agricultural subjects, either for 
the salaries of teachers of such subjects in schools or classes 
or for the salaries of supervisors or directors of such 
subjects under a plan of supervision for the State to be set up 
by the State board, with the approval of the Federal Board for 
Vocational Education. That in order to receive the benefits of 
such appropriation for the salaries of teachers, supervisors, 
or directors of agricultural subjects the State board of any 
State shall provide in its plan for agricultural education that 
such education shall be that which is under public supervision 
or control; that the controlling purpose of such education 
shall be to fit for useful employment; that such education 
shall be of less than college grade and be designed to meet the 
needs of persons over fourteen years of age who have entered 
upon or who are preparing to enter upon the work of the farm or 
of the farm home; that the State or local community, or both, 
shall provide the necessary plant and equipment determined upon 
by the State board, with the approval of the Federal Board for 
Vocational Education, as the minimum requirement for such 
education in schools and classes in the State; that the amount 
expended for the maintenance of such education in any school or 
class receiving the benefit of such appropriation shall be not 
less annually than the amount fixed by the State board, with 
the approval of the Federal board as the minimum for such 
schools or classes in the State; that such schools shall 
provide for directed or supervised practice in agriculture, 
either on a farm provided for by the school or other farm, for 
at least six months per year; that the teachers, supervisors, 
or directors of agricultural subjects shall have at least the 
minimum qualifications determined for the State by the State 
board, with the approval of the Federal Board for Vocational 
Education.
  [Sec. 11. That in order to receive the benefits of the 
appropriation for the salaries of teachers of trade, home 
economics, and industrial subjects the State board of any State 
shall provide in its plan for trade, home economics, and 
industrial education that such education shall be given in 
schools or classes under public supervision or control; that 
the controlling purpose of such education shall be to fit for 
useful employment; that such education shall be of less than 
college grade and shall be designed to meet the needs of 
persons over fourteen years of age who are preparing for a 
trade or industrial pursuit or who have entered upon the work 
of a trade or industrial pursuit; that the State or local 
community, or both, shall provide the necessary plant and 
equipment determined upon by the State board, with the approval 
of the Federal Board for Vocational Education, as the minimum 
requirement in such State for education for any given trade or 
industrial pursuit; that the total amount expended for the 
maintenance of such education in any school or class receiving 
the benefit of such appropriation shall be not less annually 
than the amount fixed by the State board, with the approval of 
the Federal board, as the minimum for such schools or classes 
in the State; that such schools or classes giving instruction 
to persons who have not entered upon employment shall require 
that at least half of the time of such instruction be given to 
practical work on a useful or productive basis, such 
instruction to extend over not less than nine months per year 
and not less than thirty hours per week; that at least one-
third of the sum appropriated to any State for the salaries of 
teachers of trade, home economics, and industrial subjects 
shall, if expended, be applied to part-time schools or classes 
for workers over fourteen years of age who have entered upon 
employment, and such subjects in a part-time school or class 
may mean any subject given to enlarge the civic or vocational 
intelligence of such workers over fourteen and less than 
eighteen years of age; that such part-time schools or classes 
shall provide for not less than one hundred and forty-four 
hours of classroom instruction per year; that evening 
industrial schools shall fix the age of sixteen years as a 
minimum entrance requirement and shall confine instruction to 
that which is supplemental to the daily employment; that the 
teachers of any trade or industrial subject in any State shall 
have at least the minimum qualifications for teachers of such 
subject determined upon for such State by the State board, with 
the approval of the Federal Board for Vocational Education: 
Provided, That for cities and towns of less than twenty-five 
thousand population, according to the lastpreceding United 
States census, the State board, with the approval of the Federal Board 
for Vocational Education, may modify the conditions as to the length of 
course and hours of instruction per week for schools and classes giving 
instruction to those who have not entered upon employment, in order to 
meet the particular needs of such cities and towns.
  [Sec. 12. That in order for any State to receive the benefits 
of the appropriation in this Act for the training of teachers, 
supervisors, or directors of agricultural subjects, or of 
teachers of trade, industrial or home economics subjects, the 
State board of such State shall provide in its plan for such 
training that the same shall be carried out under the 
supervision of the State board; that such training shall be 
given in schools or classes under public supervision or 
control; that such training shall be given only to persons who 
have had adequate vocational experience or contact in the line 
of work for which they are preparing themselves as teachers, 
supervisors, or directors, or who are acquiring such experience 
or contact as a part of their training; and that the State 
board, with the approval of the Federal board, shall establish 
minimum requirements for such experience or contact for 
teachers, supervisors, or directors of agricultural subjects 
and for teachers of trade, industrial, and home economics 
subjects; that not more than sixty per centum nor less than 
twenty per centum of the money appropriated under this Act for 
the training of teachers of vocational subjects to any State 
for any year shall be expended for any one of the following 
purposes: For the preparation of teachers, supervisors, or 
directors of agricultural subjects, or the preparation of 
teachers of trade and industrial subjects, or the preparation 
of teachers of home economics subjects.
  [Sec. 13. That in order to secure the benefits of the 
appropriations for the salaries of teachers, supervisors, or 
directors of agricultural subjects, or for the salaries of 
teachers of trade, home economics, and industrial subjects, or 
for the training of teachers as herein provided, any State 
shall, through the legislative authority thereof, appoint as 
custodian for said appropriations its State treasurer, who 
shall receive and provide for the proper custody and 
disbursements of all money paid to the State from said 
appropriations.
  [Sec. 14. That the Federal Board for Vocational Education 
shall annually ascertain whether the several States are using, 
or are prepared to use, the money received by them in 
accordance with the provisions of this Act. On or before the 
first day of January of each year the Federal Board for 
Vocational Education shall certify to the Secretary of the 
Treasury each State which has accepted the provisions of this 
Act and complied therewith, certifying the amounts which each 
State is entitled to receive under the provisions of this Act. 
Upon such certification the Secretary of the Treasury shall pay 
quarterly to the custodian for vocational education of each 
State the moneys to which it is entitled under the provisions 
of this Act. The moneys so received by the custodian for 
vocational education for any State shall be paid out on the 
requisition of the State board as reimbursement for 
expenditures already incurred to such schools as are approved 
by said State board and are entitled to receive such moneys 
under the provisions of this Act.
  [Sec. 15. That whenever any portion of the fund annually 
allotted to any State has not been expended for the purpose 
provided for in this Act, a sum equal to such portion shall be 
deducted by the Federal board from the next succeeding annual 
allotment from such fund to such State.
  [Sec. 16. That the Federal Board for Vocational Education may 
withhold the allotment of moneys to any State whenever it shall 
be determined that such moneys are not being expended for the 
purposes and under the conditions of this Act.
  [If any allotment is withheld from any State, the State board 
of such State may appeal to the Congress of the United States, 
and if the Congress shall not direct such sum to be paid it 
shall be covered into the Treasury.
  [Sec. 17. That if any portion of the moneys received by the 
custodian for vocational education of any State under this Act, 
for any given purpose named in this Act, shall, by any action 
or contingency, be diminished or lost, it shall be replaced by 
such State, and until so replaced no subsequent appropriation 
for such education shall be paid to such State. No portion of 
any moneys appropriated under this Act for the benefit of the 
State shall be applied, directly or indirectly, to the 
purchase, erection, preservation, or repair of any building or 
buildings or equipment, or for the purchase or rental of lands, 
or for the support of any religious or privately owned or 
conducted school or college.]

                      ADDITIONAL VIEWS OF RON PAUL

                            1. Introduction

    Over the past thirty-five years, Congress has constructed a 
centralized system of vocational education, wasting millions of 
taxpayer dollars on a system that all-too-often serves more as 
a ``dumping ground'' for special-needs students than as an 
effective means of providing non-college bound students with 
the knowledge and skills they need to become productive 
citizens.
    Congress is considering prolonging the life of large parts 
of this system by reauthorizing the Carl Perkins Vocational 
Education and Applied Technology Act (H.R. 1853). While 1853 
does eliminate several federal programs and state mandates 
contained in current law, it further legitimizes the 
unconstitutional notion that the federal government has a 
legitimate role to play in education.
    Furthermore, certain language in H.R. 1853 suggests that 
the purpose of education is to train students to serve the 
larger needs of ``society,'' as determined by government and 
business, not to serve the individual.

     II. H.R. 1853 Violates the Tenth Amendment to the Constitution

    During the discussion of this bill, the case has been made 
that constitutionalists should support H.R. 1853 because it 
reduces the number of federal mandates on the states; however 
the tenth amendment does not quantify the extent to which the 
federal government can interfere in areas such as education. 
Instead, the tenth amendment forbids any and all federal 
interference in education, no matter how much ``flexibility'' 
the programs provide the states.
    H.R. 1853 represents ``mandate federalism,'' where the 
federal government allows states limited flexibility as to the 
means of complying with Congress' mandates. Under this bill, 
states must submit a vocational education plan to the 
Department of Education for approval. States must then 
demonstrate yearly compliance with benchmarks that measure a 
series of federally-set goals. The Secretary of Education has 
the authority to sanction the states for failure to reach those 
benchmarks, as if the states were the disobedient children of 
the federal government, not entities whose sovereignty must be 
constitutionally respected.
    Congress has, so far, resisted pressure from the 
administration to give the Department of Education explicit 
statutory authority to create ``model'' benchmarks, which would 
then be adopted by every state. However, certain provisions of 
H.R. 1853 may provide the Department of Education with the 
opportunity to impose a uniform system of vocational education 
on every state in the nation.
    Particularly troublesome in this regard is the provision 
requiring every state to submit their vocational education plan 
to the Secretary for approval. The Secretary may withhold 
approval if ``the application is in violation of the provisions 
of this Act.'' Ambitious bureaucrats may stretch this language 
to mean that the Department can reject a State plan if the 
Department does not feel the plan will be effective in meeting 
the goals of the bill. For example, a Department of Education 
official may feel that a state's plan does not adequately 
``prepare vocational-technical education students for 
opportunities in postsecondary education or entry into high 
skill, high wage jobs,'' because the plan fails to adopt the 
specifications favored by the Education Department. The state 
plan may thus be rejected unless the state adopts the academic 
provisions favored by the administration.
    H.R. 1853 further opens the door for the establishment of 
national standards for vocational education through provisions 
allowing the Secretary to ``develop a single plan for 
evaluation and assessment, . . . with regard to the vocational-
technical education'' and provide for ``an independent 
evaluation . . . of vocational-technical education programs,'' 
including examining how states and localities ``have developed, 
implemented, or improved State and local vocational-technical 
education programs.'' Education bureaucrats could very easily 
use the results of the studies to establish de facto model 
benchmarks that states would have to follow.
    The Department of Education may use to impose national 
standards on state vocational education programs by requiring 
that states improve the academic component of vocational 
education. Integrating academics with vocational education is a 
mobile goal, but federal education bureaucrats may use this 
requirement to force vocational education programs to adopt 
national academic standards, upon pain of having their state 
plans denied as ``inconsistent with the provisions of the act'' 
mandating instead that states integrate academics into their 
vocational education programs.
    States are also required to distribute their federal funds 
according to a predetermined formula that dictates the 
percentage of funds states must spend on certain federally-
approved activities without regard for differences between the 
states. For example, H.R. 1853 singles out certain populations, 
such as displaced homemakers and single parents, and requires 
the states to certify to the federal government that their 
programs are serving these groups. These provisions stem from 
the offensive idea that without orders from the federal 
government, states will systematically deny certain segments of 
the population access to job training services.
    Another federal mandate contained in this so-called 
``decentralization plan,'' is one requiring states to spend a 
certain percentage on updating the technology used in 
vocational education programs. Technological training can be a 
useful and necessary part of vocational education, however, 
under the Constitution it is not the business of the federal 
government to ensure vocational education students receive up-
to-date technological training.
    The states and the people are quite capable of ensuring 
that vocational education students receive up-to-date 
technological training--if the Federal Government stops 
usurping their legitimate authority to run vocational education 
programs and if the government stops draining taxpayers of the 
resources necessary to run those programs.

   III. H.R. 1853 Places the Needs of Businesses Above the Needs of 
                                Students

    H.R. 1853 provides businesses with taxpayer-provided labor 
in the form of vocational education students engaging in 
``cooperative education.'' Since businesses benefit by having a 
trained workforce, they should not burden the taxpayers with 
the costs of training their future employees. Furthermore, the 
provision allowing students to spend alternating weeks at work 
rather than in the classroom seems inconsistent with the bill's 
goals of strengthening the academic component of vocational 
education.
    Work experience can be valuable for students, especially 
when that experience involves an occupation the student may 
choose as a future career. However, there is no reason for 
taxpayers to subsidize the job training of another. 
Furthermore, if it wasn't for federal minimum wage and other 
laws that make hiring unexperienced workers cost prohibitive, 
many businesses would gladly provide work apprenticeships to 
young people out of their own pockets instead of forcing the 
costs onto the U.S. Taxpayer.
    Today, employers can be assessed huge fines if they allow 
their part-time adolescent employees to work, with pay, for 15 
minutes beyond the Department of Labor regulations. Yet, those 
same businesses can receive free, full-time labor from those 
same adolescents as part of a ``cooperative education 
program.'' Clearly, common sense has been tossed out the window 
and replaced by the arbitrary and conflicting whims of a 
Congress attempting to ``do good.''
    Further evidence of catering to well-established businesses 
can be found within the provision of H.R. 1853 where in 
teachers are instructed not to meet the needs and expectations 
of students, but rather ``the needs, expectations, and methods 
of industry.'' All education, including vocational education, 
should explicitly be tailored to the wishes of the parent or 
those already funding the costs of education.

   IV. H.R. 1853 Is Inconsistent With Parental Rights and Individual 
                               Liberties

    H.R. 1853 continues the federal education policy of 
dragooning parents into education as``partners'' in the 
education process. Parents should control the education process, but 
they should never be placed in a subordinate role and made to help 
carry out the agenda of government bureaucrats.
    Concerns have been raised that vocational education 
programs may be used as a means to force all students into a 
career track not of their own choosing, and thus change the 
American education system into one of preparation for a career 
determined for the students by the government. Such a system 
more closely resembles something depicted in a George Orwell 
novel than the type of education system compatible with a free 
society. H.R. 1853 attempts to assuage those fears through a 
section forbidding the use of federal funds to force an 
individual into a career path that the individual would not 
otherwise choose or require any individual to obtain so-called 
skilled certificates.
    However, states and localities that violate this portion of 
the Act are not subject to any loss of federal funds. Of 
course, even if the Act did contain sanctions for violating an 
individual's freedom to determine their own career path, those 
sanctions would have to rely on the willingness of the very 
federal bureaucracy which helped originate many of the 
education ``reforms'' which diminish student freedom to enforce 
this statutory provision.

                             V. Conclusion

    The Carl D. Perkins Act Reauthorization may appear to 
provide for greater state and individual control over 
vocational education. However, H.R. 1853 is really another 
example of ``mandate federalism,'' where states, localities, 
and individuals are given limited autonomy in how they fulfill 
federal mandates. As H.R. 1853 places mandates on the states 
and individuals to perform certain functions in the area of 
education, an area where Congress has no Constitutional 
authority. It is also in violation of the ninth and tenth 
amendments to the United States Constitution.
    Furthermore, H.R. 1853 forces federal taxpayers to 
underwrite the wages of students working part-time in the name 
of ``cooperative education,'' another form of corporate 
welfare. Businesses who benefit from the labor of students 
should not have the costs of that labor subsidized by the 
taxpayers.
    Certain language in H.R. 1853 suggests that parent's 
authority to raise their children as they see fit may be 
undermined by the government in order to make parents partners 
in training their children according to government 
specifications.
    Congress should, therefore, reject H.R. 1853 and instead 
eliminate all federal vocational education programs in order to 
restore authority for those programs to the states, localities, 
and individual citizens.
                                                          Ron Paul.

                ADDITIONAL VIEWS OF HON. MAJOR R. OWENS

    During the 105th Congress, the Committee on Education and 
the Workforce has successfully reported significant legislation 
in a bipartisan manner. Bills reauthorizing the Individuals 
with Disabilities Education Act, the Juvenile Justice and 
Delinquency Prevention Act, and the Job Training and 
Partnership Act were passed by the Committee with support from 
Democratic and Republican Members. However, consideration of 
the Carl D. Perkins Vocational Education Act threatened this 
bipartisan effort to move major legislation through the 
Committee.
    I commend the Chairman of the Subcommittee on Early 
Childhood, Youth and Families for recognizing the important 
role of technology in vocational education. In order to prepare 
American students for the 21st century work place, it is 
crucial that we change the way we think of the vocational and 
technical education program. Vocational and technical education 
students must receive the training and skills necessary to take 
advantage of the new technology-based economy to gain high wage 
employment. Vocational education must no longer be a dumping 
ground for students perceived to have poor academic skills. It 
must become the center of academic and technological excellence 
in our schools.
    I am pleased that the Committee has included language I 
proposed which would require secondary schools receiving 
Perkins Act funds to provide vocational and technical education 
students with the training necessary to enter the education 
technology or telecommunications fields. As part of their 
training, students would work as ``Technical Assistants'' in 
their schools or with local businesses in a program that would 
lead to employment as Local Area Network technicians or 
computer systems troubleshooters.
    Several witnesses at Subcommittee hearings noted the 
importance of building partnerships with local business. My 
language would encourage schools to work with high tech 
industries to provide vocational and technical education 
students the opportunity to participate in voluntary 
internships and mentoring programs. It would include the chance 
to follow up with classes in local community colleges to attain 
certification in these expanding fields. This training would 
allow these students to enter high wage professions that will 
otherwise be under staffed in the 21st century. According to 
the Department of Commerce, by the next century, 60% of the new 
jobs will require the kinds of skills possessed by only 22% of 
workers today. This new Perkins Act would work to close this 
gap and ensure that vocational education meets the challenges 
of the changing work place.
    Unfortunately, there are several outstanding issues which 
prevented this bill from receiving Democratic support. In 
particular, the proposed funding formula may jeopardize the 
effectiveness of this program. Specifically, changes in the 
within-state formula which would alter the way States allocate 
funds would shift money away from the most economically 
disadvantaged, needy areas. Under current law, within-state 
allocations are made based on a formula which targets low 
income students. The Republican proposal would weaken the 
effort to target funds based on need and move towards a general 
population based formula. Under this scheme, New York City 
schools would lose more than $1.5 million, nearly 9% of its 
allocation under the current formula. In addition, the 
Republican proposal actually sets aside 10% of these funds for 
rural areas, regardless of population density and economic 
need.
    The Carl D. Perkins Vocational Education program is at a 
critical juncture. It is vital that we move forward in a 
bipartisan way to ensure that those in need are equipped with 
the academic and technical skills necessary to compete in the 
new work place.

                                                    Major R. Owens.

               ADDITIONAL VIEWS OF HON. CAROLYN McCARTHY

    During the Committee mark-up of H.R. 1853, I offered an 
amendment to ensure that vocational education programs keep 
spending federal taxpayer dollars in an accountable fashion.
    H.R. 1853 would decrease the minimum grant amount for local 
education agencies from $15,000 to $7,500. New York State 
estimates that this would increase the number of school 
districts directly eligible for funds by four times. I am 
concerned that this reduction in the minimum grant amount would 
make it very difficult for the state to administer the 
vocational education program effectively. This is especially 
true since the bill also reduces the amount that states can 
spend on administration from five to two percent.
    I also am concerned that this provision could endanger many 
of the consortia around the country that are comprised of local 
school districts who do not meet the current minimum grant 
amount. In New York State, the Board of Cooperative Educational 
Services, or BOCES, has been remarkably successful at providing 
a range of education services to our students. The 38 BOCES 
programs statewide are an effective and popular system of 
consortia that let local school districts pool their vocational 
education funds together.
    If we reduce the minimum grant amount to $7,500, however, 
many school districts may leave BOCES, denying BOCES much-
needed resources and making it harder for them to provide 
services to students. This problem would be repeated in states 
all across the nation.
    I understand the concerns that some of my colleagues have 
raised that the current minimum grant makes it hard for rural 
districts to get vocational education funding. However, this 
bill ensures that districts in rural areas can get waivers from 
the minimum grant provision. Now we need to ensure that 
programs in suburban areas, like mine, can continue serving 
students in an effective manner.
    In the interest of bipartisanship, I offered an amendment 
to set the minimum grant at $10,000. This would let local 
education agencies to continue forming consortia, and it would 
let rural areas continue receiving waivers if they have 
difficulty forming consortia. I believe this amendment was a 
sensible compromise between current law and H.R. 1853. However, 
the amendment was not accepted.
    I hope that both sides continue working to address the 
concerns my colleagues and I have raised about provisions in 
this bill so that we can make vocational education re-
authorization a truly bipartisan endeavor.

                                                  Carolyn McCarthy.

                             MINORITY VIEWS

                            I. Introduction

    Since the passage of the Smith-Hughes Act in 1917, the 
Federal government has remained committed to assisting States 
and localities in providing quality vocational education 
programs. The passage of the Carl D. Perkins Vocational and 
Applied Technology Education Act (hereafter referred to as 
``the Act'') demonstrated the Federal commitment to vocational 
education by providing meaningful and effective vocational 
education programs to those most in need, with special emphasis 
on high academic goals.
    Unfortunately, H.R. 1853, takes a giant step backward from 
the intent and substance of the Act. It diminishes aid to those 
most in need of assistance in the name of arbitrary 
consolidation, so-called ``flexibility,'' and a reduced 
emphasis on distributing scarce dollars to low-income areas.
    We are disappointed that the Majority has been unwilling to 
compromise on the two major remaining obstacles to a bipartisan 
bill--the Act's provisions which provide for the equitable 
distribution of funds to secondary school districts, and the 
elimination of the Act's emphasis on ensuring that women, 
minorities, the economically disadvantaged, and the disabled 
have access to quality vocational education programs.

II. Instate Funding Formula: Distribution of Funds to Secondary School 
                               Districts

    Under current law, States must allocate 75 percent of the 
funding they receive to local recipients--secondary school 
districts and postsecondary institutions. States are permitted 
to determine how to share the allocation between these two 
types of local recipients. For the portion of funds which 
States select to allocate to secondary school districts, they 
are required to allocate funding based on a formula with the 
following factors: 70 percent Title I (basic grants); 20 
percent Individuals with Disability Education Act child count; 
and 10 percent general enrollment. In addition, eligible local 
education agencies (``LEAs'') and postsecondary institutions 
must meet minimum grant requirements of $15,000 and $50,000, 
respectively, or form consortia to meet these minimum grant 
requirements.
    H.R. 1853 radically revises this set of funding provisions 
in several key ways. The bill (1) sends 90 percent of Perkins 
funding down to local recipients; (2) institutes a formula 
based 50 percent on population and 50 percent on poverty 
(thereby vastly decreasing the emphasis on targeting money to 
areas most in need of assistance); (3) authorizes States to use 
an alternative formula based on an undefined standard of 
``greatest economic need''; (4) creates new set asides of local 
program dollars for undefined rural areas and incentive grant 
awards of 10 percent and 5 percent, respectively; and (5) 
reduces the minimum grant amounts to $7,500 for secondary and 
$20,000 for post-secondary schools. The latter four of these 
changes seriously undermine the Act's focus on targeting funds 
to those most in need of assistance.
    Prior to the 1990 reauthorization of the Act, the GAO 
sharply criticized the instate distribution of vocational 
education funding. The report, entitled Vocational Education: 
Opportunity to Prepare for the Future,\1\ concluded the 
following:
---------------------------------------------------------------------------
    \1\ GAO-HRD-89-55, May, 1989.
---------------------------------------------------------------------------
          Vocational education students in economically 
        depressed areas may be less likely to receive Perkins 
        funding for improved or modernized program activities 
        than students outside such areas.
          Some States designated relatively wealthy areas as 
        ``economically depressed,'' and gave them greater per 
        capita funding than some poorer communities.
          Some relatively wealthy school districts received 
        more funding per low-income student than districts with 
        high concentrations of low-income students.
    The GAO findings clearly demonstrate the need for a 
specific substate formula heavily weighted through a poverty-
based formula. To rectify these shortcomings, the current 
substate formula was included in the 1990 reauthorization.
    The Republican Majority has consistently stated that they 
believe the formula in current law is strongly biased in favor 
of urban districts and that it should be changed to ensure a 
more equal distribution of funding among geographic regions. 
They have further stated that their policy objective is to 
target more of the Act's funds to rural areas, which in their 
view have been underserved by this program. They have claimed 
their change to a 50 percent population, 50 percent poverty 
formula accomplishes this goal.
    While we recognize that there is significant poverty in 
rural areas which must be addressed, the Majority's policy 
goals are not reflected by the results of their formula 
changes. The Congressional Research Service has produced a 
chart (Attachment 1) which clearly demonstrates that the 
Republican formula channels funds to well-off suburban 
districts at the expense of rural areas and urban areas. CRS 
concluded that, nationally, urban school districts lose 7 
percent funding; rural school districts lose 3 percent funding; 
and suburban areas gain 10 percent.
    Coupled with the change in the secondary school district 
formula is the institution of a provision which would allow 15 
percent of the monies earmarked for locals to essentially be 
distributed at the whim of the States through a 10 percent 
rural reserve and a 5 percent allotment for incentive grants. 
Not only does this in effect reduce the amount allocated to the 
local level compared to the amount mandated under the current 
statute, but the Majority's unwillingness to add further 
definition to these provisions signifies their politically 
motivated objective. The Majority's creation of these new set 
asides makes it extremely unlikely that the newly increased 
allocation of 90 percent of Perkins funds for local use will 
actually reach secondary schools. Furthermore, by placing 
theseset asides in the bill, the Majority is extremely inconsistent in 
their arguments, because H.R. 1853 also eliminates the set asides for 
special populations and sex equity in current law.
    Equally as troubling as the two intrastate reserves are the 
bill's provisions which provide authority to develop an 
alternative secondary formula and to lower the minimum grant 
amounts for secondary and postsecondary institutions. The 
Majority has consistently argued that States that wish to 
target ``areas of greatest economic need'' should have the 
ability to develop an alternative formula which accomplishes 
this goal. What troubles us about such a provision is both the 
history of State implementation of this Act, when States 
distributed funds to less needy areas, and the Majority's 
refusal to insert a definition of ``greatest economic need.'' 
In constructing these funding provisions, we must acknowledge 
that in the past funding for secondary school districts should 
have been distributed to local education agencies that were 
truly in need of Federal assistance for vocational education. 
The GAO study clearly outlines what can happen without a clear 
instate formula. This alternative formula provision could only 
lead to a wide range of unproven and possibly damaging 
secondary school distribution formulas.
    Prior to consideration of H.R. 1853 in the full committee, 
the Majority proffered a formula in the hopes of reaching a 
compromise. Unfortunately, their formula offer ignored our core 
concerns by leaving the new local set asides undefined and 
vague. While the Majority did move in our direction through the 
elimination of the alternative secondary formula provision and 
the inclusion of a formula with a higher poverty allocation, 
the offer still would have led to an unjust and uncertain 
distribution of funds to secondary school districts. With them 
unwilling to compromise further, we had to proceed to markup 
without a bipartisan agreement.
    During the Committee markup, Representative Martinez 
offered two amendments to address the flawed funding formula. 
The first of these was an amendment designed to ensure that 
funds distributed presently under the current formula would be 
maintained, and any monies above that level (``new money'') 
would be allocated based on a 60 percent poverty, 40 percent 
population formula. Under this amendment, the secondary school 
district formula in current law would be locked-in for the 
total amount presently reserved by the State for distribution 
to secondary school districts. The amendment would ensure that 
the present dollar amount going down to local education 
agencies would be reserved for distribution under the secondary 
school district formula in current law. This amendment also 
modified or eliminated the other ill-conceived portions of the 
Republican bill, including the alternative secondary formula 
authority, the new local set asides, and the minimum grant 
levels. Despite our view that this amendment was a reasonable 
compromise aimed at satisfying the needs of both sides, it was 
defeated on a near party-line vote.
    The second Martinez amendment was a complete substitute 
which addressed the entire range of funding issues, including 
the in-state formula, minimum grants, alternativesecondary 
formula, and set asides. Unfortunately, the Martinez substitute was 
defeated by a narrow margin of 18-19.
    We vigorously dispute the Majority's claim that all school 
districts would receive additional funding over what they now 
receive. With provisions such as the 10 percent rural reserve 
and the 5 percent incentive grant set asides out of local 
funding, no school district would know what level of assistance 
they might receive. Under current law, a total of 75 percent of 
funds must be distributed directly to locals by the substate 
formula. Under the Majority proposal, only slightly more--76.5 
percent--must be distributed directly to locals by formula. 
Also, many states use state-level funds to benefit local school 
districts. Along with the major shift from a strong poverty 
based formula as in the current statute, these set asides will 
significantly undermine current vocational education programs 
in many urban and rural areas.

           III. Elimination of the Special Program Set Asides

    The other major area of disagreement is the bill's 
elimination of set asides for displaced homemakers, single 
pregnant women, single parents, and sex equity programs. 
Throughout the years, the Perkins Act has made enormous strides 
in ensuring that individuals have access to non-traditional 
employment and training. Through the Perkins Act and related 
measures, disadvantaged populations have dramatically increased 
their work and educational opportunities.
    Under current law, 10.5 percent of the funding going to 
each State must be reserved for programs designed to serve 
displaced homemakers, single pregnant women, single parents, 
and to ensure sex equity. Within this funding structure is a 
provision which mandates that each State have a sex equity 
coordinator whose primary duty is to ensure access for 
individuals entering non-traditional fields.
    H.R. 1853 completely eliminates much of the focus of the 
Act on displaced homemakers, single pregnant women, single 
parents, and programs designed to ensure sex equity. While the 
Majority did make some efforts to address these needs through 
additional State plan requirements and the ability to use State 
program dollars to operate similar programs, the bill strikes 
the language in current law which provides for the 10.5 percent 
set aside and eliminates the mandate for a sex equity 
coordinator.
    During the full Committee markup, Representative Mink 
offered two amendments intended to refocus the legislation on 
these programs. The first amendment would have instituted a 
hold-harmless policy at the local level for programs designed 
to serve these special populations and to ensure sex equity. 
The second amendment would have reinstituted the requirement 
for a sex equity coordinator. Unfortunately, the Majority 
rejected these amendments, on party line votes.
    The elimination of the special program and sex equity set 
aside is one of the more short-sighted provisions in this 
legislation. The barriers that continue for women andthose in 
non-traditional fields remain a troubling national problem. By reducing 
support for women seeking to gain access to high-skill training for 
high-wage careers, the Majority is once again overlooking the needs of 
disadvantaged populations.

                           IV. Other Concerns

    The Majority report correctly reiterates that the bill 
provides for the States, and not the Secretary of Education, to 
develop the benchmarks. The report also notes, however, that 
section 114 of the bill requires that such benchmarks be 
rigorous. A State benchmark that accepted minimal yearly gains 
in student achievement--gains that were not in fact sufficient 
to enable the students to attain the State's challenging 
academic proficiencies, for example--would clearly not be 
rigorous.
    The Majority report also states that, while the opportunity 
for college should be open to all, the Federal government 
should not discourage students who choose not to pursue that 
option if they choose to enter a vocational-technical education 
program. This language should not obscure, and in no way 
changes, the language in the bill itself which requires that 
students participating in such vocational-technical education 
programs be taught to the same challenging academic 
proficiencies as are provided for all other students (section 
224(b)(3)(B)). Young people's educational and career horizon 
often expand, especially when they are in a good program, and 
the price of admission to a high-school vocational program 
should in no way restrict access to college.
    In the report, the Majority highlights the bill's repeal of 
the specific requirements of current law that States designate 
individuals to review plans to ensure that the needs of the 
disabled, economically disadvantaged, and students of limited 
English proficiency are being met. Nevertheless, section 113 
requires that the State assess how those special needs are met 
by the programs funded under the Act, and that the State 
describe how it will ensure that they are met. An adequate 
assessment of how well the needs are being met, and adequate 
plans for ensuring that they are met, obviously cannot be 
developed and carried out by people devoid of expertise in 
assessing and meeting those needs.

                             V. Conclusion

    With the significant differences between the Majority and 
Minority, we remain unable to support a bill which guts the 
core provisions of the Act. We remain committed to obtaining a 
bipartisan solution, but the unyielding views of the Majority 
have prevented this thus far. Through earlier passage of 
legislation such as the reauthorization of the Individuals with 
Disabilities Act and the Juvenile Justice and Delinquency 
Prevention Act, this Committee has demonstrated its ability to 
overcome partisan differences. It is our hope that this spirit 
of bipartisanship will not be destroyed by the arbitrary 
objectives of the Majority.

 TABLE 1. CARL D. PERKINS VOCATIONAL-TECHNICAL EDUCATION ACT AMENDMENTS OF 1997--ESTIMATED ALLOCATIONS TO URBAN,
        SUBURBAN, AND RURAL LOCAL EDUCATIONAL AGENCIES (LEAs) UNDER ALTERNATIVE SECONDARY SCHOOL FORMULAS       
----------------------------------------------------------------------------------------------------------------
                                                Estimated Allocations Under Alternative Substate                
                                                                    Formulas                          Percentage
                                            -------------------------------------------------------- change, 50-
           State and type of LEA                        Ages 5 to 17--Poverty/population             50 minus 70-
                                            --------------------------------------------------------      30    
                                                70%/30%       65%/35%       60%/40%       50%/50%               
----------------------------------------------------------------------------------------------------------------
California:                                                                                                     
  Urban....................................   $18,234,400   $17,991,800   $17,749,200   $17,264,000           -5
  Suburban.................................    18,217,200    18,468,900    18,720,600    19,223,900            6
  Rural....................................     1,877,000     1,865,600     1,854,100     1,831,100           -2
  Not available (NA).......................       317,300       319,700       322,200       327,000            3
Colorado:                                                                                                       
  Urban....................................     2.104,800     2,092,200     2,079,600     2,054,300           -2
  Suburban.................................     1,294,100     1,321,600     1,349,100     1,404,100            9
  Rural....................................     1,076,500     1,061,700     1,046,900     1,017,200           -6
  (NA).....................................         4,000         4,000         3,900         3,800           -5
Delaware:                                                                                                       
  Urban....................................             0             0             0             0           NA
  Suburban.................................     1,815,600     1,835,600     1,855,500     1,895,400            4
  Rural....................................     1,446,700     1,426,800     1,406,800     1,366,900           -6
  (NA).....................................             0             0             0             0           NA
Florida:                                                                                                        
  Urban....................................    15,875,400    15,866,600    15,857,800    15,840,200            0
  Suburban.................................     2,734,400     2,765,900     2,797,500     2,860,500            5
  Rural....................................     2,198,800     2,176,100     2,153,400     2,107,900           -4
  (NA).....................................             0             0             0             0           NA
Georgia:                                                                                                        
  Urban....................................     2,702,100     2,641,200     2,580,300     2,458,500           -9
  Suburban.................................     4,736,200     4,859,400     4,982,700     5,229,300           10
  Rural....................................     5,387,100     5,329,300     5,271,400     5,155,700           -4
  (NA).....................................       191,200       186,700       182,100       173,100           -9
Illinois:                                                                                                       
  Urban....................................    10,723,600    10,436,900    10,150,300     9,577,000          -11
  Suburban.................................     7,096,500     7,372,600     7,648,700     8,201,000           16
  Rural....................................     3,712,900     3,720,100     3,727,400     3,742,000            1
  (NA).....................................       138,500       141,800       145,000       151,500            9
Indiana:                                                                                                        
  Urban....................................     5,421,000     5,297,000     5,173,000     4,924,900           -9
  Suburban.................................     3,939,000     4,054,800     4,170,700     4,402,400           12
  Rural....................................     3,732,600     3,739,000     3,745,000     3,758,200            1
  (NA).....................................        28,600        30,300        32,100        35,500           24
Michigan:                                                                                                       
  Urban....................................     8,906,800     8,653,500     8,460,200     8,013,700          -10
  Suburban.................................     6,859,300     7,082,500     7,305,700     7,752,100           13
  Rural....................................     2,688,900     2,689,100     2,689,400     2,689,900            0
  (NA).....................................         8,800         8,600         8,500         8,100           -8
Missouri:                                                                                                       
  Urban....................................     3,387,800     3,301,400     3,215,000     3,042,100          -10
  Suburban.................................     4,006,100     4,154,700     4,303,400     4,600,600           15
  Rural....................................     5,135,700     5,073,500     5,011,400     4,887,000           -5
  (NA).....................................         8,000         8,000         8,000         8,000            0
Nebraska:                                                                                                       
  Urban....................................       963,500       964,100       964,600       965,700            0
  Suburban.................................       216,900       225,000       233,100       249,300           15
  Rural....................................     1,533,400     1,525,800     1,518,200     1,502,900           -2
  (NA).....................................        65,900        64,900        63,900        61,900           -6
New Jersey:                                                                                                     
  Urban....................................     5,649,200     5,420,000     5,190,900     4,732,600          -16
  Suburban.................................     8,284,700     8,513,600     8,742,600     9,200,400           11
  Rural....................................             0             0             0             0           NA
  NA.......................................         1,700         1,900         2,100         2,500           47
North Carolina:                                                                                                 
  Urban....................................     2,989,000     2,990,500     2,927,600     2,995,400            0
  Suburban.................................     5,425,000     5,518,600     5,612,300     5,799,700            7
  Rural....................................     8,353,300     8,267,300     8,181,200     8,009,100           -4
  NA.......................................       527,700       518,600       509,400       490,900           -7
Pennsylvania:                                                                                                   
  Urban....................................     9,555,800     9,304,700     9,053,500     8,551,200          -11
  Suburban.................................    11,047,400    11,318,900    11,590,400    12,133,500           10
  Rural....................................     4,182,800     4,162,400     4,142,100     4,101,300           -2
  NA.......................................             0             0             0             0           NA
South Carolina:                                                                                                 
  Urban....................................     1,495,000     1,520,900     1,546,800     1,598,700            7
  Suburban.................................     4,906,500     4,952,000     4,997,500     5,088,600            4
  Rural....................................     6,177,700     6,106,200     6,034,800     5,891,900           -5
  NA.......................................             0             0             0             0           NA
Tennessee:                                                                                                      
  Urban....................................     3,673,300     3,593,900     3,514,500     3,355,600           -9
  Suburban.................................     6,681,300     6,785,400     6,889,500     7,097,700            6
  Rural....................................     5,633,700     5,611,300     5,588,900     5,544,100           -2
  NA.......................................       214,200       211,900       209,700       205,200           -4
Texas:                                                                                                          
  Urban....................................    20,355,000    20,255,700    10,096,400    19,837,700          -3%
  Suburban.................................    10,044,300    10,252,700    10,461,100    10,877,800           8%
  Rural....................................     7,988,200     7,909,100     7,830,000     7,671,800          -4%
NA.........................................         9,000         9,100         9,100         9,200           2%
Wisconsin:                                                                                                      
  Urban....................................     3,514,100     3,433,300     3,352,400     3,190,800          -9%
  Suburban.................................     1,393,800     1,470,000     1,546,200     1,698,600          22%
  Rural....................................     2,434,500     2,439,100     2,443,700     2,452,900           1%
  NA.......................................         6,000         6,000         6,000         6,100           2%
                                            --------------------------------------------------------------------
  Total for states above:                                                                                       
    Urban..................................   115,550,800   113,763,700   101,912,100   108,402,400          -6%
    Suburban...............................    98,698,300   100,952,200   103,206,600   107,714,900           9%
    Rural..................................    63,559,800    63,102,400    62,644,700    61,729,900          -3%
    NA.....................................     1,520,900     2,511,500     1,502,000     1,482,800          -3%
  U.S. total (all states):                                                                                      
    Urban..................................   179,874,600   176,779,900   173,764,200   167,896,100          -7%
    Suburban...............................   175,489,900   179,782,600   184,075,400   192,660,900          10%
    Rural..................................   143,293,700   142,367,700   141,441,800   139,589,900          -3%
    NA.....................................    33,915,500    33,467,200    33,094,400    32,348,900          -5%
----------------------------------------------------------------------------------------------------------------
MSA=Metropolitan Statistical Area.                                                                              
Urban=LEAs serving a central city of a MSA.                                                                     
Surban=LEAs serving portions of a MSA other than a central city.                                                
Rural=LEAs serving areas that are not in a MSA.                                                                 
NA=Information on the MSA status of these LEAs is not immediately available. In most cases, this is because LEAs
  were consolidated or otherwise substantially restructured between 1990 (the date when poverty and population  
  data were compiled for LEAs) and 1993-94 (the year for which MSA status codes were assigned).                 

                                   William L. Clay.
                                   Dale E. Kildee.
                                   Major R. Owens.
                                   Patsy T. Mink.
                                   Tim Roemer.
                                   Chaka Fattah.
                                   Carolyn McCarthy.
                                   Harold E. Ford, Jr.
                                   Ron Kind.
                                   George Miller.
                                   Matthew G. Martinez.
                                   Donald M. Payne.
                                   Robert E. Andrews.
                                   Robert C. Scott.
                                   Carlos Romero-Barcelo.
                                   Ruben Hinojosa.
                                   John F. Tierney.
                                   Loretta Sanchez.
                                   Dennis J. Kucinich.

                                
