[House Report 105-348]
[From the U.S. Government Publishing Office]



105th Congress                                                   Report
                        HOUSE OF REPRESENTATIVES

 1st Session                                                    105-348
_______________________________________________________________________


 
                         READING EXCELLENCE ACT

                                _______
                                

October 24, 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

                     MINORITY AND DISSENTING VIEWS

                        [To accompany H.R. 2614]

      [Including cost estimate of the Congressional Budget Office]

  The Committee on Education and the Workforce, to whom was 
referred the bill (H.R. 2614) to improve the reading and 
literacy skills of children and families by improving in-
service instructional practices for teachers who teach reading, 
to stimulate the development of more high-quality family 
literacy programs, to support extended learning-time 
opportunities for children, to ensure that children can read 
well and independently not later than third grade, and for 
other purposes, 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 ``Reading Excellence Act''.

                        TITLE I--READING GRANTS

SEC. 101. AMENDMENT TO ESEA FOR READING GRANTS.

  The Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et 
seq.) is amended by adding at the end the following:

                       ``TITLE XV--READING GRANTS

``SEC. 15101. PURPOSE.

  ``The purposes of this title are as follows:
          ``(1) To teach every child to read in their early childhood 
        years--
                  ``(A) as soon as they are ready to read; or
                  ``(B) as soon as possible once they enter school, but 
                not later than 3d grade.
          ``(2) To improve the reading skills of students, and the in-
        service instructional practices for teachers who teach reading, 
        through the use of findings from reliable, replicable research 
        on reading, including phonics.
          ``(3) To expand the number of high-quality family literacy 
        programs.
          ``(4) To reduce the number of children who are 
        inappropriately referred to special education due to reading 
        difficulties.

``SEC. 15102. DEFINITIONS.

  ``For purposes of this title:
          ``(1) Eligible professional development provider.--The term 
        `eligible professional development provider' means a provider 
        of professional development in reading instruction to teachers 
        that is based on reliable, replicable research on reading.
          ``(2) Eligible research institution.--The term `eligible 
        research institution' means an institution of higher education 
        at which reliable, replicable research on reading has been 
        conducted.
          ``(3) Family literacy services.--The term `family literacy 
        services' means services provided to participants on a 
        voluntary basis that are of sufficient intensity in terms of 
        hours, and of sufficient duration, to make sustainable changes 
        in a family (such as eliminating or reducing welfare 
        dependency) and that integrate all of the following activities:
                  ``(A) Interactive literacy activities between parents 
                and their children.
                  ``(B) Equipping parents to partner with their 
                children in learning.
                  ``(C) Parent literacy training, including training 
                that contributes to economic self-sufficiency.
                  ``(D) Appropriate instruction for children of parents 
                receiving parent literacy services.
          ``(4) Reading.--The term `reading' means the process of 
        comprehending the meaning of written text by depending on--
                  ``(A) the ability to use phonics skills, that is, 
                knowledge of letters and sounds, to decode printed 
                words quickly and effortlessly, both silently and 
                aloud;
                  ``(B) the ability to use previously learned 
                strategies for reading comprehension; and
                  ``(C) the ability to think critically about the 
                meaning, message, and aesthetic value of the text.
          ``(5) Reading readiness.--The term `reading readiness' means 
        activities that--
                  ``(A) provide experience and opportunity for language 
                development;
                  ``(B) create appreciation of the written word;
                  ``(C) develop an awareness of printed language, the 
                alphabet, and phonemic awareness; and
                  ``(D) develop an understanding that spoken and 
                written language is made up of phonemes, syllables, and 
                words.
          ``(6) Reliable, replicable research.--The term `reliable, 
        replicable research' means objective, valid, scientific studies 
        that--
                  ``(A) include rigorously defined samples of subjects 
                that are sufficiently large and representative to 
                support the general conclusions drawn;
                  ``(B) rely on measurements that meet established 
                standards of reliability and validity;
                  ``(C) test competing theories, where multiple 
                theories exist;
                  ``(D) are subjected to peer review before their 
                results are published; and
                  ``(E) discover effective strategies for improving 
                reading skills.

``SEC. 15103. GRANTS TO READING AND LITERACY PARTNERSHIPS.

  ``(a) Program Authorized.--The Secretary may make grants on a 
competitive basis to reading and literacy partnerships for the purpose 
of permitting such partnerships to make subgrants under sections 15104 
and 15105.
  ``(b) Reading and Literacy Partnerships.--
          ``(1) Composition.--
                  ``(A) Required participants.--In order to receive a 
                grant under this section, a State shall establish a 
                reading and literacy partnership consisting of at least 
                the following participants:
                          ``(i) The Governor of the State.
                          ``(ii) The chief State school officer.
                          ``(iii) The chairman and the ranking member 
                        of each committee of the State legislature that 
                        is responsible for education policy.
                          ``(iv) A representative, selected jointly by 
                        the Governor and the chief State school 
                        officer, of at least 1 local educational agency 
                        that has at least 1 school that is identified 
                        for school improvement under section 1116(c) in 
                        the geographic area served by the agency.
                          ``(v) A representative, selected jointly by 
                        the Governor and the chief State school 
                        officer, of a community-based organization 
                        working with children to improve their reading 
                        skills, particularly a community-based 
                        organization using volunteers.
                  ``(B) Optional participants.--A reading and literacy 
                partnership may include additional participants, who 
                shall be selected jointly by the Governor and the chief 
                State school officer, which may include--
                          ``(i) State directors of appropriate Federal 
                        or State programs with a strong reading 
                        component;
                          ``(ii) a parent of a public or private school 
                        student or a parent who educates their child or 
                        children in their home;
                          ``(iii) a teacher who teaches reading; or
                          ``(iv) a representative of (I) an institution 
                        of higher education operating a program of 
                        teacher preparation in the State; (II) a local 
                        educational agency; (III) an eligible research 
                        institution; (IV) a private nonprofit or for-
                        profit eligible professional development 
                        provider providing instruction based on 
                        reliable, replicable research on reading; (V) a 
                        family literacy service provider; (VI) an adult 
                        education provider; (VII) a volunteer 
                        organization that is involved in reading 
                        programs; or (VIII) a school or a public 
                        library that offers reading or literacy 
                        programs for children or families.
          ``(2) Agreement.--The contractual agreement that establishes 
        a reading and literacy partnership--
                  ``(A) shall specify--
                          ``(i) the nature and extent of the 
                        association among the participants referred to 
                        in paragraph (1); and
                          ``(ii) the roles and duties of each such 
                        participant; and
                  ``(B) shall remain in effect during the entire grant 
                period proposed in the partnership's grant application 
                under subsection (e).
          ``(3) Functions.--Each reading and literacy partnership for a 
        State shall prepare and submit an application under subsection 
        (e) and, if the partnership receives a grant under this 
        section--
                  ``(A) shall solicit applications for, and award, 
                subgrants under sections 15104 and 15105;
                  ``(B) shall oversee the performance of the subgrants 
                and submit performance reports in accordance with 
                subsection (h);
                  ``(C) if sufficient grant funds are available under 
                this title--
                          ``(i) work to enhance the capacity of 
                        agencies in the State to disseminate reliable, 
                        replicable research on reading to schools, 
                        classrooms, and providers of early education 
                        and child care;
                          ``(ii) facilitate the provision of technical 
                        assistance to subgrantees under sections 15104 
                        and 15105 by providing them information about 
                        technical assistance providers; and
                          ``(iii) build on, and promote coordination 
                        among, literacy programs in the State, in order 
                        to increase their effectiveness and to avoid 
                        duplication of their efforts; and
                  ``(D) shall ensure that each local educational agency 
                to which the partnership makes a subgrant under section 
                15104 makes available, upon request and in an 
                understandable and uniform format, to any parent of a 
                student attending any school selected under section 
                15104(a)(2) in the geographic area served by the 
                agency, information regarding the qualifications of the 
                student's classroom teacher to provide instruction in 
                reading.
          ``(4) Fiscal agent.--The State educational agency shall act 
        as the fiscal agent for the reading and literacy partnership 
        for the purposes of receipt of funds from the Secretary, 
        disbursement of funds to subgrantees under sections 15104 and 
        15105, and accounting for such funds.
  ``(c) Pre-Existing Partnership.--If, before the date of the enactment 
of the Reading Excellence Act, a State established a consortium, 
partnership, or any other similar body, that includes the Governor and 
the chief State school officer and has, as a central part of its 
mission, the promotion of literacy for children in their early 
childhood years through the 3d grade, but that does not satisfy the 
requirements of subsection (b)(1), the State may elect to treat that 
consortium, partnership, or body as the reading and literacy 
partnership for the State notwithstanding such subsection, and it shall 
be considered a reading and literacy partnership for purposes of the 
other provisions of this title.
  ``(d) Multi-State Partnership Arrangements.--A reading and literacy 
partnership that satisfies the requirements of subsection (b) may join 
with other such partnerships in other States to develop a single 
application that satisfies the requirements of subsection (e) and 
identifies which State educational agency, from among the States 
joining, shall act as the fiscal agent for the multi-State arrangement. 
For purposes of the other provisions of this title, any such multi-
State arrangement shall be considered to be a reading and literacy 
partnership.
  ``(e) Applications.--A reading and literacy partnership that desires 
to receive a grant under this section shall submit an application to 
the Secretary at such time, in such manner, and including such 
information as the Secretary may require. The application--
          ``(1) shall describe how the partnership will ensure that 95 
        percent of the grant funds are used to make subgrants under 
        sections 15104 and 15105;
          ``(2) shall be integrated, to the maximum extent possible, 
        with State plans and programs under this Act, the Individuals 
        with Disabilities Education Act, and, to the extent 
        appropriate, the Adult Education Act;
          ``(3) shall describe how the partnership will ensure that 
        professional development funds available at the State and local 
        levels are used effectively to improve instructional practices 
        for reading and are based on reliable, replicable research on 
        reading;
          ``(4) shall describe--
                  ``(A) the contractual agreement that establishes the 
                partnership, including at least the elements of the 
                agreement referred to in subsection (b)(2);
                  ``(B) how the partnership will assess, on a regular 
                basis, the extent to which the activities undertaken by 
                the partnership and the partnership's subgrantees under 
                this title have been effective in achieving the 
                purposes of this title;
                  ``(C) what evaluation instruments the partnership 
                will use to determine the success of local educational 
                agencies to whom subgrants under sections 15104 and 
                15105 are made in achieving the purposes of this title;
                  ``(D) how subgrants made by the partnership under 
                such sections will meet the requirements of this title, 
                including how the partnership will ensure that 
                subgrantees will use practices based on reliable, 
                replicable research on reading; and
                  ``(E) how the partnership will, to the extent 
                practicable, make grants to subgrantees in both rural 
                and urban areas;
          ``(5) shall include an assurance that each local educational 
        agency to whom the partnership makes a subgrant under section 
        15104--
                  ``(A) will carry out family literacy programs based 
                on the Even Start family literacy model authorized 
                under part B of title I to enable parents to be their 
                child's first and most important teacher, and will make 
                payments for the receipt of technical assistance for 
                the development of such programs;
                  ``(B) will carry out programs to assist those 
                kindergarten students who are not ready for the 
                transition to 1st grade, particularly students 
                experiencing difficulty with reading skills;
                  ``(C) will use supervised individuals (including 
                tutors), who have been appropriately trained using 
                reliable, replicable research on reading, to provide 
                additional support, before school, after school, on 
                weekends, during non-instructional periods of the 
                school day, or during the summer, for students in 
                grades 1 through 3 who are experiencing difficulty 
                reading; and
                  ``(D) will carry out professional development for the 
                classroom teacher and other appropriate teaching staff 
                on the teaching of reading based on reliable, 
                replicable research on reading; and
          ``(6) shall describe how the partnership will ensure that a 
        portion of the grant funds that the partnership receives in 
        each fiscal year will be used to make subgrants under section 
        15105.
  ``(f) Peer Review Panel.--
          ``(1) Composition of peer review panel.--
                  ``(A) In general.--The National Institute for 
                Literacy, in consultation with the National Research 
                Council of the National Academy of Sciences, the 
                National Institute of Child Health and Human 
                Development, and the Secretary, shall convene a panel 
                to evaluate applications under this section. At a 
                minimum the panel shall include representatives of the 
                National Institute for Literacy, the National Research 
                Council of the National Academy of Sciences, the 
                National Institute of Child Health and Human 
                Development, and the Secretary.
                  ``(B) Experts.--The panel shall include experts who 
                are competent, by virtue of their training, expertise, 
                or experience, to evaluate applications under this 
                section, and experts who provide professional 
                development to teachers of reading to children and 
                adults, based on reliable, replicable research on 
                reading.
                  ``(C) Limitation.--Not more than \1/3\ of the panel 
                may be composed of individuals who are employees of the 
                Federal Government.
          ``(2) Payment of fees and expenses of certain members.--The 
        Secretary shall use funds reserved under section 15109(b)(2) to 
        pay the expenses and fees of panel members who are not 
        employees of the Federal Government.
          ``(3) Duties of panel.--
                  ``(A) Model application forms.--The peer review panel 
                shall develop a model application form for reading and 
                literacy partnerships desiring to apply for a grant 
                under this section. The peer review panel shall submit 
                the model application form to the Secretary for final 
                approval.
                  ``(B) Selection of applications.--
                          ``(i) Recommendations of panel.--
                                  ``(I) In general.--The Secretary 
                                shall receive grant applications from 
                                reading and literacy partnerships under 
                                this section and shall provide the 
                                applications to the peer review panel 
                                for evaluation. With respect to each 
                                application, the peer review panel 
                                shall initially recommend the 
                                application for funding or for 
                                disapproval.
                                  ``(II) Priority.--In recommending 
                                applications to the Secretary, the 
                                panel shall give priority to 
                                applications from States that have 
                                modified, are modifying, or provide an 
                                assurance that not later than 1 year 
                                after receiving a grant under this 
                                section the State will modify, State 
                                teacher certification in the area of 
                                reading to reflect reliable, replicable 
                                research, except that nothing in this 
                                Act shall be construed to establish a 
                                national system of teacher 
                                certification.
                                  ``(III) Ranking of applications.--
                                With respect to each application 
                                recommended for funding, the panel 
                                shall assign the application a rank, 
                                relative to other recommended 
                                applications, based on the priority 
                                described in subclause (II), the extent 
                                to which the application furthers the 
                                purposes of this part, and the overall 
                                quality of the application.
                                  ``(IV) Recommendation of amount.--
                                With respect to each application 
                                recommended for funding, the panel 
                                shall make a recommendation to the 
                                Secretary with respect to the amount of 
                                the grant that should be made.
                          ``(ii) Secretarial selection.--
                                  ``(I) In general.--Subject to clause 
                                (iii), the Secretary shall determine, 
                                based on the peer review panel's 
                                recommendations, which applications 
                                from reading and literacy partnerships 
                                shall receive funding and the amounts 
                                of such grants. In determining grant 
                                amounts, the Secretary shall take into 
                                account the total amount of funds 
                                available for all grants under this 
                                section and the types of activities 
                                proposed to be carried out by the 
                                partnership.
                                  ``(II) Effect of ranking by panel.--
                                In making grants under this section, 
                                the Secretary shall select applications 
                                according to the ranking of the 
                                applications by the peer review panel, 
                                except in cases where the Secretary 
                                determines, for good cause, that a 
                                variation from that order is 
                                appropriate.
                          ``(iii) Minimum grant amounts.--Each reading 
                        and literacy partnership selected to receive a 
                        grant under this section shall receive an 
                        amount for each fiscal year that is not less 
                        than $100,000.
  ``(g) Limitation on Administrative Expenses.--A reading and literacy 
partnership that receives a grant under this section may use not more 
than 3 percent of the grant funds for administrative costs.
  ``(h) Reporting.--
          ``(1) In general.--A reading and literacy partnership that 
        receives a grant under this section shall submit performance 
        reports to the Secretary pursuant to a schedule to be 
        determined by the Secretary, but not more frequently than 
        annually. Such reports shall include--
                  ``(A) the results of use of the evaluation 
                instruments referred to in subsection (e)(4)(C);
                  ``(B) the process used to select subgrantees;
                  ``(C) a description of the subgrantees receiving 
                funds under this title; and
                  ``(D) with respect to subgrants under section 15104, 
                the model or models of reading instruction, based on 
                reliable, replicable research on reading, selected by 
                subgrantees.
          ``(2) Provision to peer review panel.--The Secretary shall 
        provide the reports submitted under paragraph (1) to the peer 
        review panel convened under subsection (f). The panel shall use 
        such reports in recommending applications for funding under 
        this section.

``SEC. 15104. LOCAL READING IMPROVEMENT SUBGRANTS.

  ``(a) In General.--
          ``(1) Subgrants.--A reading and literacy partnership that 
        receives a grant under section 15103 shall make subgrants, on a 
        competitive basis, to local educational agencies that have at 
        least 1 school that is identified for school improvement under 
        section 1116(c) in the geographic area served by the agency.
          ``(2) Role of local educational agencies.--A local 
        educational agency that receives a subgrant under this section 
        shall use the subgrant in a manner consistent with this section 
        to advance reform of reading instruction in any school selected 
        by the agency that--
                  ``(A) is identified for school improvement under 
                section 1116(c) at the time the agency receives the 
                subgrant; and
                  ``(B) has a contractual association with 1 or more 
                community-based organizations that have established a 
                record of effectiveness with respect to reading 
                readiness, reading instruction for children in 
                kindergarten through 3d grade, and early childhood 
                literacy.
  ``(b) Grant Period.--A subgrant under this section shall be for a 
period of 3 years and may not be revoked or terminated on the ground 
that a school ceases, during the grant period, to be identified for 
school improvement under section 1116(c).
  ``(c) Applications.--A local educational agency that desires to 
receive a subgrant under this section shall submit an application to 
the reading and literacy partnership at such time, in such manner, and 
including such information as the partnership may require. The 
application--
          ``(1) shall select 1 or more models of reading instruction, 
        developed using reliable, replicable research on reading, as a 
        model for implementing and improving reading instruction by all 
        teachers and for all children in each of the schools selected 
        by the agency under subsection (a)(2) and, where appropriate, 
        their parents;
          ``(2) shall describe each such model;
          ``(3) shall demonstrate that a person responsible for the 
        development of each such model, or a person with experience or 
        expertise about such model and its implementation, has agreed 
        to work with the applicant in connection with such 
        implementation and improvement efforts;
          ``(4) shall describe--
                  ``(A) how the applicant will ensure that funds 
                available under this title, and funds available for 
                reading for grades kindergarten through grade 6 from 
                other appropriate sources, are effectively coordinated 
                and, where appropriate, integrated, with funds under 
                this Act in order to improve existing activities in the 
                areas of reading instruction, professional development, 
                program improvement, parental involvement, technical 
                assistance, and other activities that can help meet the 
                purposes of this title; and
                  ``(B) the amount of funds available for reading for 
                grades kindergarten through grade 6 from appropriate 
                sources other than this title, including title I of 
                this Act (except that such description shall not be 
                required to include funds made available under part B 
                of title I of this Act unless the applicant has 
                established a contractual association in accordance 
                with subsection (d)(2) with an eligible entity under 
                such part B), the Individuals with Disabilities 
                Education Act, and any other law providing Federal 
                financial assistance for professional development for 
                teachers of such grades who teach reading, which will 
                be used to help achieve the purposes of this title;
          ``(5) shall describe the amount and nature of funds from any 
        other public or private sources, including funds received under 
        this Act and the Individuals with Disabilities Education Act, 
        that will be combined with funds received under the subgrant;
          ``(6) shall include an assurance that the applicant--
                  ``(A) will carry out family literacy programs based 
                on the Even Start family literacy model authorized 
                under part B of title I to enable parents to be their 
                child's first and most important teacher, will make 
                payments for the receipt of technical assistance for 
                the development of such programs;
                  ``(B) will carry out programs to assist those 
                kindergarten students who are not ready for the 
                transition to 1st grade, particularly students 
                experiencing difficulty with reading skills;
                  ``(C) will use supervised individuals (including 
                tutors), who have been appropriately trained using 
                reliable, replicable research on reading, to provide 
                additional support, before school, after school, on 
                weekends, during non-instructional periods of the 
                school day, or during the summer, for students in 
                grades 1 through 3 who are experiencing difficulty 
                reading; and
                  ``(D) will carry out professional development for the 
                classroom teacher and other teaching staff on the 
                teaching of reading based on reliable, replicable 
                research on reading;
          ``(7) shall describe how the local educational agency 
        provides instruction in reading to children who have not been 
        determined to be a child with a disability (as defined in 
        section 602 of the Individuals with Disabilities Education 
        Act), pursuant to section 614(b)(5) of such Act, because of a 
        lack of instruction in reading; and
          ``(8) shall indicate the amount of the subgrant funds (if 
        any) that the applicant will use to carry out the duties 
        described in section 15105(b)(2).
  ``(d) Priority.--In approving applications under this section, a 
reading and literacy partnership shall give priority to applications 
submitted by applicants who demonstrate that they have established--
          ``(1) a contractual association with 1 or more Head Start 
        programs under the Head Start Act under which--
                  ``(A) the Head Start programs agree to select the 
                same model or models of reading instruction, as a model 
                for implementing and improving the reading readiness of 
                children participating in the program, as was selected 
                by the applicant; and
                  ``(B) the applicant agrees--
                          ``(i) to share with the Head Start programs 
                        an appropriate amount of their information 
                        resources with respect to the model, such as 
                        curricula materials; and
                          ``(ii) to train personnel from the Head Start 
                        programs;
          ``(2) a contractual association with 1 or more State- or 
        federally-funded preschool programs, or family literacy 
        programs, under which--
                  ``(A) the programs agree to select the same model or 
                models of reading instruction, as a model for 
                implementing and improving reading instruction in the 
                program's programs, as was selected by the applicant; 
                and
                  ``(B) the applicant agrees to train personnel from 
                the programs who work with children and parents in 
                schools receiving funds under the subgrant; or
          (3) a contractual association with 1 or more public libraries 
        providing reading or literacy services to preschool children, 
        or preschool children and their families, under which--
                  ``(A) the libraries agree to select the same model or 
                models of reading instruction, as a model for 
                implementing and improving reading instruction in the 
                library's reading or literacy programs, as was selected 
                by the applicant; and
                  ``(B) the applicant agrees to train personnel, 
                including volunteers, from such programs who work with 
                preschool children, or preschool children and their 
                families, in schools receiving funds under the 
                subgrant.
  ``(e) Use of Funds.--
          ``(1) In general.--Subject to paragraph (2), an applicant who 
        receives a subgrant under this section may use the subgrant 
        funds to carry out activities that are authorized by this title 
        and described in the subgrant application, including the 
        following:
                  ``(A) Making reasonable payments for technical and 
                other assistance to a person responsible for the 
                development of a model of reading instruction, or a 
                person with experience or expertise about such model 
                and its implementation, who has agreed to work with the 
                recipient in connection with the implementation of the 
                model.
                  ``(B) Carrying out a contractual agreement described 
                in subsection (d).
                  ``(C) Professional development (including training of 
                volunteers), purchase of curricular and other 
                supporting materials, and technical assistance.
                  ``(D) Providing, on a voluntary basis, training to 
                parents of children enrolled in a school selected under 
                subsection (a)(2) on how to help their children with 
                school work, particularly in the development of reading 
                skills. Such training may be provided directly by the 
                subgrant recipient, or through a grant or contract with 
                another person. Such training shall be consistent with 
                reading reforms taking place in the school setting.
                  ``(E) Carrying out family literacy programs based on 
                the Even Start family literacy model authorized under 
                part B of title I to enable parents to be their child's 
                first and most important teacher, and making payments 
                for the receipt of technical assistance for the 
                development of such programs.
                  ``(F) Providing instruction for parents of children 
                enrolled in a school selected under subsection (a)(2), 
                and others who volunteer to be reading tutors for such 
                children, in the instructional practices based on 
                reliable, replicable research on reading used by the 
                applicant.
                  ``(G) Programs to assist those kindergarten students 
                enrolled in a school selected under subsection (a)(2) 
                who are not ready for the transition to 1st grade, 
                particularly students experiencing difficulty with 
                reading skills.
                  ``(H) Providing additional support for students, 
                enrolled in a school selected under subsection (a)(2), 
                in grades 1 through 3, who are experiencing difficulty 
                reading, before school, after school, on weekends, 
                during non-instructional periods of the school day, or 
                during the summer using supervised individuals 
                (including tutors), who have been appropriately trained 
                using reliable, replicable research on reading.
                  ``(I) Carrying out the duties described in section 
                15105(b)(2) for children enrolled in a school selected 
                under subsection (a)(2).
                  ``(J) Providing reading assistance to children who 
                have not been determined to be a child with a 
                disability (as defined in section 602 of the 
                Individuals with Disabilities Education Act), pursuant 
                to section 614(b)(5) of such Act, because of a lack of 
                instruction in reading.
          ``(2) Limitation on administrative expenses.--A recipient of 
        a subgrant under this section may use not more than 3 percent 
        of the subgrant funds for administrative costs.
  ``(f) Training Non-Recipients.--A recipient of a subgrant under this 
section may train, on a fee-for-service basis, personnel are from 
schools, or local educational agencies, that are not receiving such a 
subgrant in the instructional practices based on reliable, replicable 
research on reading used by the recipient. Such a non-recipient school 
may use funds received under title I of this Act, and other appropriate 
Federal funds used for reading instruction, to pay for such training, 
to the extent consistent with the law under which such funds were 
received.

``SEC. 15105. TUTORIAL ASSISTANCE SUBGRANTS.

  ``(a) In General.--
          ``(1) Subgrants.--A reading and literacy partnership that 
        receives a grant under section 15103 shall make subgrants on a 
        competitive basis to--
                  ``(A) local educational agencies that have at least 1 
                school in the geographic area served by the agency 
                that--
                          ``(i) is located in an area designated as an 
                        empowerment zone under part I of subchapter U 
                        of chapter 1 of the Internal Revenue Code of 
                        1986; or
                          ``(ii) is located in an area designated as an 
                        enterprise community under part I of subchapter 
                        U of chapter 1 of the Internal Revenue Code of 
                        1986; or
                  ``(B) in the case of local educational agencies that 
                do not have any such empowerment zone or enterprise 
                community in the State in which the agency is located, 
                local educational agencies that have at least 1 school 
                that is identified for school improvement under section 
                1116(c) in the geographic area served by the agency.
          ``(2) Applications.--A local educational agency that desires 
        to receive a subgrant under this section shall submit an 
        application to the reading and literacy partnership at such 
        time, in such manner, and including such information as the 
        partnership may require. The application shall include an 
        assurance thatthe agency will use the subgrant funds to carry 
out the duties described in subsection (b) for children enrolled in 1 
or more schools selected by the agency and described in paragraph (1).
  ``(b) Use of Funds.--
          ``(1) In general.--A local educational agency that receives a 
        subgrant under this section shall carry out, using the funds 
        provided under the subgrant, each of the duties described in 
        paragraph (2).
          ``(2) Duties.--The duties described in this paragraph are the 
        provision of tutorial assistance in reading to children who 
        have difficulty reading, using instructional practices based on 
        the principles of reliable, replicable research, through the 
        following:
                  ``(A) The promulgation, maintenance, and approval of 
                a list of tutorial assistance providers who--
                          ``(i) have established a record of 
                        effectiveness with respect to reading 
                        readiness, reading instruction for children in 
                        kindergarten through 3d grade, and early 
                        childhood literacy;
                          ``(ii) are located in a geographic area 
                        convenient to the school; and
                          ``(iii) are capable of providing tutoring in 
                        reading to children who have difficulty 
                        reading, using instructional practices based on 
                        the principles of reliable, replicable research 
                        and consistent with the instructional methods 
                        used by the school the child attends.
                  ``(B) The development of procedures for the receipt 
                of applications for tutorial assistance, from parents 
                who are seeking such assistance for their child or 
                children, that select a tutorial assistance provider 
                from the list referred to in subparagraph (A) with whom 
                the child or children are enrolled, or will enroll, for 
                tutoring in reading.
                  ``(C) The development of a selection process for 
                funding applications under subparagraph (B) that limits 
                the provision of assistance to children who have 
                difficulty reading, including difficulty mastering 
                essential phonic, decoding, or vocabulary skills.
                  ``(D) The development of procedures for funding 
                applications under subparagraph (B), to be used in 
                cases where insufficient funds are available to provide 
                assistance with respect to all complete applications 
                received from eligible parents of children described in 
                subparagraph (C), that--
                          ``(i) gives priority to children who are 
                        determined, through State or local reading 
                        assessments, to be most in need of tutorial 
                        assistance; and
                          ``(ii) gives priority, in cases where 
                        children are determined, through State or local 
                        reading assessments, to be equally in need of 
                        tutorial assistance, based on a random 
                        selection principle.
                  ``(E) The development of a methodology by which 
                payments are made directly to tutorial assistance 
                providers identified in applications under subparagraph 
                (B) that are selected for funding, and the making of 
                such payments.

``SEC. 15106. PROGRAM EVALUATION.

  ``(a) In General.--From funds reserved under section 15109(b)(1), the 
Secretary shall conduct a national assessment of the programs under 
this title. In developing the criteria for the assessment, the 
Secretary shall receive recommendations from the peer review panel 
convened under section 15103(f).
  ``(b) Submission to Peer Review Panel.--The Secretary shall submit 
the findings from the assessment under subsection (a) to the peer 
review panel convened under section 15103(f).

``SEC. 15107. INFORMATION DISSEMINATION.

  ``(a) In General.--From funds reserved under section 15109(b)(2), the 
National Institute for Literacy shall disseminate information on 
reliable, replicable research on reading and information on subgrantee 
projects under section 15104 or 15105 that have proven effective. At a 
minimum, the institute shall disseminate such information to all 
recipients of Federal financial assistance under titles I and VII of 
this Act, the Head Start Act, the Individuals with Disabilities 
Education Act, and the Adult Education Act.
  ``(b) Coordination.--In carrying out this section, the National 
Institute for Literacy--
          ``(1) shall use, to the extent practicable, information 
        networks developed and maintained through other public and 
        private persons, including the Secretary, the National Center 
        for Family Literacy, and the Readline Program;
          ``(2) shall work in conjunction with any panel convened by 
        the National Institute of Child Health and Human Development 
        and the Secretary and any panel convened by the Office of 
        Educational Research and Improvement to assess the current 
        status of research-based knowledge on reading development, 
        including the effectiveness of various approaches to teaching 
        children to read, with respect to determining the criteria by 
        which the National Institute for Literacy judges reliable, 
        replicable research and the design of strategies to disseminate 
        such information; and
          ``(3) shall assist any reading and literacy partnership 
        selected to receive a grant under section 15103, and that 
        requests such assistance--
                  ``(A) in determining whether applications for 
                subgrants submitted to the partnership meet the 
                requirements of this title relating to reliable, 
                replicable research on reading; and
                  ``(B) in the development of subgrant application 
                forms.

``SEC. 15108. STATE EVALUATIONS.

  ``(a) In General.--Each reading and literacy partnership that 
receives a grant under this title shall reserve not more than 2 percent 
of such grant funds for the purpose of evaluating the success of the 
partnership's subgrantees in meeting the purposes of this title. At a 
minimum, the evaluation shall measure the extent to which students who 
are the intended beneficiaries of the subgrants made by the partnership 
have improved their reading.
  ``(b) Contract.--A reading and literacy partnership shall carry out 
the evaluation under this section by entering into a contract with an 
eligible research institution under which the institution will perform 
the evaluation.
  ``(c) Submission.--A reading and literacy partnership shall submit 
the findings from the evaluation under this section to the Secretary 
and the peer review panel convened under section 15103(f). The 
Secretary and the peer review panel shall submit a summary of the 
findings from the evaluations under this subsection to the appropriate 
committees of the Congress, including the Education and the Workforce 
Committee of the House of Representatives.

``SEC. 15109. AUTHORIZATION OF APPROPRIATIONS; RESERVATIONS FROM 
                    APPROPRIATIONS; SUNSET.

  ``(a) Authorization.--There are authorized to be appropriated to 
carry out this title $260,000,000 for fiscal years 1998, 1999, and 
2000.
  ``(b) Reservations.--From amount appropriated under subsection (a), 
the Secretary--
          ``(1) shall reserve 1.5 percent of the amount appropriated 
        under subsection (a) for each fiscal year to carry out section 
        15106(a);
          ``(2) shall reserve $5,075,000 to carry out sections 
        15103(f)(2) and 15107, of which $5,000,000 shall be reserved 
        for section 15107; and
          ``(3) shall reserve $10,000,000 to carry out section 1202(c).
  ``(c) Sunset.--Notwithstanding section 422(a) of the General 
Education Provisions Act, this title is repealed, effective September 
30, 2000, and is not subject to extension under such section.''.

      TITLE II--AMENDMENTS TO EVEN START FAMILY LITERACY PROGRAMS

SEC. 201. RESERVATION FOR GRANTS.

  Section 1202(c) of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6362(c)) is amended to read as follows:
  ``(c) Reservation for Grants.--
          ``(1) Grants authorized.--From funds reserved under section 
        15109(b)(3), the Secretary shall award grants, on a competitive 
        basis, to States to enable such States to plan and implement, 
        statewide family literacy initiatives to coordinate and 
        integrate existing Federal, State, and local literacy resources 
        consistent with the purposes of this part. Such coordination 
        and integration shall include funds available under the Adult 
        Education Act, Head Start, this part, part A of this title, and 
        part A of title IV of the Social Security Act.
          ``(2) Consortia.--
                  ``(A) Establishment.--To receive a grant under this 
                subsection, a State shall establish a consortium of 
                State-level programs under the following laws:
                          ``(i) This title.
                          ``(ii) The Head Start Act.
                          ``(iii) The Adult Education Act.
                          ``(iv) All other State-funded preschool 
                        programs and programs providing literacy 
                        services to adults.
                  ``(B) Plan.--To receive a grant under this 
                subsection, the consortium established by a State shall 
                create a plan to use a portion of the State's 
                resources, derived from the programs referred to in 
                subparagraph (A), to strengthen and expand family 
                literacy services in such State.
                  ``(C) Coordination with title xv.--The consortium 
                shall coordinate its activities with the activities of 
                the reading and literacy partnership for the State 
                established under section 15103, if the State receives 
                a grant under such section.
          ``(3) Reading instruction.--Statewide family literacy 
        initiatives implemented under this subsection shall base 
        reading instruction on reliable, replicable research on reading 
        (as such terms are defined in section 15102).
          ``(4) Technical assistance.--The Secretary shall provide, 
        directly or through a grant or contract with an organization 
        with experience in the development and operation of successful 
        family literacy services, technical assistance to States 
        receiving a grant under this subsection.
          ``(5) Matching requirement.--The Secretary shall not make a 
        grant to a State under this subsection unless the State agrees 
        that, with respect to the costs to be incurred by the eligible 
        consortium in carrying out the activities for which the grant 
        was awarded, the State will make available non-Federal 
        contributions in an amount equal to not less than the Federal 
        funds provided under the grant.''.

SEC. 202. DEFINITIONS.

  Section 1202(e) of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6362(e)) is amended--
          (1) by redesignating paragraphs (3) and (4) as paragraphs (4) 
        and (5), respectively; and
          (2) by inserting after paragraph (2) the following:
          ``(3) the term `family literacy services' means services 
        provided to participants on a voluntary basis that are of 
        sufficient intensity in terms of hours, and of sufficient 
        duration, to make sustainable changes in a family (such as 
        eliminating or reducing welfare dependency) and that integrate 
        all of the following activities:
                  ``(A) Interactive literacy activities between parents 
                and their children.
                  ``(B) Equipping parents to partner with their 
                children in learning.
                  ``(C) Parent literacy training, including training 
                that contributes to economic self-sufficiency.
                  ``(D) Appropriate instruction for children of parents 
                receiving parent literacy services.''.

SEC. 203. EVALUATION.

  Section 1209 of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6369) is amended--
          (1) in paragraph (1), by striking ``and'' at the end;
          (2) in paragraph (2), by striking the period at the end and 
        inserting ``; and''; and
          (3) by adding at the end the following:
          ``(3) to provide States and eligible entities receiving a 
        subgrant under this part, directly or through a grant or 
        contract with an organization with experience in the 
        development and operation of successful family literacy 
        services, technical assistance to ensure local evaluations 
        undertaken under section 1205(10) provide accurate information 
        on the effectiveness of programs assisted under this part.''.

SEC. 204. INDICATORS OF PROGRAM QUALITY.

  (a) In General.--The Elementary and Secondary Education Act of 1965 
is amended--
          (1) by redesignating section 1210 as section 1212; and
          (2) by inserting after section 1209 the following:

``SEC. 1210. INDICATORS OF PROGRAM QUALITY.

  ``Each State receiving funds under this part shall develop, based on 
the best available research and evaluation data, indicators of program 
quality for programs assisted under this part. Such indicators shall be 
used to monitor, evaluate, and improve such programs within the State. 
Such indicators shall include the following:
          ``(1) With respect to eligible participants in a program who 
        are adults--
                  ``(A) achievement in the areas of reading, writing, 
                English language acquisition, problem solving, and 
                numeracy;
                  ``(B) receipt of a high school diploma or a general 
                equivalency diploma;
                  ``(C) entry into a postsecondary school, job 
                retraining program, or employment or career 
                advancement, including the military; and
                  ``(D) such other indicators as the State may develop.
          ``(2) With respect to eligible participants in a program who 
        are children--
                  ``(A) improvement in ability to read on grade level 
                or reading readiness;
                  ``(B) school attendance;
                  ``(C) grade retention and promotion; and
                  ``(D) such other indicators as the State may 
                develop.''.
  (b) State Level Activities.--Section 1203(a) of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 6363(a)) is amended--
          (1) in paragraph (1), by striking ``and'' at the end;
          (2) in paragraph (2), by striking the period at the end and 
        inserting ``; and''; and
          (3) by adding at the end the following:
          ``(3) carrying out section 1210.''.
  (c) Award of Subgrants.--Paragraphs (3) and (4) of section 1208(b) of 
the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6368) are 
amended to read as follows:
          ``(3) Continuing eligibility.--In awarding subgrant funds to 
        continue a program under this part for the second, third, or 
        fourth year, the State educational agency shall evaluate the 
        program based on the indicators of program quality developed by 
        the State under section 1210. Such evaluation shall take place 
        after the conclusion of the startup period, if any.
          ``(4) Insufficient progress.--The State educational agency 
        may refuse to award subgrant funds if such agency finds that 
        the eligible entity has not sufficiently improved the 
        performance of the program, as evaluated based on the 
        indicators of program quality developed by the State under 
        section 1210, after--
                  ``(A) providing technical assistance to the eligible 
                entity; and
                  ``(B) affording the eligible entity notice and an 
                opportunity for a hearing.''.

SEC. 205. RESEARCH.

  The Elementary and Secondary Education Act of 1965, as amended by 
section 204 of this Act, is further amended by inserting after section 
1210 the following:

``SEC. 1211. RESEARCH.

  ``(a) In General.--The Secretary shall carry out, through grant or 
contract, research into the components of successful family literacy 
services, to use--
          ``(1) to improve the quality of existing programs assisted 
        under this part or other family literacy programs carried out 
        under this Act or the Adult Education Act; and
          ``(2) to develop models for new programs to be carried out 
        under this Act or the Adult Education Act.
  ``(b) Dissemination.--The National Institute for Literacy shall 
disseminate, pursuant to section 15107, the results of the research 
described in subsection (a) to States and recipients of subgrants under 
this part.''.

            TITLE III--FUNDS FOR FEDERAL WORK-STUDY PROGRAMS

SEC. 301. USE OF WORK-STUDY FUNDS FOR TUTORING AND LITERACY.

  Section 443 of the Higher Education Act of 1965 (42 U.S.C. 2753) is 
amended--
          (1) in subsection (b)(2)--
                  (A) by striking ``and'' at the end of subparagraph 
                (A)
                  (B) by redesignating subparagraph (B) as subparagraph 
                (C); and
                  (C) by inserting after subparagraph (A) the following 
                new subparagraph:
                  ``(B) in academic year 1998 and succeeding academic 
                years, an institution shall use at least 2 percent of 
                the total amount of funds granted to such institution 
                under this section for such academic year in accordance 
                with subsection (d); and''; and
          (2) by adding at the end the following new subsection:
  ``(d) Tutoring and Literacy Activities.--
          ``(1) Use of funds.--In any academic year to which subsection 
        (b)(2)(B) applies, an institution shall use the amount required 
        to be used in accordance with this subsection to compensate 
        (including compensation for time spent in directly related 
        training and travel) students--
                  ``(A) employed as a reading tutor for children who 
                are in preschool through elementary school; or
                  ``(B) employed in family literacy projects.
          ``(2) Priority for schools.--An institution shall--
                  ``(A) give priority, in using such funds, to the 
                employment of students in the provision of tutoring 
                services in schools that--
                          ``(i) are identified for school improvement 
                        under section 1116(c) of the Elementary and 
                        Secondary Education Act of 1965; or
                          ``(ii) are selected by a local educational 
                        agency under section 15104(a)(2) of such Act; 
                        and
                  ``(B) ensure that any student compensated with such 
                funds who is employed in a school selected under 
                section 15104(a)(2) of the Elementary and Secondary 
                Education Act of 1965 is trained in the instructional 
                practices based on reliable, replicable research on 
                reading used by the school pursuant to such section 
                15104.
          ``(3) Federal share.--The Federal share of the compensation 
        of work study students compensated under this subsection may 
        exceed 75 percent.
          ``(4) Waiver.--The Secretary may waive the requirements of 
        this subsection if the Secretary determines that enforcing such 
        requirements would cause a hardship for students at the 
        institution.''.

                           TITLE IV--REPEALS

SEC. 401. REPEAL OF CERTAIN UNFUNDED EDUCATION PROGRAMS.

  (a) Adult Education Act.--The following provisions are repealed:
          (1) Business, industry, labor, and education partnerships for 
        workplace literacy.--Section 371 of the Adult Education Act (20 
        U.S.C. 1211).
          (2) English literacy grants.--Section 372 of the Adult 
        Education Act (20 U.S.C. 1211a).
          (3) Education programs for commercial drivers.--Section 373 
        of the Adult Education Act (20 U.S.C. 1211b).
          (4) Adult literacy volunteer training.--Section 382 of the 
        Adult Education Act (20 U.S.C. 1213a).
  (b) Carl D. Perkins Vocational and Applied Technology Education 
Act.--The following provisions are repealed:
          (1) Business-labor-education partnership for training.--Part 
        D of title III of the Carl D. Perkins Vocational and Applied 
        Technology Education Act (20 U.S.C. 2391 et seq.).
          (2) Supplementary state grants for facilities and equipment 
        and other program improvement activities.--Part F of title III 
        of the Carl D. Perkins Vocational and Applied Technology 
        Education Act (20 U.S.C. 2395 et seq.).
          (3) Community education employment centers and vocational 
        education lighthouse schools.--Part G of title III of the Carl 
        D. Perkins Vocational and Applied Technology Education Act (20 
        U.S.C. 2396 et seq.).
          (4) Demonstration programs.--Part B of title IV of the Carl 
        D. Perkins Vocational and Applied Technology Education Act (20 
        U.S.C. 2411 et seq.).
          (5) Certain bilingual programs.--Subsections (b) and (c) of 
        section 441 of the Carl D. Perkins Vocational and Applied 
        Technology Education Act (20 U.S.C. 2441).
  (c) Community School Partnerships.--The Community School Partnership 
Act (contained in part B of title V of the Improving America's Schools 
Act of 1994 (20 U.S.C. 1070 note) is repealed.
  (d) Educational Research, Development, Dissemination, and Improvement 
Act of 1994.--Section 941(j) of the Educational Research, Development, 
Dissemination, and Improvement Act of 1994 (20 U.S.C. 6041(j)) is 
repealed.
  (e) Elementary and Secondary Education Act of 1965.--The following 
provisions are repealed:
          (1) Innovative elementary school transition projects.--
        Section 1503 of the Elementary and Secondary Education Act of 
        1965 (20 U.S.C. 6493).
          (2) School dropout assistance.--Part C of title V of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 7261 
        et seq.).
          (3) Impact aid program.--Section 8006 of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 7706) is repealed.
          (4) Special programs and projects to improve educational 
        opportunities for indian children.--Subpart 2 of part A of 
        title IX of the Elementary and Secondary Education Act of 1965 
        (20 U.S.C. 7831 et seq.).
          (5) Special programs relating to adult education for 
        indians.--Subpart 3 of part A of title IX of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 7851 et seq.).
          (6) Federal administration.--Subpart 5 of part A of title IX 
        of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 7871 et seq.).
          (7) Authorization of appropriations.--Subsections (b) and (c) 
        of section 9162 of the Elementary and Secondary Education Act 
        of 1965 (20 U.S.C. 7882).
          (8) De lugo territorial education improvement program.--Part 
        H of title X of the Elementary and Secondary Education Act of 
        1965 (20 U.S.C. 8221 et seq.).
          (9) Extended time for learning and longer school year.--Part 
        L of title X of the Elementary and Secondary Education Act of 
        1965 (20 U.S.C. 8351).
          (10) Territorial assistance.--Part M of title X of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        8371).
  (f) Family and Community Endeavor Schools.--The Family and Community 
Endeavor Schools Act (42 U.S.C. 13792) is repealed.
  (g) Goals 2000: Educate America Act.--Section 601(b) of the Goals 
2000: Educate America Act (20 U.S.C. 5951(b)) is repealed.
  (h) Higher Education Act of 1965.--The following provisions are 
repealed:
          (1) State and local programs for teacher excellence.--Part A 
        of title V of the Higher Education Act of 1965 (20 U.S.C. 1102 
        et seq.).
          (2) National teacher academies.--Part B of title V of the 
        Higher Education Act of 1965 (20 U.S.C. 1103 et seq.).
          (3) Class size demonstration grant.--Subpart 3 of part D of 
        title V of the Higher Education Act of 1965 (20 U.S.C. 1109 et 
        seq.).
          (4) Middle school teaching demonstration programs.--Subpart 4 
        of part D of title V of the Higher Education Act of 1965 (20 
        U.S.C. 1110 et seq.).
          (5) Small state teaching initiative.--Subpart 3 of part F of 
        title V of the Higher Education Act of 1965 (20 U.S.C. 1115).
          (6) Early childhood education training.--Subpart 5 of part F 
        of title V of the Higher Education Act of 1965 (20 U.S.C. 1117 
        et seq.).
          (7) Grants to states for workplace and community transition 
        training for incarcerated youth offenders.--Part E of title X 
        of the Higher Education Act of 1965 (20 U.S.C. 1135g).
  (i) Higher Education Amendments of 1992.--Part E of title XV of the 
Higher Education Amendments of 1992 (20 U.S.C. 1070 note) is repealed.
  (j) Rehabilitation Act of 1973.--The following provisions are 
repealed:
          (1) Career advancement training consortia.--Subsection (e) of 
        section 302 of such Act (29 U.S.C. 771a(e)).
          (2) Vocational rehabilitation services for individuals with 
        disabilities.--Section 303 of such Act (29 U.S.C. 772).
          (3) Loan guarantees for community rehabilitation programs.--
        Section 304 of such Act (29 U.S.C. 773).
          (4) Comprehensive rehabilitation centers.--Section 305 of 
        such Act (29 U.S.C. 775).
          (5) Special demonstration programs.--Subsections (b) and (e) 
        of section 311 of such Act (29 U.S.C. 777a(b) and (e)).
          (6) Reader services for individuals who are blind.--Section 
        314 of such Act (29 U.S.C. 777d).
          (7) Interpreter services for individuals who are deaf.--
        Section 315 of such Act (29 U.S.C. 777e).
          (8) Community service employment pilot programs for 
        individuals with disabilities.--Section 611 of such Act (29 
        U.S.C. 795).
          (9) Business opportunities for individuals with 
        disabilities.--Part D of title VI of the Rehabilitation Act of 
        1973 (29 U.S.C. 795r).
          (10) Certain demonstration activities.--
                  (A) Transportation services grants.--Subsection (a) 
                of section 802 of such Act (29 U.S.C. 797a(a)).
                  (B) Projects to achieve high quality placements.--
                Subsection (b) of section 802 of such Act (29 U.S.C. 
                797a(b)).
                  (C) Early intervention demonstration projects.--
                Subsection (c) of section 802 of such Act (29 U.S.C. 
                797a(c)).
                  (D) Transition demonstration projects.--Subsection 
                (d) of section 802 of such Act (29 U.S.C. 797a(d)).
                  (E) Barriers to successful rehabilitation outcomes 
                for minorities.--Subsection (e) of section 802 of such 
                Act (29 U.S.C. 797a(e)).
                  (F) Studies, special projects, and demonstration 
                projects to study management and service delivery.--
                Subsection (f) of section 802 of such Act (29 U.S.C. 
                797a(f)).
                  (G) National commission on rehabilitation services.--
                Subsection (h) of section 802 of such Act (29 U.S.C. 
                797a(h)).
                  (H) Model personal assistance services systems.--
                Subsection (i) of section 802 of such Act (29 U.S.C. 
                797a(i)).
                  (I) Demonstration projects to upgrade worker 
                skills.--Subsection (j) of section 802 of such Act (29 
                U.S.C. 797a(j)).
                  (J) Model systems regarding severe disabilities.--
                Subsection (k) of section 802 of such Act (29 U.S.C. 
                797a(k)).
          (11) Certain training activities.--
                  (A) Distance learning through telecommunications.--
                Subsection (a) of section 803 of such Act (29 U.S.C. 
                797b(a)).
                  (B) Training regarding impartial hearing officers.--
                Subsection (d) of section 803 of such Act (29 U.S.C. 
                797b(d)).
                  (C) Recruitment and retention of urban personnel.--
                Subsection (e) of section 803 of such Act (29 U.S.C. 
                797b(e)).
  (k) Stewart B. McKinney Homeless Assistance Act.--Subtitle A of title 
VII of the Stewart B. McKinney Homeless Assistance Act (42 U.S.C. 11421 
et seq.) is repealed.
  (l) Technology-Related Assistance for Individuals With Disabilities 
Act of 1988.--Subtitle B of title II of the Technology-Related 
Assistance for Individuals With Disabilities Act of 1988 (29 U.S.C. 
2241 et seq.) is repealed.
  (m) National Literacy Act of 1991.--Section 304 of the National 
Literacy Act of 1991 (20 U.S.C. 1213c note) is repealed.

                                Purpose

    It is the purpose of the Reading Excellence Act to teach 
every child to read as soon as they are ready to read or as 
soon as possible once they enter school, but no later than 
third grade. This will be accomplished by improving the in-
service instruction practices for teachers who teach reading 
through the use of findings from reliable, replicable research 
on reading, including phonics; the expansion of high-quality 
family literacy programs which insure that parents have the 
literacy skills necessary to help their children learn to read 
and that their children come to school ready to learn to read; 
and through other activities which improve the reading skills 
of students, such as increasing community involvement in 
teaching children to read. It is also the purpose of this Act 
to increase parental involvement through tutorial assistance 
grants which allow parents to choose reading tutors for their 
children from a list of providers developed by the local 
educational agency. In addition, this Act will work to reduce 
the number of students inappropriately referred to special 
education based on reading difficulties. Finally, this Act will 
provide additional College Work Study Students to work with 
children and families to help improve their reading skills.

                            Committee Action

    The Full Committee on Education and the Workforce held 
three hearings on literacy: July 10, July 31, and September 3, 
1997.
    The July 10, 1997, hearing in Washington, DC, explored 
current research on how children learn to read. The Committee 
received testimony from Dr. Richard Venezky, Unidel Professor 
of Educational Studies, Linguistics and Computer Science, 
University of Delaware, Newark, Delaware; Dr. Reid Lyon, Acting 
Chief, Child Development and Behavior Branch, National 
Institute for Child Health and Human Development, National 
Institutes of Health, Rockville, Maryland; Dr. Catherine Snow, 
Henry Lee Shattuck Professor of Education, Harvard Graduate 
School of Education, Cambridge, Massachusetts; Dr. Bob Slavin, 
Co-Director of CRESPAR, Center for the Social Organization of 
Schools, Johns Hopkins University, Baltimore, Maryland; and Dr. 
Vivian Gadsden, Director, National Center on Fathers and 
Families, University of Pennsylvania Graduate School of 
Education, Philadelphia, Pennsylvania. Testimony also was 
received from Ms. Janet Nicholas, Member, California Board of 
Education, Sonoma, California; Ms. Barbara Ruggles, Teacher, 
Frankfort, Illinois; and Ms. Margaret Doughty, Executive 
Director, Houston Read Commission, Houston, Texas.
    The July 31, 1997, hearing in Washington, DC, reviewed the 
role of current federal literacy programs in helping children 
learn to read. The Committee received testimony from Dr. Maris 
Vinovskis, Professor of History, Research Scientist, Center for 
Political Studies, Institute for Social Research, University of 
Michigan, Ann Arbor, Michigan; Dr. Herbert Walberg, Research 
Professor of Education and Psychology, University of Illinois, 
Chicago, Illinois; Dr. Joseph Johnson, Director, Collaborative 
for School Improvement, Charles A. Dana Center, University of 
Texas, Austin, Texas; Dr. Cheryl Wilhoyte, Superintendent of 
Schools, Madison, Wisconsin, representing the American 
Association of School Administrators, Arlington, Virginia; and 
Dr. Andrew Hayes, Associate Professor of Education, University 
of North Carolina, Wilmington, North Carolina.
    The September 3, 1997, hearing in Washington, DC, focused 
on the need for strong professional development for teachers of 
reading based on reliable, replicable research on reading. The 
Committee received testimony from Mrs. Ann Mintz, Language Arts 
Instructional Facilitator, Howard County Elementary Schools, 
Howard County, Maryland; Ms. Debra Wakefield, Teacher, Del 
Norte County Schools, Crescent City, California; Ms. Kimberly 
Wilson, Graduate Student, American University, Washington DC; 
Dr. Laura Fredrick, Department of Educational Psychology and 
Special Education, Georgia State University, Atlanta, Georgia; 
Mrs. Beth Check, Supervisor, Reading Language Arts, Newport 
News School District, Newport News, Virginia; and Dr. Louisa 
Moats, Project Director, NICHD DC Early Intervention Project, 
Washington, DC.

               Introduction of the Reading Excellence Act

    On October 6, 1997, Representative Bill Goodling (R-PA) 
introduced H.R. 2614, the Reading Excellence Act.

                           Legislative Action

    On October 22, 1997, the Committee on Education and the 
Workforce assembled to consider H.R. 2614, the Reading 
Excellence Act. H.R. 2614, as amended, was favorably reported 
by the Education and the Workforce Committee by voice vote.
    During Committee consideration of H.R. 2614, the following 
amendments were adopted:
    An amendment offered by Mr. Riggs to modify the bill's 
provisions regarding the LEAs that are eligible to receive 
tutorial assistance grant funds to LEAs with at least 1 school 
in the geographic area served by the LEA that is located in an 
empowerment zone, enterprise community, and for those LEAs 
which do not have empowerment zones or enterprise communities 
located in the State in which the agency is located, a local 
educational agency with at least one school in school 
improvement.
    Adopted by voice vote.
    An amendment offered by Mr. Miller, as amended by Chairman 
Goodling, to require each local educational agency receiving a 
subgrant under section 15104, to provide to the parent of any 
student in a school selected by a local educational agency 
under section 15104, information regarding the qualifications 
of the student's classroom teacher to provide instruction in 
reading.
    Adopted by a vote of 20-15.
    An amendment offered by Mr. Kildee to add a school or 
public library that offers reading or literacy programs for 
children or families to the list of optional members of a 
State's Reading and Literacy Partnership.
    Adopted by voice vote.
    An amendment offered by Mr. Kildee to give a funding 
priority to applicants which demonstrate they have a 
contractual association with one or more public libraries 
providing reading or literacy services to preschool children or 
preschool children and their families.
    Adopted by voice vote.
    An amendment offered by Mr. Payne to replace the evaluation 
provisions in H.R. 2614 with a national evaluation conducted by 
the Secretary.
    Adopted by a vote of 15-13.
    An amendment offered by Mr. Riggs to restore the state 
evaluation of local subgrantees which was deleted under the 
Payne amendment.
    Adopted by voice vote.

                                Summary

    The Reading Excellence Act establishes a competitive grant 
program for the States to obtain funds to improve the teaching 
of reading for Title 1 Schools in School Improvement and other 
related activities which improve the reading skills of 
students. Each State Literacy and Reading Partnership receiving 
a grant must use a portion of their funds to provide subgrants 
to Local Education Agencies to carry out a program of Tutorial 
Assistance Grants. The Act also modifies the Even Start Family 
Literacy Program to improve the quality of services provided to 
families seeking literacy assistance. Changes are also made to 
the College Work Study Program to encourage schools to place 
participating students as tutors in reading programs for 
children and families. Lastly, the bill also repeals 67 
unfunded Federal education programs.

        Background and Need for Legislation and Committee Views

    The problem of illiteracy in our country has been a major 
concern of the Committee on Education and the Workforce for 
many years. In recent years, the Committee has worked to 
improve the provision of literacy services to adults through 
modifications to the Adult Education Act. In particular, the 
Act was modified to permit the operation of family literacy 
programs, which address the literacy skills of parents and 
their children at the same time.
    In late April 1997, the President forwarded to Congress his 
legislative proposal for the ``America Reads Challenge'' 
initiative. Subsequently, Ranking Member Clay and 13 Democratic 
Members of this Committee, introduced this initiative.
    In general, the President's proposal supported spending 
funds to give children extra help in reading during the 
afternoons, weekends, and summers. This would be accomplished 
through the use of tutors, who would be enlisted and trained to 
provide individualized and small group assistance. Most funds 
would pay for 30,000 ``reading specialists'' who would train an 
estimated 1 million volunteer tutors. Tutors would be managed 
by ``AmeriCorps'' volunteers. Additional funds would be used to 
pay for the Parents as First Teachers program to support 
parents in their efforts to help their children become 
successful readers by the end of third grade.
    Subsequently, House and Senate Republican Leaders and the 
President announced an agreement to balance the budget within 5 
years. The agreement included, in concept, a commitment to 
provide discretionary funding toward a literacy initiative. The 
agreement says that Congress will fund a literacy initiative, 
``consistent with the goals and objectives of the America Reads 
Challenge.'' In our view, this agreement gives the Committee 
wide latitude to develop a literacy initiative that meets our 
policy objectives and is consistent with the President's 
``goals and objectives.'' This bill fulfills our mandate under 
the budget agreement.
    In response to the President's call for improvement in the 
reading skills of young children and the Budget agreement, the 
Committee on Education and the Workforce held a series of 
hearings on the topic of reading. These hearings explored 
current research on how children learn to read, the need for 
strong professional development for teachers of reading based 
on reliable, replicable research on reading, and the role of 
current federal literacy programs in helping children learn to 
read.
    The Committee, based on testimony provided by witnesses, 
and after reviewing the most recent National Assessment of 
Education Progress (NAEP) data agrees with the President's goal 
of improving the reading and literacy skills of our children. 
Large numbers of American children were not learning to read or 
to read well. The NAEP 1994 Reading Report Card found that 40 
percent of students in the fourth grade were below the basic 
level of reading achievement. And, according to Reid Lyon, 
Acting Chief of the Child Development and Behavior Branch of 
the National Institute of Child Health and Human Development 
(NICHD), children who do not learn to read before the end of 
third grade never actually catch up to their peers. The 
Committee also heard testimony from witnesses which indicated 
that the way to address this problem was by providing better 
pre-service and in-service training based on reliable, 
replicable research for teachers who teach reading. In 
addition, the Committee heard from witnesses who supported the 
use of volunteer tutors and community-based organizations in 
ensuring that children learn to read by the end of third grade.
    Although the Committee applauded the President for calling 
national attention to the reading issue, it decided that it was 
necessary to improve upon the approach taken by the President 
in order to reach the goal of helping every American child 
learn to read independently by the end of third grade.
    One of the major concerns of the Committee with the 
President's America Reads proposal was the establishment of a 
complicated new state and local grant program to (1) fund 
ongoing staff positions in local schools for professionals to 
train volunteer tutors; and (2) hire AmeriCorps participants to 
coordinate the activities of local tutors.
    The Committee did, however, conclude that the best way to 
build upon the President's initiative was to improve the 
reading ability of children by focusing on teachers who teach 
reading. The best way to do this is through the dissemination 
of reliable, replicable research on reading to individuals 
involved in teaching reading to children in federal programs 
with a strong reading component.
    Dr. Lyon, of NIH testified before the Committee that fewer 
than 10 percent of our nation's teachers have an adequate 
understanding of how reading develops or how to provide reading 
instruction to struggling readers. Less than two percent of our 
teachers have ever seen their professor demonstrate teaching 
practices with children of diverse skills in a systematic way. 
About 90 percent of our teachers have never had the theories 
they have learned--the theoretical information--directly linked 
to providing instruction to a wide range of children. Other 
witnesses before the Committee indicated that many teachers 
only take one course in reading as a part of their teacher 
preparation. In describing her role in hiring primary school 
teachers, Ann Mintz, Instructional Facilitator for Howard 
County Schools said,

          Reading, however, is not a content to be mastered but 
        a process to be learned and, as such, requires the 
        teacher to know how each child is currently achieving 
        and what needs to be done to further his or her 
        progress * * * Teaching reading is an art, one that 
        requires a thoughtful teacher who can move each child 
        from point A to point B in a timely, developmentally 
        appropriate manner * * * I am troubled by what I see as 
        a lack of preparation, at the pre-service level, for 
        many of the teachers I encounter * * * There are too 
        many beginning teachers who lack an understanding of 
        what good reading instruction entails.

    Mrs. Mintz also quoted one of her first year teachers as 
saying, ``When I think back to college, I was taught a lot of 
theory, but no one taught me specifically * * * what to do.''
    Other witnesses before the Committee questioned the 
effectiveness of current Federal literacy programs, such as 
Title 1, in helping children learn to read. Dr. Maris 
Vinovskis, a research scientist for the Center for Political 
Studies at the Institute for Social Research, University of 
Michigan, noted,

          It is appalling, that having spent more than $150 
        billion on these compensatory education programs, we 
        still do not know which practices and programs are 
        particularly effective in helping at-risk children, 
        especially those living in the high poverty areas of 
        inner cities. These educational programs * * * were 
        premised on an unrealistic expectation that we could 
        eradicate poverty almost entirely by means of a few 
        uncoordinated, under-funded, untested, and largely new 
        Federal initiatives.''

    For decades American education has followed fads. New 
ideas, or ``education innovations'' as they are often called, 
have swept through our schools like prairie fires. Teachers, 
responding to these latest ``new ideas'' or philosophies are 
most often unaware of the latest research of what works, or 
even if there is any. In the field of medicine, no new drug or 
treatment would be considered for public use without extensive 
evaluation and testing. Yet, somehow, education is different.
    Although almost every practice that has ever been pursued 
in education has been supported with data by someone, much of 
it is not reliable. E.D. Hirsh, author of ``The Schools We 
Need: Why We Don't Have Them'' made the following statement in 
April 1997 in an address to the California State Board of 
Education:

          At the core of each discipline, there develops a 
        consensus of the learned, and this consensus is highly 
        dependable. A lot is close enough to being right that 
        you can bet your life and your children's lives on that 
        scientific core. But out at the edge, on the frontier 
        of the discipline, there is a lot of disagreement, and 
        we can't tell for sure which rival theory is right. 
        When lawmakers say that education policy should be 
        based on research, the spirit of that law implies 
        reliable consensus research. Any other interpretation 
        would mean, and has meant, carrying out unwarranted 
        human experimentation on our own children.

    How to teach children to read has been debated for most of 
this century. The pendulum has swung from ``all phonics'' to 
``no phonics.'' But as the new century dawns, we now have 
indisputable evidence that children can be taught to read at an 
early age if given the proper instruction. The English language 
is a wondrous and a varied means of communication, but at the 
heart it is simple and consistent. Kindergarten and first grade 
is where most children can learn the skill of reading. With the 
basic phonics skills mastered in kindergarten and first grade, 
reading becomes a joy, and can be used to learn complex facts 
and ideas that are so fundamental to all learning.
    Once children have gained a working knowledge of the 44 
phonetic elements in the English language, at least 85% of the 
words in the English language are then ``decodable.'' 
Comprehension then follows as a student reads and studies the 
required text material. Any six year old loves to learn letters 
and the sounds they make. Most are fascinated by them. They 
have no problem with the rote learning that is needed to master 
this skill. If reading teachers know the reliable, replicable 
research on reading instruction, and apply it, they will 
develop students who have a lifelong love of reading.
    In the field of reading research, there have been some 
breakthroughs in how children best learn to read. The cost of 
doing this research has been very expensive, and unfortunately, 
much of it remains ``locked'' in the research community. Benita 
Blachman,Professor of Education at Syracuse University and 
member of the NICHD research team makes the following observation about 
the need for teaching direct, systematic phonics as a first step in 
learning to read:

          The good news is that we have had scientific 
        breakthroughs in our knowledge about the development of 
        literacy. We know a great deal about how to address 
        reading problems even before they begin * * * The 
        tragedy is that we are not exploiting what we know 
        about reducing the incidence of reading failure. 
        Specifically, the instruction currently being provided 
        to our children does not reflect what we know from 
        research. Direct, systematic instruction about the 
        alphabetic code is not routinely provided in 
        kindergarten and first grade, despite the fact that, 
        given what we know at this moment, this might be our 
        most powerful weapon in the fight against illiteracy.

    Providing teachers with the latest information from 
reliable, replicable research in reading instruction will help 
reduce the incidence of illiteracy, empower teachers with the 
tools they need to teach children to read and ensure that our 
children reach their highest potential.
    Although there has been extensive research in reading 
instruction conducted over the past thirty years, the most 
current is that done by NICHD. In 1985, Congress mandated that 
a comprehensive research program be developed in the area of 
reading and other learning disabilities. NICHD studies have 
cost the taxpayer more than $200 million and have been 
conducted at some of the most prestigious universities in 
America and Canada. The findings of these studies, and other 
studies equally reputable, can be summarized as follows: teach 
phonemic awareness directly in kindergarten; teach children how 
to ``sound out'' words; teach each sound spelling 
correspondence explicitly; teach frequent, highly regular sound 
spelling relationships systematically; teach how sounds 
spellings blend together to make words; teach reading 
comprehension and vocabulary development once the students have 
mastered these basic phonetic skills.
    Teachers are not getting the research information they 
need. According to a survey of 43 texts used to train teachers 
of reading, none advocated systematic phonics instruction--and 
only nine even mentioned that there was a debate on the issue. 
As Lousia Moats, who testified before the Committee and an 
NICHD researcher noted,

          * * * language mastery is as essential for the 
        literacy teacher as anatomy is for the physician. It is 
        our obligation to enable teachers to acquire it.

    When children fail to acquire that training, they are often 
referred to special education as being ``learning disabled.'' 
The unfortunate reality, however, has been that many of these 
children are either not learning disabled, or are learning 
disabled but who would have not needed referral to special 
education if they had been taught to read in their first few 
years of school. The Individuals with Disabilities Education 
Act Amendments of 1997, P.L. 105-17, took small steps toward 
slowing the inappropriate identification of children as 
disabled. Section 614(b)(5) of the amended law will ensure that 
schools do not identify children as disabled, ``if the 
determinant factor for such determination is lack of 
instruction in reading. * * *'' In coming years, that change 
will mean fewer non-disabled children are misidentified as 
disabled when their actual problem is an inability to read.
    But section 614(b)(5) only addresses problems of 
nondisabled children who have failed to learn to read. It does 
nothing to assist the learning disabled child who could have 
learned to read had his or her teacher known the proper means 
to teach reading. The real solution is to teach these children 
to read on the first attempt. And only when their teachers 
possess research-backed knowledge about how children learn to 
read will we see a reduction in the number of children who are 
identified as being disabled and needing special education 
services to assist them in overcoming their difficulties.
    Teacher training in the Reading Excellence Act will be 
based on reliable, replicable research, and if applied in the 
classroom can open up unlimited opportunities for children who 
would never reach their true potential.
    The Committee believes it is extremely important that every 
child learn to read as soon as possible. Most can learn to read 
by the end of first grade, if properly taught. The National 
Adult Literacy Survey, which assessed the literacy skills of 
adults, found that almost 50 percent of our adult population 
read at the bottom two of five levels of literacy. Unless we 
improve how we teach children to read at an early age, there is 
a strong likelihood that these findings will repeat themselves 
over and over again.
    If we are to keep our nation strong, we cannot afford to 
lose another generation to illiteracy. For individuals with low 
literacy skills the picture for the future is less than bright. 
Forty-three percent of those in the lowest literacy level live 
in poverty; 17 percent are receiving food stamps, and 70 
percent are unemployed or under-employed. In addition, more 
than two-thirds of unwed parents, school dropouts, and those 
arrested have below average literacy levels. Today's highly 
technological society demands an even higher level of literacy 
and job skills than ever before. It is essential that each and 
every child graduate with the education they require to lead 
productive lives and compete in the world marketplace.

                        PROFESSIONAL DEVELOPMENT

    One of the major factors in whether or not a child learns 
to read is the ability of his or her teacher to teach reading. 
If that teacher is not successful, it can affect the future 
academic success of the child in all of their other classes 
which require a high level of reading ability.
    As indicated earlier in this report, there is evidence that 
fewer than 10 percent of teachers have received adequate 
instruction or have had enough experience in teaching reading 
as student teachers before they first enter the classroom. In 
addition, many of theteachers testifying before the Committee 
pointed out that they had few opportunities, once they began teaching, 
to obtain the most up-to-date information on how children learn to read 
or an opportunity to update their teaching skills based on such 
information. Kimberly Wilson, a graduate student of education at 
American University in Washington, DC, noted,

          They do not have the information they need to teach 
        reading and * * * there are so many quick-fix programs 
        that they do not know how to begin discerning the 
        appropriate methodology. Teachers will continue to be 
        discouraged until they are provided with the 
        information and research equipping them to be 
        successful with all students. Professional development 
        for teachers is the key to reading success * * *

Debra Wakefield, a primary grade teacher in the Del Norte 
Unified School District, Crescent City, California noted,

          The practical steps in my training that made the big 
        change for me after so many years in the classroom 
        were, number one, reading current professional material 
        and research with my colleagues; * * * ongoing explicit 
        in-service is critical. Without proper training we are 
        seriously hampering the efforts of our teachers and 
        jeopardizing the future of our children.

    In response to this information, the Committee chose to 
focus the Reading Excellence Act on improving the ability of 
the classroom teacher to teach reading.
    Local educational agencies with schools in school 
improvement wishing to participate in activities under this Act 
must agree to revise the way all teachers and other appropriate 
instructional staff within the school teach reading. Each 
participating school must choose a model or models of reading 
instruction using reliable, replicable research on reading as a 
model for implementing and improving reading instruction by all 
teachers and for all children in the school. In addition, 
schools must work with a person with experience or expertise 
about each model and its implementation in order to guarantee 
its appropriate and effective application.
    The Committee believes that reforming the way reading is 
taught within the school, coupled with other required 
activities, will go a long way toward insuring that children 
within the school learn to read as soon as possible, and no 
later than the end of third grade. As stated earlier, Dr. Lyon, 
in his comprehensive research on how children learn to read, 
found ``that if we wait to provide appropriate instruction 
until nine years of age--the 3rd grade is when most kids are 
typically picked up--75 percent of those kids will remain 
difficult or poor readers the remainder of their life. * * *'' 
Children who fail to read prior to the end of third grade may 
learn to read, but they will never catch up to their more 
advantaged peers. Therefore, the development of reading skills 
early in a child's educational experience must be a priority in 
all schools throughout the United States in order to ensure a 
literate, well-educated population for generations to come.
    The Committee believes one of the best ways to ensure that 
children learn to read is to improve the ability of teachers to 
teach reading--both current teachers and those individuals 
preparing to become teachers. Dr. Laura Fredrick, Assistant 
Professor, Georgia State University, noted

          * * * teachers should learn what we know from 
        scientific research about how children learn to read, 
        interpret research and have to translate what they read 
        * * * into the classroom, learn to assess reading to 
        determine where and how to begin teaching the children 
        in their classes * * * assess reading on a regular 
        basis, such as with daily or weekly rate and accuracy 
        tests for fluency so that we make necessary changes 
        immediately if the instruction is not effective, and 
        learn about the many reading programs currently 
        available and how to critique them to determine their 
        possible effectiveness with different groups of 
        children.

                   community-based volunteer efforts

    In addition to the emphasis on professional development, 
the Committee also recognizes the need for community-based 
volunteer efforts aimed at providing tutoring after school, on 
weekends and during the summer as an effective method of 
ensuring that children can read by the end of the third grade. 
The bill includes a number of provisions to allow these types 
of activities, as long as the community-based organizations 
utilize methods based on reliable, replicable research on 
reading to provide such tutoring.

           participating local educational agency activities

    In addition to professional development, the Committee 
supports a variety of activities which build on sound teaching 
practices to help children learn to read. States and local 
grantees seeking funding will carry out several of these 
activities utilizing funds received under this Act or from 
appropriate Federal, State and local sources.
    As was pointed out by several witnesses at Committee 
hearings, children come to school with a variety of reading 
readiness skills. Dr. Fredrick of Georgia State University 
noted, ``Not everyone is ready for the same instruction at the 
same time. * * *''
    Kimberly Wilson, a graduate student of education at 
American University stated, ``We need to stop expecting 
teachers to be able to teach all children to read using the 
same methods. There will be some children who need direct 
instruction * * *. Underdeveloped reading skills are both a 
health and an economic issue.''
    Some children have a limited vocabulary, which must be 
further developed before they can learn to read. Other children 
have broad vocabularies, know the alphabet, and the 
relationship between letters and sounds. Once children enter 
Kindergarten, theirteacher must work with them to build on 
their existing skills and ensure they are all reading ready before they 
enter first grade. In addition, there are also children entering 
Kindergarten with limited social skills, who are not, at the end of the 
school year, ready to transition to first grade. Schools participating 
under this Act must provide additional assistance to help such children 
transition to first grade. This assistance could be in the form of an 
additional year of school, a transition first grade. For others, it 
could be the extension of the school year through the summer. It is the 
belief of the Committee that these children, if they are promoted to 
first grade, could very possibly fail, an experience which could have a 
lifelong negative impact. Transition periods help ensure a child is 
ready for first grade and ready to learn to read and avoids having them 
experience failure in their first educational experience.
    The Committee also understands that many children come from 
homes where their parents are not equipped to help them learn 
to read or to be their first and most important teacher. In 
many instances, these parents, themselves, have experienced 
educational failure and are not comfortable in the school 
environment. While these parents want to help their children 
succeed in school, they may not know how. It is, however, the 
belief of the Committee that these children will be at a 
distinct disadvantage throughout their education if their 
parents are not active participants in their education. 
Therefore, schools receiving funds must provide family literacy 
programs, to assist parents with limited literacy skills and 
their children. Such programs include adult education services 
for parents and other primary caregivers, appropriate 
educational assistance for their children and training in how 
to assist their children achieve academic success. By 
empowering parents to be their child's first and most important 
teacher, we allow them to control the education of their 
children and help ensure their children learn to read and 
succeed in school. Participation by families in family literacy 
programs would be on a voluntary basis.
    The Reading Excellence Act calls for the provision of 
additional assistance to children in grades 1 through 3 who 
experience reading difficulties. The Committee expects that 
such assistance will be provided before, after and during non-
instructional hours during the school day, on weekends and 
during the summer. In providing additional assistance to 
students, schools are required to use appropriately trained and 
supervised individuals, including tutors. The Committee expects 
that such individuals will be trained in the same instructional 
methods using reliable, replicable research on reading used by 
teachers in the school. While the Committee expects fewer 
children to experience reading difficulties if their initial 
instruction is based on reliable, replicable research on 
reading, it is also aware that some children may have more 
extensive problems in learning to read which will require 
additional assistance.

            how this act relates to other education programs

    The Reading Excellence Act is a new Title to the Elementary 
and Secondary Education Act of 1965 (ESEA). The Committee 
believes it is appropriate that this legislation be considered 
at the same time as other elementary and secondary education 
programs are reviewed in the 106th Congress.
    Since reading is a key focus of several existing elementary 
and secondary education programs including Title 1 and 
Bilingual Education, the Committee feels it is important to 
consider how the information gathered in the development of the 
Reading Excellence Act can be used to improve the effectiveness 
of other programs which focus on helping children learn to 
read.
    According to NAEP data, at all three grades studied 
(fourth, eighth and twelfth), the percentage of Title 1 program 
participants performing below the basic level was higher than 
that of their peers who were not Title 1 participants. In fact, 
for fourth grade, 80 percent of Title 1 participants were below 
the basic skill level. According to NAEP, only about one-third 
or fewer of students across the three grades who were not Title 
1 participants performed below the basic level. Although the 
Reading Excellence Act provides for the dissemination of 
reliable, replicable research on reading to all participants in 
federal education programs which have a focus on reading, this 
may not be enough to bring about the type of change necessary 
to improve program performance in Title 1 or other programs.
    By placing the Reading Excellence Act on the same 
authorization timeline as the Elementary and Secondary 
Education Act, we will be able to determine whether or not 
programs under ESEA can be improved by applying the same 
principles on teaching reading as are incorporated in H.R. 
2614. We can also evaluate whether there is a need to continue 
the Reading Excellence Act and other ``reading'' programs and 
whether or not their goals can be accomplished through 
improvements to other programs.

      the relationship between the reading excellence act and idea

    The Reading Excellence Act recognizes the relationship 
between inadequate reading instruction and inappropriate 
referral to special education. Earlier this year, the Committee 
passed the Individuals with Disabilities Education Act (IDEA) 
Amendments of 1997, which was signed by the President on June 
4, 1997. That law amended the nation's core special education 
statute, IDEA, by adding a new consideration to the process of 
evaluating a child as disabled. In the future, children who are 
evaluated under IDEA are not to be determined to be disabled 
where the ``determinant factor'' for that finding is a lack of 
instruction in reading. While such children will no longer 
inappropriately enter the special education system because of a 
lack of instruction in reading, they will still need to learn 
how to read. The Reading Excellence Act recognizes that these 
children clearly need assistance and ensures that money 
appropriated under this program will be used to assist them.

                         selection of grantees

    It is the view of the Committee that those individuals with 
extensive knowledge of reliable, replicable research on reading 
should play a key role in determining whichStates receive 
funding under this Act. As such, the Committee provides for the 
development of a Peer Review Panel, consisting of individuals with a 
strong knowledge base in this area, to review State applications. The 
panel is to be convened by the National Institute for Literacy in 
consultation with the Secretary of Education, the National Research 
Council of the National Academy of Sciences and the National Institute 
of Child Health and Human Development. In addition to choosing 
additional panel members, representatives of the Institute, the 
Secretary, the National Research Council and the National Institute of 
Child Health and Human Development will serve as panel members.
    As applications are received by the Secretary, they are to 
be forwarded to the Peer Review Panel which will review 
applications and recommend them for funding or disapproval. 
Applications are to be ranked by the panel based on their 
quality and the extent to which they further the purposes of 
this Act. The Committee strongly believes that applications 
should be funded in the order they are ranked by the Peer 
Review Panel. Should the Secretary decide to fund applications 
based on rankings other than those in the Peer Review Panel's 
recommendations, the Committee would expect the Secretary to 
provide an explanation for his actions.
    In an effort to encourage States to review the criteria by 
which they certify teachers who teach reading, the Committee 
requires the panel to give priority to funding applications 
from States that have modified, are modifying, or plan to 
modify (within a year of receiving a grant under this Act) 
State teacher certification in the area of reading to reflect 
reliable, replicable research on reading. This priority, 
however, is not be construed to establish a national system of 
teacher certification.

             focus on title 1 schools in school improvement

    The Committee believes basing reading instruction on 
reliable, replicable research can help schools throughout the 
United States improve the ability of children to learn to read. 
But, for Title 1 schools in school improvement, it is even more 
important that they have an opportunity to change the way 
teachers teach reading. According to the 1994 NAEP Reading 
Report Card, the percentage of Title 1 students who performed 
below basic ranged from 59 percent at twelfth grade to 80 
percent at fourth grade. This means they have only partially 
mastered the prerequisite knowledge and skills which are 
fundamental for proficient work at their grade level. Only 
about one-third or fewer of students across the three grades 
who were not Title 1 participants performed below the Basic 
level. The Committee, therefore, believes it is important to 
focus this initiative on those schools experiencing the 
greatest difficulty in raising the academic achievement of 
their Title 1 students, i.e., those schools in school 
improvement. If schools participating in the Reading Excellence 
Act are able to turn around student achievement by basing 
instruction in reading on reliable, replicable research, they 
can then lead the way to reforming the way teachers teach 
reading throughout the United States.

                  need for partnership at state level

    The Committee recognizes that some of the most effective 
reading initiatives have evolved through efforts at the State 
level to bring together key policymakers and representatives of 
groups active in improving the reading skills of young 
children. It is the intent of this legislation to build upon 
these efforts by allowing these existing State literacy 
partnerships, which at a minimum must include the Governor and 
the Chief State School Officer, to compete for grants under 
this Act. The Committee emphasizes the point that for these 
States, there is no need to establish another entity or 
partnership in order to participate in this program.
    For States that do not already have such a partnership and 
seek to compete for these funds, the Governor, the Chief State 
School Officer, appropriate members of the State legislature, 
at least one representative from a local educational agency 
with a Title 1 school in school improvement, and one community-
based organization with experience in working with children to 
improve their reading skills, must join together to form a 
Reading and Literacy Partnership. In establishing this 
Partnership, Governors and the chief state school officers are 
strongly encouraged to expand participation to other 
appropriate individuals such as representatives of eligible 
research institutions; family literacy service providers; and 
parents of both public, private and home school students.
    By forming such a partnership, the State demonstrates that 
there is cooperation and coordination among the different 
groups and entities responsible and interested in improving 
literacy throughout the State. Such groups also expand the base 
of knowledge and ability to make large scale improvement in 
reading state-wide.

                    partnerships at the local level

    The Committee understands that schools are not the only 
source of reading assistance for children. Many community-based 
organizations devote many hours to providing reading assistance 
to children and their families. These efforts, if provided in 
conjunction with high quality reading instruction in the 
child's home school, can improve the ability of a child to 
learn to read. The Committee wants to encourage such 
partnerships and requires local educational agencies seeking 
funds under this Act to form a partnership with one or more 
community-based organizations which have established a record 
of effectiveness with respect to reading readiness, reading 
instruction for children in kindergarten through 3rd grade and 
early childhood literacy. The Committee believes such 
partnerships will enhance the effectiveness of any reading 
reforms in the school as long as personnel from such 
organizations are trained in the same reading models based on 
reliable, replicable research on reading as those used by the 
school.
    The Committee also provides a priority in funding for those 
local educational agencies which form a partnership with one or 
more Head Start Programs or one or more State or federally-
funded preschool programs or family literacy programs. The 
Committee believes relationships between schools and early 
childhood programs canprovide children with important reading 
readiness skills which help ensure they will learn to read once they 
enter school.

                       tutorial assistance grants

    The Committee notes that despite the efforts of schools, 
teachers, and parents, many children fail to grasp the basic 
concepts and skills necessary to read. In light of this fact, 
this legislation provides reading instruction opportunities for 
children with reading difficulties who are less likely to 
receive additional help because they live in high-poverty 
neighborhoods.
    Under this Act, each State receiving a grant must use a 
portion of their funds to provide subgrants to local 
educational agencies for use by schools within Enterprise 
Communities and Empowerment Zones (or, in the case where a 
State has no such designated jurisdiction, Title I schools in 
school improvement). Parents with children who have reading 
difficulties and who attend these schools will have the 
opportunity to apply for tutorial assistance grants to offset 
the cost of sending their child to a reading tutor.
    This Committee feels that it is important that tutoring 
assistance under this Act be of high quality and include 
linkages to what is being taught to children during school. 
These objectives are accomplished through several means. Under 
the legislation, all tutors must be deemed eligible by the 
local education agency which compiles and maintains a list of 
qualified tutors. In order to be placed on this list, tutors 
must have a proven track record in reading readiness, early 
childhood literacy and reading instruction for children in 
grades K-3 and must commit to providing instruction based upon 
reliable, replicable research on reading.
    Quality will also be driven by parents who, under this Act, 
are empowered to choose a tutor for their child from among the 
list maintained by the LEA. Tutors that are unsuccessful in 
teaching reading, even if they are able to remain on the list 
compiled by the LEA, will eventually be identified by parents 
and teachers by word of mouth or through other more formal 
means, as being ineffective. Whereas tutors who are able to 
provide quality reading instruction will quickly be referred by 
other parents and teachers. In essence, this structure builds 
positive competition among tutors and will result in more 
children gaining accesses to quality tutors and in more 
children being able to read.

                       accountability/evaluation

    A major goal of this Committee has been to ensure that 
federally funded programs are built upon a system of 
accountability. Under the Reading Excellence Act, this 
accountability begins with the use of findings from reliable, 
replicable research. Specifically, this research must be used 
in supporting activities related to in-service instruction; 
family literacy programs; and for individuals such as tutors, 
who provide additional reading instruction to school children.
    Accountability under this legislation is also built in 
through evaluations. Specifically, funds are available for the 
Secretary to carry out a national evaluation. The Committee 
strongly emphasizes the requirement that the Secretary, in 
developing the criteria for the assessment, receive 
recommendations from the peer review panel. The Committee 
stresses the need for this joint effort as a way to ensure the 
utmost amount of objectivity in the design and conduct of this 
evaluation. In addition to the national evaluation, each 
Reading and Literacy Partnership receiving funds under this Act 
is required to use a portion of their funding to evaluate the 
success of subgrantees in meeting the objectives of this Act. 
The Committee emphasizes that among the most important of these 
objectives is the extent to which subgrantees have improved the 
reading skills of students.
    Under the legislation, Reading and Literacy Partnerships 
are directed to enter into contracts with eligible research 
institutions (defined as institutions of higher education which 
have conducted reliable, replicable research) to carry out 
State evaluations. The Committee believes that these 
institutions, by virtue of their work in this field, are well 
positioned to work with these Partnerships in evaluating 
reading and literacy programs.

                       information dissemination

    As detailed previously in this report, throughout hearings 
held on the topic of literacy, this Committee heard a 
consistent message from witnesses, especially teachers, about 
the profound lack of information provided to reading 
instructors on the fundamental basics in teaching children to 
read. This, despite the millions of federal taxpayer dollars 
which have been spent in researching the topic.
    This legislation addresses this issue by instructing the 
National Institute for Literacy (NIFL) to disseminate materials 
on reliable, replicable, research on reading and information on 
successful projects funded under this Act, to all recipients 
receiving funds under Federal programs such as Title I, IDEA, 
Head Start, and the Adult Education Act. Though not all States, 
and certainly not all schools, will receive funding under the 
Local Reading Improvement subgrants, this legislation, through 
the dissemination of the important research, can benefit all 
schools receiving federal assistance.
    The Committee recognizes that there are currently several 
efforts to convene panels to assess the status of research-
based knowledge on reading development, including the 
effectiveness of various approaches to teaching children to 
read. The NIFL is instructed to work with these panels in 
determining the criteria for judging what constitutes reliable, 
replicable research on reading and for developing strategies 
for disseminating such information. In carrying out such 
strategies, the Committee stresses the need for NIFL to 
coordinate with existing educational information networks in 
order to avoid possible duplication of effort.
    The Committee notes that the NIFL, which is an independent 
agency that works with and for the Departments of Education; 
Health and Human Services; and Labor, has been charged with 
several new significant duties and responsibilities. This is 
largely based upon the fact that NIFL's mission is completely 
focused on the issue of literacy, and it has already been 
working on developing materials reflecting best practices in 
reading through its National Adult Literacy and Learning 
Disabilities Center. In addition, NIFL has already established 
a state-of-the-art Internet-based communication and information 
system (LINCS). LINCS has a presence in all fifty states and 
has the capacity to be expanded to meet the requirements of the 
proposed reading initiative. This is in addition to NIFL's 
support of a nationwide toll-free number and clearinghouse for 
the distribution of print products.
    Based upon the past and current reading and literacy 
activities of the NIFL, the Committee believes they are well 
positioned to take on the additional responsibilities as 
directed under this legislation.

                        AMENDMENTS TO EVEN START

    In 1995, the Department of Education released an evaluation 
of the Even Start program.
    One of the most disappointing aspects of the report was the 
finding that the gains made by Even Start families were not 
much more than those similar families would obtain for 
themselves using available services, except in those projects 
which offered intensive services. In 1996, as a part of the 
appropriations bill for the District of Columbia, the Act was 
modified to require more ``intensive'' services.
    The Committee feels very strongly that children whose 
parents are their first and most important teacher and who play 
an active role in their education are more likely to succeed in 
school. The Even Start Family Literacy Program is a voluntary 
family literacy program that provides parents with the academic 
and parenting skills they need to play a key role in their 
child's education.
    Although the 1995 report was disappointing, a more recent 
report confirmed the positive outcomes for individuals 
participating in high quality Even Start Family Literacy 
programs providing intensive services. This report, compiled by 
the National Center for Family Literacy, found that, in all 
grades, Even Start children are achieving results at or above 
their peers. This finding is particularly important because 
children from homes where one or more of their parents have low 
levels of literacy, generally do not perform as well as their 
more advantaged peers. Sixty-two percent of the adults in the 
study received their GED or high-school certification. In 
addition, 45 percent of participants either reduced or 
eliminated their reliance on public assistance.
    It is the hope of the Committee that all Even Start 
Programs can offer the same high quality, intensive services in 
order to ensure positive outcomes for program participants. As 
such, the Reading Excellence Act contains several changes which 
the Committee believes will strengthen the current program.
    First, and most important, the Committee has added language 
requiring States receiving Even Start funds to develop 
indicators of program quality to be used to monitor, evaluate 
and improve programs within the state. This will provide states 
with tools by which to judge the quality of local Even Start 
Projects. States are also permitted to refuse additional 
funding to local grantees which are not making satisfactory 
progress in meeting the quality indicators if the State has 
provided them with technical assistance and they still fail to 
improve program quality.
    An additional effort to raise the quality of Even Start 
Programs is a requirement for the dissemination of information 
on the components of successful family literacy programs. The 
legislation requires the Secretary to carry out (through grant 
or contract), research in the components of successful family 
literacy services and to disseminate the results to federal 
programs which carry out family literacy activities to be used 
as models for new programs or to improve the quality of 
existing programs. There are a variety of federal programs 
which encourage the use of the Even Start Family Literacy 
model, when appropriate, such as the Title 1 program, the 
Bilingual Education Act and the Migrant Education Program. The 
Committee understands that the National Center on Family 
Literacy has carried out an extensive review of the components 
of quality family literacy programs and would encourage the 
Department to work with the Center in carrying out this 
research.
    The Committee has also included a definition of family 
literacy services in the Even Start Family Literacy Program. 
This same definition appears in Title 1 of the Reading 
Excellence Act. This definition clarifies that family literacy 
programs are to be carried out on a voluntary basis. In 
addition, the Committee would like to clarify that the term 
``parent'' includes other ``appropriate caregivers'' who may be 
responsible for a child's education. This could include 
grandparents, foster parents, etc. The word parent is not 
intended to limit participation by other individuals closely 
involved in a child's education. In addition, the Committee 
would like to point out that the example of making sustainable 
changes in a family, i.e. reducing welfare dependency, does not 
mean states or locals should be judged on their ability to 
reduce welfare dependency among participants who are not 
currently welfare recipients.
    Finally, the Committee believes that the family literacy 
model can play an important role in reducing reading 
difficulties in young children and would like to see States use 
other federal, state and local funds to carry out such 
programs. As such, the Committee provides that $10 million of 
the funds available for this initiative go to the Even Start 
Family Literacy Program to be used to award grants to states to 
enable them to plan and implement statewide family literacy 
initiatives by coordinating and integrating existing federal, 
state and local literacy resources. In order to insure that 
such activitiesare consistent with high quality family literacy 
programs, the Committee requires the Secretary to provide technical 
assistance to such states, either directly or through a grant or 
contract.

               CHANGES TO THE COLLEGE WORK STUDY PROGRAM

    The College Work Study Program found in Part C of the 
Higher Education Act of 1965 is amended to expand tutoring 
services provided by institutions of higher education. The 
amendment included in this legislation is closely patterned 
after the language adopted in the 1992 Amendments to the Higher 
Education Act designed to promote increased community service 
activities on the part of institutions of higher education. 
Similar to the current community service requirements, 
institutions of higher education will be required to use a 
portion of their work study funds to compensate students 
engaged (1) as reading tutors for children in preschool through 
elementary school; and (2) in family literacy projects.
    Institutions of higher education will be required to use at 
least 2% of their annual work study allotment to compensate 
students engaged in these activities. Based on the Fiscal Year 
1997 funding level of $830 million, this requirement would 
result in approximately $16 million being dedicated to tutoring 
and literacy activities. In order to assist students and 
institutions in meeting any training and travel related costs, 
institutions will be allowed to use their work study funds to 
compensate students for time spent in training and travel 
directly related to the tutoring and family literacy 
activities. In addition, the Federal share of the compensation 
of work study students compensated under this provision may 
exceed 75 percent in order to encourage widespread 
participation on the part of institutions and students in these 
activities. Furthermore, in order to avoid any hardship for 
students at a particular institution, the Secretary has the 
authority to waive the requirements of this provision.
    In using funds allotted under this provision, institutions 
of higher education are to give priority to the employment of 
students in tutoring services in schools identified for school 
improvement under the Elementary and Secondary Education Act or 
in schools receiving a subgrant from funds authorized under 
this legislation. Work study students who are providing 
tutoring services in a school receiving a subgrant under this 
legislation are to be trained in the instructional practices 
based on reliable, replicable research on reading used by the 
school.

                      Section-by-Section Analysis

                        TITLE I--ITERACY GRANTS

    Section 1 sets forth the short title of this Act.
    Section 101 amends the Elementary and Secondary Education 
Act of 1965 (ESEA) by including a new title and purpose to the 
Act.
    ``Section 15101 contains the purpose of the title.
    ``Section 15102 contains definitions for the purposes of 
this title for the following terms: Eligible Professional 
Development Provider; Eligible Research Institution; Family 
Literacy Services; Reading; Reading Readiness; and Reliable, 
Replicable Research.
    ``Section 15103(a) authorizes the Secretary to make grants 
to Reading and Literacy Partnerships on a competitive basis.
    ``Section 15103(b)(1) contains the required and optional 
members of the partnerships.
    ``Section 15103(b)(2) sets forth the requirements for the 
contractual agreement establishing a reading and literacy 
partnership.
    ``Section 15103(b)(3) contains the functions and duties of 
Reading and Literacy Partnerships.
    ``Section 15103(b)(4) clarifies that the State educational 
agency shall act as the fiscal agent for each partnership.
    ``Section 15103(c) clarifies the requirements of a pre-
existing partnership to be treated as the reading and literacy 
partnership.
    ``Section 15103(d) clarifies the requirements to form 
multi-state reading and literacy partnerships.
    ``Section 15103(e) contains the requirements of the 
application to be submitted by a reading and literacy 
partnership desiring to receive a grant under this title.
    ``Section 15103(f) establishes a peer review panel for the 
review of reading and literacy partnership applications. 
Clarifies the membership and outlines the duties and functions 
of the panel.
    ``Section 15103(g) limits reading and literacy partnerships 
in receipt of a grant to use not more than 3 percent of grant 
funds for administrative costs.
    ``Section 15103(h) requires reading and literacy 
partnerships in receipt of a grant to submit performance 
reports to the Secretary and clarifies the requirements for 
such report.
    ``Section 15104(a) requires reading and literacy 
partnerships in receipt of a grant to make subgrants to local 
educational agencies with one or more schools identified for 
school improvement under section 1116(c) of this Act and 
explains the role of local educational agencies.
    ``Section 15104(b) requires a subgrant under this title to 
be for a period of three years.
    ``Section 15104(c) sets forth the requirements of the 
application to the reading and literacy partnership by local 
educational agencies, which partner with community based 
organizations, wishing to receive a subgrant under this 
section.
    ``Section 15104(d) clarifies to which applications reading 
and literacy partnerships shall give priority when awarding 
subgrants.
    ``Section 15104(e) contains the activities for which 
subgrantees may use their subgrant funds and limits the use of 
subgrant funds for administrative expenses to 3 percent.
    ``Section 15104(f) allows subgrantees to train non-subgrant 
recipients in the instructional practices based on reliable, 
replicable research on reading used by the recipient on a fee-
for-service basis.
    ``Section 15105 requires reading and literacy partnerships 
in receipt of a grant to make subgrants to local educational 
agencies on a competitive basis for tutorial assistance grants.
    ``Section 15106 requires the Secretary to conduct a 
national assessment of programs under this title using 1.5 
percent of the amount appropriated for this title. Requires the 
Secretary to receive recommendations from the peer review panel 
in developing the criteria for the assessment and to submit the 
findings of the assessment to the peer review panel.
    ``Section 15107 sets forth the network for dissemination of 
information on reliable, replicable research on reading.
    ``Section 15108 requires each reading and literacy 
partnership to evaluate subgrantees success in meeting the 
purposes of this title using not more than 2 percent of grant 
funds for such evaluation. Reading and literacy partnerships 
shall submit the findings of the evaluations to the Secretary 
and the peer review panel.
    ``Section 15109 authorizes appropriations to carry out this 
title for the years 1998, 1999 and 2000 and sets forth 
September 30, 2000, as the date for the repeal of this title.''

      TITLE II--AMENDMENTS TO EVEN START FAMILY LITERACY PROGRAMS

    Section 201 amends section 1202(c)(1) of the Elementary and 
Secondary Education Act of 1965 authorizing funds available 
under section 15108(b) to be used to award competitive grants 
to states for the planning and implementation of statewide 
family literacy initiatives.
    Section 202 amends section 1202(e) of the Elementary and 
Secondary Education Act of 1965 to clarify the definition of 
Family Literacy Services.
    Section 203 amends section 1209 of the Elementary and 
Secondary Education Act of 1965 to clarify the role of the 
grant recipient in providing technical assistance for the 
evaluation of local programs.
    Section 204 amends the Elementary and Secondary Education 
Act of 1965 by adding Section 1210 requiring grant recipients 
to develop indicators of program quality.
    Section 205 amends the Elementary and Secondary Education 
Act of 1965 by adding Section 1211 requiring the Secretary to 
conduct research to improve the quality of existing programs 
and to develop models for new programs. Also clarifies the 
network for the dissemination of such information.

     TITLE III--ALLOCATION OF FUNDS FOR FEDERAL WORK-STUDY PROGRAMS

    Section 301 amends Section 442(a) of the Higher Education 
Act of 1965 by providing funds for eligible institutions to 
compensate students employed as reading tutors for preschool 
through elementary children or family literacy projects, and 
clarifies the training required for such participating 
students.

                           TITLE IV--REPEALS

    Section 401 repeals 67 unfunded education programs.

                        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 from the Committee on Government Reform and 
Oversight on the subject of H.R. 2614.

                           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. 2614. 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 Elementary and Secondary Education Act of 1965 and the 
amendments made by H.R. 2614, 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. 2614 from the Director of the Congressional Budget 
Office:

                                     U.S. Congress,
                               Congressional Budget Office,
                                  Washington, DC, October 24, 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. 2614, the Reading 
Excellence Act of 1997.
    If you wish further details on this estimate, we will be 
pleased to provide them. The CBO staff contacts are Justin 
Latus and Christina Hawley Sadoti.
            Sincerely,
                                              James L. Blum
                                   (For June E. O'Neill, Director).
    Enclosure.

H.R. 2614--Reading Excellence Act of 1997

    Summary: H.R. 2614 would amend the Elementary and Secondary 
Education Act of 1965 to establish grants to states for reading 
programs and would authorize to be appropriated for this 
purpose $260 million in each of fiscal years 1998, 1999, and 
2000. In addition, the bill would repeal several education 
programs, none of which has received appropriations in recent 
years. With three exceptions, these programs are not currently 
authorized. The three currently authorized programs are: 
special programs and projects to improve education 
opportunities for Indian children, the De Lugo territorial 
education improvement program, and general territorial 
assistance to the Virgin Islands. Authorizations for these 
three programs total $11 million in each of fiscal years 1998 
and 1999. Enacting this bill, therefore, would result in a net 
increase of authorizations of $249 million in 1998 and 1999 and 
$260 million in 2000. Actual funding for these authorizations 
would be subject to the annual appropriations process; pay-as-
you-go procedures would not apply.
    This bill contains no private-sector or intergovernmental 
mandates as defined in the Unfunded Mandates Reform Act of 1995 
(UMRA) and would impose no costs on state, local, or tribal 
governments.
    Estimated cost to the Federal Government: Increases in 
authorizations are shown in the following table, assuming that 
H.R. 2614 is enacted by November 15, 1997. The costs of this 
legislation fall within budget function 500 (Education, 
Employment, Training, and Social Services).

                                    [By fiscal year, in millions of dollars]                                    
----------------------------------------------------------------------------------------------------------------
                                                                  1998      1999      2000      2001      2002  
----------------------------------------------------------------------------------------------------------------
                                        SPENDING SUBJECT TO APPROPRIATION                                       
                                                                                                                
Authorizations under current law:                                                                               
    Budget authority..........................................        11        11  ........  ........  ........
    Estimated outlays.........................................         1         9         9         2  ........
Proposed changes:                                                                                               
    Reading grants:                                                                                             
        Authorization level...................................       260       260       260  ........  ........
        Estimated outlays.....................................        31       208       255       229        52
    Repeal of existing authorizations:                                                                          
        Authorization level...................................       -11       -11  ........  ........  ........
        Estimated outlays.....................................        -1        -9        -9        -2  ........
        Total changes:                                                                                          
            Authorization level...............................       249       249       260  ........  ........
            Estimated outlays.................................        30       199       245       227        52
Authorizations under H.R. 2614                                                                                  
        Authorization level...................................       260       260       260  ........  ........
        Estimated outlays.....................................        31       208       255       229        52
----------------------------------------------------------------------------------------------------------------

    Basis of estimate: Title I of H.R. 2614 would authorize to 
be appropriated $260 million in each of fiscal years 1998, 
1999, and 2000 for providing grants to states to improve the 
reading skills of children and families. The bill would require 
the National Institute of Literacy to convene a peer review 
panel that would evaluate grant applications submitted by state 
reading and literacy partnerships and make funding 
recommendations to the Secretary of Education. Of the total 
authorizations, $75,000 would be reserved to compensate non-
federal members of this panel. Based on the panel's 
recommendations, the Secretary would make three-year grants to 
the partnerships, which, in turn, would use at least 95 percent 
of the funds received to make subgrants to local educational 
agencies. These subgrants would fall under two categories: 
local reading improvement and tutorial assistance.
    The bill reserves for the Secretary 1.5 percent of the 
amount authorized to be appropriated (about $4 million 
annually) to conduct a national assessment of programs under 
this title. This title also would direct the National Institute 
for Literacy to disseminate information on ``reliable, 
replicable research on reading and information on subgrantee 
projects'' and would reserve $5 million of total authorizations 
to be used for this purpose.
    Title II of the bill would reserve $10 million of the 
amount authorized under Title I to carry out programs under the 
Even Start family literacy program. These funds would have to 
be matched with an equal amount of non-federal contributions in 
order for a state to receive funding under this title.
    Assuming that the reading grants would follow the same 
outlay patterns as other programs authorized under the 
Elementary and Secondary Education Act of 1965 and that 
appropriations are made accordingly, Titles I and II would 
result in an increase in outlays of $31 million in fiscal year 
1998 and $780 million over the 1998-2002 period.
    Title III would require higher education institutions to 
use at least two percent of funds authorized for work study 
programs on tutoring and literacy activities. This requirement 
could be waived at the Secretary's discretion. CBO anticipates 
that this provision would have no impact on the federal budget.
    Title IV of the bill would repeal authorizations of several 
education programs, none of which is funded currently. Three of 
the programs to be repealed are authorized to receive 
appropriations in fiscal years 1998 and 1999, however. 
Authorizations for these three programs (special programs and 
projects to improve education opportunities for Indian 
children, the De Lugo territorial education improvement 
program, and general territorial assistance to the Virgin 
Islands) total $11 million in each of fiscal years 1998 and 
1999. Repealing these authorizations would reduce outlays by $1 
million in fiscal year 1998 and by $22 million over the 1998-
2002 period.
    Pay-as-you-go considerations: None
    Intergovernmental and private-sector impact: H.R. 2614 
contains no intergovernmental or private sector mandates as 
defined in UMRA and would impose no costs on state, local, or 
tribal governments. Any requirements on states and local 
education agencies would be conditions for receiving federal 
assistance under the programs authorized in the bill. The bill 
would authorize new appropriations for Reading Grants under the 
Elementary and Secondary Education Act of 1965. CBO estimates 
that under H.R. 2614, states and local education agencies would 
receive $241 million annually in grants for fiscal years 1998 
to 2000. The bill would also require public institutions of 
higher education to reserve 2 percent of their Work-Study funds 
for tutoring and literacy activities.
    Estimate prepared by: Federal cost: Justin Latus and 
Christina Hawley Sadoti; Impact on State, local, and tribal 
governments; Marc Nicole; Impact on the private sector: Nabeel 
Alsalam.
    Estimate approved by: Paul N. Van de Water, Assistant 
Director for Budget Analysis.
                            Rollcall Votes 


         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):

             ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965

          * * * * * * *

      TITLE I--HELPING DISADVANTAGED CHILDREN MEET HIGH STANDARDS

          * * * * * * *

              PART B--EVEN START FAMILY LITERACY PROGRAMS

          * * * * * * *

SEC. 1202. PROGRAM AUTHORIZED.

  (a) * * *
          * * * * * * *
  [(c) Reservation for Grants.--
          [(1) Grants authorized.--In any fiscal year in which 
        the amount appropriated to carry out this part exceeds 
        the amount appropriated to carry out this part for the 
        preceding fiscal year, the Secretary may reserve such 
        funds in excess of the amount appropriated for such 
        preceding fiscal years as do not exceed $1,000,000 to 
        award grants, on a competitive basis, to States to 
        enable such States to plan and implement, statewide 
        family literacy initiatives to coordinate and integrate 
        existing Federal, State, and local literacy resources 
        consistent with the purposes of this part. Such 
        coordination and integration shall include funds 
        available under the Adult Education Act, Head Start, 
        Even Start, and the Family Support Act of 1988.
          [(2) Matching requirement.--The Secretary shall not 
        make a grant to a State under paragraph (1) unless the 
        State agrees that, with respect to the costs to be 
        incurred by the eligible consortium in carrying out the 
        activities for which the grant was awarded, the State 
        will make available non-Federal contributions in an 
        amount equal to not less than the Federal funds 
        provided under the grant.]
  (c) Reservation for Grants.--
          (1) Grants authorized.--From funds reserved under 
        section 15109(b)(3), the Secretary shall award grants, 
        on a competitive basis, to States to enable such States 
        to plan and implement, statewide family literacy 
        initiatives to coordinate and integrate existing 
        Federal, State, and local literacy resources consistent 
        with the purposes of this part. Such coordination and 
        integration shall include funds available under the 
        Adult Education Act, Head Start, this part, part A of 
        this title, and part A of title IV of the Social 
        Security Act.
          (2) Consortia.--
                  (A) Establishment.--To receive a grant under 
                this subsection, a State shall establish a 
                consortium of State-level programs under the 
                following laws:
                          (i) This title.
                          (ii) The Head Start Act.
                          (iii) The Adult Education Act.
                          (iv) All other State-funded preschool 
                        programs and programs providing 
                        literacy services to adults.
                  (B) Plan.--To receive a grant under this 
                subsection, the consortium established by a 
                State shall create a plan to use a portion of 
                the State's resources, derived from the 
                programs referred to in subparagraph (A), to 
                strengthen and expand family literacy services 
                in such State.
                  (C) Coordination with title xv.--The 
                consortium shall coordinate its activities with 
                the activities of the reading and literacy 
                partnership for the State established under 
                section 15103, if the State receives a grant 
                under such section.
          (3) Reading instruction.--Statewide family literacy 
        initiatives implemented under this subsection shall 
        base reading instruction on reliable, replicable 
        research on reading (as such terms are defined in 
        section 15102).
          (4) Technical assistance.--The Secretary shall 
        provide, directly or through a grant or contract with 
        an organization with experience in the development and 
        operation of successful family literacy services, 
        technical assistance to States receiving a grant under 
        this subsection.
          (5) Matching requirement.--The Secretary shall not 
        make a grant to a State under this subsection unless 
        the State agrees that, with respect to the costs to be 
        incurred by the eligible consortium in carrying out the 
        activities for which the grant was awarded, the State 
        will make available non-Federal contributions in an 
        amount equal to not less than the Federal funds 
        provided under the grant.
          * * * * * * *
  (e) Definitions.--For the purpose of this part--
          (1) * * *
          * * * * * * *
          (3) the term ``family literacy services'' means 
        services provided to participants on a voluntary basis 
        that are of sufficient intensity in terms of hours, and 
        of sufficient duration, to make sustainable changes in 
        a family (such as eliminating or reducing welfare 
        dependency) and that integrate all of the following 
        activities:
                  (A) Interactive literacy activities between 
                parents and their children.
                  (B) Equipping parents to partner with their 
                children in learning.
                  (C) Parent literacy training, including 
                training that contributes to economic self-
                sufficiency.
                  (D) Appropriate instruction for children of 
                parents receiving parent literacy services.
          [(3)] (4) the terms ``Indian tribe'' and ``tribal 
        organization'' have the meanings given such terms in 
        section 4 of the Indian Self-Determination and 
        Education Assistance Act; and
          [(4)] (5) the term ``State'' includes each of the 50 
        States, the District of Columbia, and the Commonwealth 
        of Puerto Rico.

SEC. 1203. STATE PROGRAMS.

  (a) State Level Activities.--Each State that receives a grant 
under section 1202(d)(1) may use not more than 5 percent of the 
grant funds for the costs of--
          (1) administration; [and]
          (2) providing, through one or more subgrants or 
        contracts, technical assistance for program improvement 
        and replication, to eligible entities that receive 
        subgrants under subsection (b)[.]; and
          (3) carrying out section 1210.
          * * * * * * *

SEC. 1208. AWARD OF SUBGRANTS.

  (a) * * *
  (b) Duration.--
          (1) * * *
          * * * * * * *
          [(3) Continuing eligibility.--In awarding subgrant 
        funds to continue a program under this part for the 
        second, third, or fourth year, the State educational 
        agency shall review the progress being made toward 
        meeting the objectives of the program after the 
        conclusion of the startup period, if any.
          [(4) Insufficient progress.--The State educational 
        agency may refuse to award subgrant funds if such 
        agency finds that sufficient progress has not been made 
        toward meeting such objectives, but only after 
        affording the applicant notice and an opportunity for a 
        hearing.]
          (3) Continuing eligibility.--In awarding subgrant 
        funds to continue a program under this part for the 
        second, third, or fourth year, the State educational 
        agency shall evaluate the program based on the 
        indicators of program quality developed by the State 
        under section 1210. Such evaluation shall take place 
        after the conclusion of the startup period, if any.
          (4) Insufficient progress.--The State educational 
        agency may refuse to award subgrant funds if such 
        agency finds that the eligible entity has not 
        sufficiently improved the performance of the program, 
        as evaluated based on the indicators of program quality 
        developed by the State under section 1210, after--
                  (A) providing technical assistance to the 
                eligible entity; and
                  (B) affording the eligible entity notice and 
                an opportunity for a hearing.
          * * * * * * *

SEC. 1209. EVALUATION.

  From funds reserved under section 1202(b)(1), the Secretary 
shall provide for an independent evaluation of programs 
assisted under this part--
          (1) to determine the performance and effectiveness of 
        programs assisted under this part; [and]
          (2) to identify effective Even Start programs 
        assisted under this part that can be duplicated and 
        used in providing technical assistance to Federal, 
        State, and local programs[.]; and
          (3) to provide States and eligible entities receiving 
        a subgrant under this part, directly or through a grant 
        or contract with an organization with experience in the 
        development and operation of successful family literacy 
        services, technical assistance to ensure local 
        evaluations undertaken under section 1205(10) provide 
        accurate information on the effectiveness of programs 
        assisted under this part.

SEC. 1210. INDICATORS OF PROGRAM QUALITY.

  Each State receiving funds under this part shall develop, 
based on the best available research and evaluation data, 
indicators of program quality for programs assisted under this 
part. Such indicators shall be used to monitor, evaluate, and 
improve such programs within the State. Such indicators shall 
include the following:
          (1) With respect to eligible participants in a 
        program who are adults--
                  (A) achievement in the areas of reading, 
                writing, English language acquisition, problem 
                solving, and numeracy;
                  (B) receipt of a high school diploma or a 
                general equivalency diploma;
                  (C) entry into a postsecondary school, job 
                retraining program, or employment or career 
                advancement, including the military; and
                  (D) such other indicators as the State may 
                develop.
          (2) With respect to eligible participants in a 
        program who are children--
                  (A) improvement in ability to read on grade 
                level or reading readiness;
                  (B) school attendance;
                  (C) grade retention and promotion; and
                  (D) such other indicators as the State may 
                develop.

SEC. 1211. RESEARCH.

  (a) In General.--The Secretary shall carry out, through grant 
or contract, research into the components of successful family 
literacy services, to use--
          (1) to improve the quality of existing programs 
        assisted under this part or other family literacy 
        programs carried out under this Act or the Adult 
        Education Act; and
          (2) to develop models for new programs to be carried 
        out under this Act or the Adult Education Act.
  (b) Dissemination.--The National Institute for Literacy shall 
disseminate, pursuant to section 15107, the results of the 
research described in subsection (a) to States and recipients 
of subgrants under this part.

SEC. [1210.] 1212. CONSTRUCTION.

  Nothing in this part shall be construed to prohibit a 
recipient of funds under this part from serving students 
participating in Even Start simultaneously with students with 
similar educational needs, in the same educational settings 
where appropriate.
          * * * * * * *

  PART E--FEDERAL EVALUATIONS, DEMONSTRATIONS, AND TRANSITION PROJECTS

          * * * * * * *

[SEC. 1503. INNOVATIVE ELEMENTARY SCHOOL TRANSITION PROJECTS.

  [(a) In General.--From the amount appropriated under section 
1002(g)(2), the Secretary shall provide not less than 
$10,000,000, but not more than $40,000,000 to support 
innovative transition projects in elementary schools authorized 
under this section.
  [(b) Grants.--
          [(1) Local programs.--The Secretary shall award 
        grants to local educational agencies (including such 
        agencies that operate Follow Through programs, Even 
        Start, and other comparable programs) that have formed 
        consortia with early childhood programs (including Head 
        Start, where available) for the purpose of supporting 
        projects, for children from low-income families who 
        previously attended a Head Start program, Even Start 
        program, or similar preschool program, which provide 
        education and other services in early elementary 
        grades.
          [(2) Purposes of projects.--The purposes of projects 
        assisted under this section are to--
                  [(A) assist eligible children and their 
                families in making a successful transition from 
                preschool through the early elementary grades;
                  [(B) enable eligible children to achieve 
                challenging academic standards through a model, 
                developmentally appropriate, instructional 
                program; and
                  [(C) support the active involvement of 
                parents in the education of their children.
          [(3) Components.--A program assisted under this 
        subsection--
                  [(A) shall provide transition to elementary 
                school activities, such as--
                          [(i) development of a transition plan 
                        for each child which provides for 
                        instruction, support, and assistance 
                        through the third grade;
                          [(ii) transfer of each child's 
                        preschool records to the elementary 
                        school (with parental consent);
                          [(iii) formal meetings between a 
                        child's parent, preschool teacher, and 
                        kindergarten or first grade teacher; 
                        and
                          [(iv) kindergarten visits and other 
                        orientation activities for preschool 
                        children prior to enrollment in 
                        elementary school;
                  [(B) shall use an instructional approach 
                which--
                          [(i) has been shown to be effective 
                        in providing transition services; or
                          [(ii) shows promise of providing 
                        effective transition services;
                  [(C) shall provide for the direct 
                participation of the parents of such children 
                in the development, operation, and evaluation 
                of such program;
                  [(D) shall provide directly or through 
                referral comprehensive educational, health, 
                nutritional, social, and other services that 
                aid in the continued development of eligible 
                children to their full potential;
                  [(E) shall ensure that each supportive 
                services team developed pursuant to subsection 
                (c)(8) includes a sufficient number of family 
                service coordinators to adequately meet the 
                needs of eligible children and their families; 
                and
                  [(F) may provide for the use of mentors who 
                are secondary school students to assist 
                elementary and secondary students who were 
                formerly enrolled in Head Start or Even Start 
                programs.
  [(c) Applications.--An application for a grant under 
subsection (b) shall--
          [(1) describe the goals which the applicant plans to 
        achieve;
          [(2) describe the instructional approach the 
        applicant will use, and the manner in which the 
        applicant will implement such approach;
          [(3) describe the transition to elementary school 
        activities for which assistance is sought;
          [(4) describe the members of the consortium required 
        by subsection (b)(1);
          [(5) shall include evidence that the consortium 
        members each have performed assessments of their 
        programs to ensure that such members have the capacity 
        to address the health, immunization, mental health, 
        nutrition, parenting education, literacy, social 
        service (including substance abuse, education, and 
        prevention), and educational needs of low-income 
        students and their families whom the consortium members 
        plan to serve;
          [(6) describe how the project will be coordinated 
        with title I, title VII, and other programs under this 
        Act;
          [(7) provide evidence that the proposed transition 
        activities, instruction, and other services to be 
        provided by the applicant have been specifically 
        designed to build upon, and coordinate with, the 
        services provided to eligible children and their 
        parents by local Head Start, Even Start, and other 
        similar preschool programs;
          [(8) include--
                  [(A) a plan for the development of a support 
                services team, including a family service 
                coordinator, to--
                          [(i) assist families, administrators, 
                        and teachers to respond to health, 
                        immunization, mental health, nutrition, 
                        social service, and educational needs 
                        of eligible students;
                          [(ii) conduct home visits and help 
                        students and their families to obtain 
                        health, immunization, mental health, 
                        nutrition, parenting education, 
                        literacy, education (including tutoring 
                        and remedial services), and social 
                        services (including substance abuse 
                        treatment, education, and prevention), 
                        for which students and their families 
                        are eligible;
                          [(iii) coordinate a family outreach 
                        and support program, including a plan 
                        for involving parents in the management 
                        of the program under subsection (b), in 
                        cooperation with parental involvement 
                        efforts undertaken pursuant to this 
                        part, the Head Start Act, and the 
                        Individuals with Disabilities Education 
                        Act, including school-parent compacts, 
                        parent volunteer activities, parent 
                        education services and training such as 
                        the services and training provided 
                        through the Even Start program, and 
                        regular meetings; and
                          [(iv) assist families, 
                        administrators, and teachers in 
                        enhancing developmental continuity 
                        between the programs assisted under the 
                        Head Start Act, other early childhood 
                        development programs, and elementary 
                        school classes; or
                  [(B) a description of the comprehensive, 
                coordinated services currently provided to 
                children eligible for services under this 
                section;
          [(9) designate a member of the support services team 
        described in paragraph (8) who will serve as the 
        supervisor of such support services team;
          [(10) contain assurances that State agencies, local 
        agencies, and community-based organizations that 
        provide support services to low-income students served 
        by the local educational agency consortium have been 
        consulted in the preparation of the plan described in 
        paragraph (8);
          [(11) contain assurances that State agencies, local 
        agencies, and community-based organizations served by 
        the local educational agency consortium will designate 
        an individual who will act as a liaison to the support 
        services team described in paragraph (8);
          [(12) describe the target population to be served by 
        the support services team described in paragraph (8), 
        including families previously served under part C of 
        the Head Start Act, or other comparable early childhood 
        development program;
          [(13) describe the support services to be provided, 
        directly or through referral;
          [(14) describe the Federal and non-Federal resources 
        that will be used to carry out the program;
          [(15) contain assurances that the support services 
        described in paragraph (8) will be equipped to assist 
        children and families with limited-English proficiency 
        or with disabilities;
          [(16) include a plan describing how the program 
        assisted under this section will be sustained, with 
        funding received under part A or other Federal and non-
        Federal funding sources, after the grant has expired; 
        and
          [(17) contain such other information as the Secretary 
        may reasonably require.
  [(d) National Activities.--
          [(1) In general.--Of the amount provided under 
        subsection (a) to carry out this section, the Secretary 
        shall use not less than $3,000,000 but not more than 
        $5,000,000 to carry out national activities to evaluate 
        and improve the use of innovative transition programs.
          [(2) Technical assistance and training.--Of the 
        amount reserved under paragraph (1), the Secretary 
        shall use not less than $3,000,000 to award grants to 
        public and private nonprofit agencies, institutions, 
        and organizations to provide to consortia which receive 
        grants under subsection (b)(1) and, to the extent 
        feasible, to schools that are designated schoolwide 
        programs under section 1114--
                  [(A) technical assistance in the 
                implementation and expanded use of model 
                transition and instructional approaches, 
                including the use of appropriate pedagogy, 
                efforts to increase parental involvement and 
                providing access to coordinated services; and
                  [(B) training in conjunction with the 
                implementation and operation of such model 
                approaches.
          [(3) Coordination and dissemination.--The Secretary, 
        in cooperation with the Secretary of Health and Human 
        Services, may promote coordination of activities 
        assisted under this section with the projects funded 
        under the Head Start Transition Projects Act, including 
        a process to--
                  [(A) collect information on program 
                activities and results; and
                  [(B) disseminate information on successful 
                transition programs.
          [(4) Evaluation.--(A) The Secretary, in cooperation 
        with the Secretary of Health and Human Services, is 
        authorized to award grants, or enter into contracts or 
        cooperative agreements, to provide for the evaluation 
        of the programs assisted under this section.
          [(B) To the extent practicable, such evaluations 
        shall be conducted jointly with evaluations of Head 
        Start Transition Projects.
          [(5) Other activities.--The Secretary may undertake 
        other activities to promote the replication of 
        successful transition programs.
  [(e) Coordination of Regulations.--The Secretary shall work 
with the Secretary of Health and Human Services to coordinate 
regulations promulgated under this section with regulations 
promulgated under the Head Start Act Amendments of 1994.
  [(f) General Provisions.--
          [(1) Priority.--In awarding grants under subsection 
        (b)(1), the Secretary shall give priority to applicants 
        that--
                  [(A) will operate a project under this 
                section at a school designated as a schoolwide 
                program under section 1114;
                  [(B) serve local educational agencies that 
                have the highest numbers or percentages of poor 
                children; and
                  [(C) demonstrate a significant commitment by 
                the community to the proposed program, as 
                evidenced by the level of resources, both cash 
                and in-kind, from other public and private 
                sources available to the consortium.
          [(2) Supplement.--An application for assistance under 
        this section may not be approved unless the Secretary 
        is satisfied that the services to be provided by the 
        applicant will supplement, and not supplant, services 
        that previously provided other Federal assistance.
          [(3) Sufficient size.--A grant under subsection 
        (b)(1) shall be of sufficient size and scope to enable 
        the grantee to operate a project which meets the 
        requirements of this section.
          [(4) Urban and rural grants.--To the extent 
        practicable, the Secretary shall award grants under 
        subsection (b)(1) to consortia in both urban and rural 
        areas.
          [(5) Renewal grant.--To be eligible to renew a grant 
        under the section, an applicant that received 
        assistance under subsection (b)(1) shall demonstrate 
        that the project achieved the purposes described in 
        subsection (b)(2).
  [(g) Definitions.--As used in this section:
          [(1) Family services coordinator.--The term ``family 
        services coordinator'' means an individual who has the 
        skills necessary to assist families in obtaining 
        support services and may be an existing employee of a 
        local educational agency or Head Start agency.
          [(2) Head start agency.--The term ``Head Start 
        agency'' means any agency designated as a Head Start 
        agency under the Head Start Act (42 U.S.C. 9831 et 
        seq.).
          [(3) Support services.--The term ``support services'' 
        means services that enhance the physical, social, 
        emotional, and intellectual development of low-income 
        children, including the provision of necessary support 
        to the parents and other family members of such 
        children.]
          * * * * * * *

                       TITLE V--PROMOTING EQUITY

          * * * * * * *

         [PART C--ASSISTANCE TO ADDRESS SCHOOL DROPOUT PROBLEMS

[SEC. 5301. SHORT TITLE.

  [This part may be cited as the ``School Dropout Assistance 
Act''.

[SEC. 5302. PURPOSE.

  [The purpose of this part is to reduce the number of children 
who do not complete their elementary and secondary education by 
providing grants to local educational agencies to establish--
          [(1) effective programs to identify potential student 
        dropouts, including pregnant and parenting teenagers, 
        and prevent such students from dropping out of school;
          [(2) effective programs to identify and encourage 
        children who have already dropped out to reenter school 
        and complete their elementary and secondary education;
          [(3) effective early intervention programs designed 
        to identify at-risk students in elementary and 
        secondary schools; and
          [(4) model systems for collecting and reporting 
        information to local school officials on the number, 
        ages, sex, race or ethnicity, and grade levels of the 
        children not completing their elementary and secondary 
        education and the reasons why such children have 
        dropped out of school.

[SEC. 5303. GRANTS TO LOCAL EDUCATIONAL AGENCIES.

  [(a) Allotment to Categories of Local Educational Agencies.--
From the amount appropriated under section 5308 for any fiscal 
year, the Secretary shall first reserve not more than 
$2,000,000 for the purposes of evaluating programs carried out 
with assistance under this part in accordance with section 
14701. From the remaining amount, the Secretary shall allot the 
following percentages to each of the following categories of 
local educational agencies:
          [(1) Local educational agencies administering schools 
        with a total enrollment of 100,000 or more elementary 
        and secondary school students shall be allotted 25 
        percent of such remaining amount.
          [(2) Local educational agencies administering schools 
        with a total enrollment of at least 20,000 but less 
        than 100,000 elementary and secondary school students 
        shall be allotted 40 percent of such remaining amount.
          [(3) Local educational agencies administering schools 
        with a total enrollment of less than 20,000 elementary 
        and secondary school students shall be allotted 30 
        percent of such remaining amount. Grants may be made 
        under this paragraph to educational service agencies 
        and consortia of not more than 5 local educational 
        agencies in any case in which the total enrollment of 
        the largest such local educational agency is less than 
        20,000 elementary and secondary students. Such agencies 
        and consortia may also apply for assistance under this 
        part in conjunction with the State educational agency. 
        Not less than 20 percent of funds available under this 
        paragraph shall be awarded to local educational 
        agencies administering schools with a total enrollment 
        of less than 2,000 elementary and secondary school 
        students.
          [(4) Community-based organizations shall be allotted 
        5 percent of such remaining amount. Grants under this 
        paragraph shall be made after consultation between the 
        community-based organization and the local educational 
        agency that is to benefit from such a grant.
  [(b) Special Consideration.--
          [(1) In general.--The Secretary shall give special 
        consideration to awarding funds available for each 
        category described in paragraphs (1), (2), and (3) of 
        subsection (a) to local educational agencies 
        participating in an educational partnership.
          [(2) Educational partnerships.--For the purpose of 
        this part the term ``educational partnerships' means a 
        partnership between--
                  [(A) a local educational agency; and
                  [(B) a business concern or business 
                organization, community-based organization, 
                nonprofit private organization, institution of 
                higher education, State educational agency, 
                State or local public agency, private industry 
                council (established under the Job Training 
                Partnership Act), museum, library, or 
                educational television or broadcasting station.
  [(c) Award of Grant.--
          [(1) In general.--From the amount allotted for any 
        fiscal year to a category of local educational agencies 
        under subsection (a), the Secretary shall award as many 
        grants as practicable within each such category to 
        local educational agencies and educational partnerships 
        whose applications have been approved by the Secretary 
        for such fiscal year under section 5304 and whose 
        applications propose a program of sufficient size, 
        scope, and quality to be effective.
          [(2) Additional funds.--Any local educational agency 
        or educational partnership that has received a grant 
        under this part shall be eligible for additional funds 
        as provided under subsection (d).
          [(3) Terms and conditions.--Grants under this part 
        shall be made under such terms and conditions as the 
        Secretary shall prescribe.
  [(d) Use of Funds When Not Fully Allotted to Categories Under 
Subsection (a).--
          [(1) In general.--Whenever the Secretary determines 
        that the full amount of the sums allotted under any 
        category set forth under subsection (a) will not be 
        required for applications of the local educational 
        agencies in the case of categories described in 
        paragraphs (1), (2), or (3) of subsection (a), the 
        Secretary shall make the amount not so required 
        available to another category under subsection (a). In 
        carrying out the provisions of this subsection, the 
        Secretary shall assure that the transfer of amounts 
        from one category to another is made to a category in 
        which there is the greatest need for funds.
          [(2) Peer review.--In order to transfer funds under 
        this subsection, the Secretary shall use a peer review 
        process to determine that such excess funds are not 
        needed to fund projects in particular categories and 
        shall prepare a list of the categories in which funds 
        were not fully expended and the reasons therefor, and 
        make such list available to local educational agencies 
        and educational partnerships upon request. The 
        Secretary may use the peer review process to determine 
        grant recipients of funds transferred in accordance 
        with this subsection.
  [(e) Federal Share.--
          [(1) Federal share.--The Federal share of a grant 
        under this part may not exceed--
                  [(A) 90 percent of the total cost of a 
                project for the first year for which the 
                project receives assistance under this part; 
                and
                  [(B) 75 percent of such cost in each such 
                succeeding fiscal year.
          [(2) Remaining costs.--The remaining cost of a 
        project that receives assistance under this part may be 
        paid from any source other than funds made available 
        under this part, except that not more than 10 percent 
        of the remaining cost in any fiscal year may be 
        provided from Federal sources other than this part.
          [(3) Non-federal share.--The share of payments from 
        sources other than funds made available under this part 
        may be in cash or in kind fairly evaluated, including 
        plant, equipment or services.

[SEC. 5404. APPLICATION.

  [(a) Application Required.--
          [(1) In general.--A grant under this part may be made 
        only to a local educational agency or an educational 
        partnership which submits an application to the 
        Secretary containing such information as may be 
        required by the Secretary by regulation.
          [(2) Duration.--Each such application shall be for a 
        three-year period.
  [(b) Contents.--Each such application shall--
          [(1) provide documentation of--
                  [(A) the number of children who were enrolled 
                in the schools to be served by the applicant 
                for the five academic years prior to the date 
                application is made who have not completed 
                their elementary or secondary education and who 
                are classified as school dropouts; and
                  [(B) the percentage that such number of 
                children is of the total school-age population 
                in the applicant's schools;
          [(2) include a plan for the development and 
        implementation of a school dropout information 
        collection and reporting system for documenting the 
        extent and nature of the dropout problem, which system 
        shall collect and cross tabulate data, where feasible, 
        by sex according to race or ethnicity and socioeconomic 
        status;
          [(3) include a plan for coordinated activities 
        involving not less than one secondary school and its 
        feeder junior high or middle schools and elementary 
        schools for local educational agencies that have feeder 
        systems;
          [(4) when applicable, describe how programs assisted 
        under this part will be coordinated with, and not 
        duplicate, programs assisted under title I;
          [(5) include a description of how the program 
        assisted under this part is consistent with the second 
        National Education Goal, relating to school completion, 
        and other Federal programs as appropriate; and
          [(6) contain such other information as the Secretary 
        considers necessary to determine the nature of the 
        local needs, thequality of the proposed project, and 
the capability of the applicant to carry out the project.
  [(c) Priority.--The Secretary shall, in approving 
applications under this section, give priority to applications 
which--
          [(1) demonstrate the replication of successful 
        programs conducted in other local educational agencies 
        or the expansion of successful programs within a local 
        educational agency; and
          [(2) reflect very high numbers or very high 
        percentages of school dropouts in the schools of the 
        applicant in each category described in section 
        5303(a).
  [(d) Special Consideration.--The Secretary shall give 
additional special consideration to applications that include--
          [(1) provisions which emphasize early intervention 
        services designed to identify at-risk students in 
        elementary or early secondary schools; and
          [(2) provisions for significant parental involvement.
  [(e) Grants for New Grantees.--In awarding grants under this 
part the Secretary shall use only the priorities and special 
considerations described in subsections (c) and (d).
  [(f) Continuation of Assistance.--For the two fiscal years 
beginning after the date of enactment of the Improving 
America's Schools Act of 1994, the Secretary shall approve an 
application under this section for a local educational agency 
which received funding in fiscal year 1994 under the School 
Dropout Demonstration Assistance Act of 1988 (20 U.S.C. 3241 et 
seq.) and which--
          [(1) satisfies the requirements of this section;
          [(2) qualifies for special consideration or priority 
        under--
                  [(A) section 5303(b); and
                  [(B) subsections (c) and (d) of this section; 
                and
          [(3) provides evidence that the program for which 
        such agency is seeking assistance is effective in--
                  [(A) providing early intervention services to 
                at-risk students in elementary and secondary 
                schools;
                  [(B) identifying potential student dropouts; 
                and
                  [(C) preventing students from dropping out of 
                school.

[SEC. 5305. AUTHORIZED ACTIVITIES.

  [Grants under this part shall be used to carry out activities 
and services described in applications approved under section 
5304. In addition, grants may be used for educational, 
occupational, and basic skills testing services and activities, 
including--
          [(1) the establishment of systemwide or school-level 
        policies, procedures, and plans for dropout prevention 
        and school reentry;
          [(2) the development and implementation of 
        activities, including extended day or summer programs, 
        designed to address poor achievement, basic skills 
        deficiencies, language deficiencies, or course 
        failures, in order to assist students at risk of 
        dropping out of school and students reentering school, 
        including youth returning to school from a correctional 
        or other facility operated for delinquent youth;
          [(3) the establishment or expansion of work-study, 
        apprentice, or internship programs;
          [(4) the use of resources of the community, including 
        contracting with public or private entities or 
        community-based organizations of demonstrated 
        performance, to provide services to the grant recipient 
        or the target population;
          [(5) the evaluation and revision of program placement 
        of students at risk;
          [(6) the evaluation of program effectiveness of 
        dropout programs;
          [(7) the development and implementation of programs 
        for traditionally underserved groups of students;
          [(8) the implementation of activities which will 
        improve student motivation and the school learning 
        environment;
          [(9) the provision of training for school personnel 
        on strategies and techniques designed to--
                  [(A) identify children at risk of dropping 
                out of school;
                  [(B) intervene in the instructional program 
                for such children with support and remedial 
                services;
                  [(C) develop realistic expectations for 
                student performance; and
                  [(D) improve student-staff interactions;
          [(10) the study of the relationship between drugs and 
        school dropouts and between youth gangs and school 
        dropouts, and the coordination of dropout prevention 
        and reentry programs with appropriate drug prevention 
        and community organizations for the prevention of youth 
        gangs;
          [(11) the study of the relationship between disabling 
        conditions and student dropouts;
          [(12) the study of the relationship between the 
        dropout rate for gifted and talented students compared 
        to the dropout rate for the general student enrollment;
          [(13) the use of educational telecommunications and 
        broadcasting technologies and educational materials 
        designed to extend, motivate, and reinforce school, 
        community, and home dropout prevention and reentry 
        activities;
          [(14) the development and implementation of efforts 
        to identify and address factors in a student's decision 
        to drop out of school that are related to gender and 
        family roles, including activities and services 
        designed to meet the needs of pregnant and parenting 
        teenagers;
          [(15) the provision of other educational, 
        occupational and testing services and activities which 
        directly relate to the purpose of this part;
          [(16) activities which offer jobs and college 
        admissions for successful completion of the program for 
        which assistance is sought;
          [(17) summer employment programs;
          [(18) occupational training programs;
          [(19) career opportunity and skills counseling;
          [(20) job placement services;
          [(21) the development of skill employment competency 
        testing programs;
          [(22) special school staff training projects; and
          [(23) mentoring programs.

[SEC. 5306. DISTRIBUTION OF ASSISTANCE; LIMITATION ON COSTS.

  [(a) Distribution of Assistance.--The Secretary shall ensure 
that, to the extent practicable, in approving grant 
applications under this part--
          [(1) grants are equitably distributed on a geographic 
        basis within each category set forth in section 
        5303(a);
          [(2) the amount of a grant to a local educational 
        agency or an educational partnership for a fiscal year 
        is proportionate to the extent and severity of the 
        local school dropout problem;
          [(3) not less than 30 percent of the amount available 
        for grants in each fiscal year is used for activities 
        relating to school dropout prevention; and
          [(4) not less than 30 percent of the amount available 
        for grants in each fiscal year is used for activities 
        relating to persuading school dropouts to return to 
        school and assisting former school dropouts with 
        specialized services once school dropouts return to 
        school.
  [(b) Administrative Costs.--Not more than five percent of any 
grant made under this part may be used for administrative 
costs.

[SEC. 5307. REPORTS.

  [(a) Annual Reports.--The Secretary shall submit to the 
Congress a report by January 1 of each year, beginning on 
January 1, 1995, which sets forth the progress of the 
Commissioner of Education Statistics, established under section 
403(b) of the National Education Statistics Act of 1994, to 
implement a definition and data collection process for school 
dropouts in elementary and secondary schools, including 
statistical information for the number and percentage of 
elementary and secondary school students by gender, race, and 
ethnic origin who drop out of school each year, including 
dropouts--
          [(1) throughout the Nation by rural and urban 
        location as defined by the Secretary; and
          [(2) in each of the individual States and the 
        District of Columbia.
  [(b) Recommendations.--The report under subsection (a) shall 
also contain recommendations on ways in which the Federal 
Government, States and localities can further support the 
implementation of an effective methodology to accurately 
measure school dropout and retention rates on the national, 
State, and local levels.

[SEC. 5308. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated $50,000,000 for 
fiscal year 1995, and such sums as may be necessary for each of 
the 4 succeeding fiscal years, to carry out this part.]
          * * * * * * *

                         TITLE VIII--IMPACT AID

          * * * * * * *

[SEC. 8006. PAYMENTS FOR SUDDEN AND SUBSTANTIAL INCREASES IN ATTENDANCE 
                    OF MILITARY DEPENDENTS.

  [(a) Eligibility.--A local educational agency is eligible for 
a payment under this section if--
          [(1) the number of children in average daily 
        attendance during the school year for which the 
        determination is made is at least 10 percent or 100 
        more than the number of children in average daily 
        attendance in the school year preceding the school year 
        for which the determination is made; and
          [(2) the number of children in average daily 
        attendance with a parent on active duty (as defined in 
        section 101(18) of title 37, United States Code) in the 
        Armed Forces who are in attendance at such agency 
        because of the assignment of their parent to a new duty 
        station between May 15 and September 30, inclusive, of 
        the fiscal year for which the determination is made, as 
        certified by an appropriate local official of the 
        Department of Defense, is at least 10 percent or 100 
        more than the number of children in average daily 
        attendance in the preceding school year.
  [(b) Application.--A local educational agency that wishes to 
receive a payment under this section shall file an application 
with the Secretary by October 15 of the school year for which 
payment is requested, in such manner and containing such 
information as the Secretary may prescribe, including 
information demonstrating that such agency is eligible for such 
a payment.
  [(c) Children To Be Counted.--For each eligible local 
educational agency that applies for a payment under this 
section, the Secretary shall determine the lesser of--
          [(1) the increase in the number of children in 
        average daily attendance from the school year preceding 
        the fiscal year for which the determination is made; 
        and
          [(2) the number of children described in subsection 
        (a)(2).
  [(d) Payments.--
          [(1) In general.--Except as provided in paragraph 
        (2), from the amount appropriated for a fiscal year 
        under section 8014(d), the Secretary shall pay each 
        local educational agency with an approved application 
        an amount equal to one-half of the national average 
        per-pupil expenditure multiplied by the number of such 
        children determined under subsection (c) for that local 
        educational agency.
          [(2) Ratable reduction.--(A) If the amount 
        appropriated to carry out this section for any fiscal 
        year is insufficient to pay the full payment that all 
        eligible local educational agencies are eligible to 
        receive under this section for such year, then the 
        Secretary shall ratably reduce the payments to such 
        agencies for such year.
          [(B) If additional funds become available for making 
        payments under paragraph (1) for such fiscal year, 
        payments that were reduced under subparagraph (A) shall 
        be increased on the same basis as such payments were 
        reduced.
  [(e) Notification Process.--
          [(1) Establishment.--The Secretary shall establish, 
        with the Secretary of Defense, a notification process 
        relating to the closure of Department of Defense 
        facilities, or the adjustmentof personnel levels 
assigned to such facilities, which may substantially affect the student 
enrollment levels of local educational agencies which receive or may 
receive payments under this title.
          [(2) Information.--Such process shall provide timely 
        information regarding such closures and such 
        adjustments--
                  [(A) by the Secretary of Defense to the 
                Secretary; and
                  [(B) by the Secretary to the affected local 
                educational agencies.]
          * * * * * * *

     TITLE IX--INDIAN, NATIVE HAWAIIAN, AND ALASKA NATIVE EDUCATION

                        PART A--INDIAN EDUCATION

          * * * * * * *

   [Subpart 2--Special Programs and Projects To Improve Educational 
                   Opportunities for Indian Children

[SEC. 9121. IMPROVEMENT OF EDUCATIONAL OPPORTUNITIES FOR INDIAN 
                    CHILDREN.

  [(a) Purpose.--
          [(1) In general.--It is the purpose of this section 
        to support projects to develop, test, and demonstrate 
        the effectiveness of services and programs to improve 
        educational opportunities and achievement of Indian 
        children.
          [(2) Coordination.--The Secretary shall take such 
        actions as are necessary to achieve the coordination of 
        activities assisted under this subpart with--
                  [(A) other programs funded under this Act; 
                and
                  [(B) other Federal programs operated for the 
                benefit of American Indian and Alaska Native 
                children.
  [(b) Eligible Entities.--For the purpose of this section, the 
term ``eligible entity'' means a State educational agency, 
local educational agency, Indian tribe, Indian organization, 
federally supported elementary and secondary school for Indian 
students, Indian institution, including an Indian institution 
of higher education, or a consortium of such institutions.
  [(c) Grants Authorized.--
          [(1) In general.--The Secretary shall award grants to 
        eligible entities to enable such entities to carry out 
        activities that meet the purpose specified in 
        subsection (a)(1), including--
                  [(A) innovative programs related to the 
                educational needs of educationally deprived 
                children;
                  [(B) educational services that are not 
                available to such children in sufficient 
                quantity or quality, including remedial 
                instruction, to raise the achievement of Indian 
                children in one or more of the core academic 
                subjects of English, mathematics, science, 
                foreign languages, art, history, and geography;
                  [(C) bilingual and bicultural programs and 
                projects;
                  [(D) special health and nutrition services, 
                and other related activities, that address the 
                special health, social, and psychological 
                problems of Indian children;
                  [(E) special compensatory and other programs 
                and projects designed to assist and encourage 
                Indian children to enter, remain in, or reenter 
                school, and to increase the rate of secondary 
                school graduation;
                  [(F) comprehensive guidance, counseling, and 
                testing services;
                  [(G) early childhood and kindergarten 
                programs, including family-based preschool 
                programs that emphasize school readiness and 
                parental skills, and the provision of services 
                to Indian children with disabilities;
                  [(H) partnership projects between local 
                educational agencies and institutions of higher 
                education that allow secondary school students 
                to enroll in courses at the postsecondary level 
                to aid such students in the transition from 
                secondary school to postsecondary education;
                  [(I) partnership projects between schools and 
                local businesses for school-to-work transition 
                programs designed to provide Indian youth with 
                the knowledge and skills the youth need to make 
                an effective transition from school to a first 
                job in a high-skill, high-wage career;
                  [(J) programs designed to encourage and 
                assist Indian students to work toward, and gain 
                entrance into, an institution of higher 
                education; or
                  [(K) other services that meet the purpose 
                described in subsection (a)(1).
          [(2) Preservice or inservice training.--Preservice or 
        inservice training of professional and paraprofessional 
        personnel may be a part of any program assisted under 
        this section.
  [(d) Grant Requirements and Applications.--
          [(1) Grant requirements.--(A) The Secretary may make 
        multiyear grants under this section for the planning, 
        development, pilot operation, or demonstration of any 
        activity described in subsection (c) for a period not 
        to exceed 5 years.
          [(B) In making multiyear grants under this section, 
        the Secretary shall give priority to applications that 
        present a plan for combining two or more of the 
        activities described in subsection (c) over a period of 
        more than 1 year.
          [(C) The Secretary shall make a grant payment to an 
        eligible entity after the initial year of the multiyear 
        grant only if the Secretary determines that the 
        eligible entity has made substantial progress in 
        carrying out the activities assisted under the grant in 
        accordance with the application submitted under 
        paragraph (2) and any subsequent modifications to such 
        application.
          [(D)(i) In addition to awarding the multiyear grants 
        described in subparagraph (A), the Secretary may award 
        grants to eligible entities for the dissemination of 
        exemplary materials or programs assisted under this 
        section.
          [(ii) The Secretary may award a dissemination grant 
        under this subparagraph if, prior to awarding the 
        grant, the Secretary determines that the material or 
        program to be disseminated has been adequately reviewed 
        and has a demonstrated--
                  [(I) educational merit; and
                  [(II) the ability to be replicated.
          [(2) Application.--(A) Any eligible entity that 
        desires to receive a grant under this subsection shall 
        submit an application to the Secretary at such time and 
        in such manner as the Secretary may require.
          [(B) Each application submitted to the Secretary 
        under subparagraph (A) shall contain--
                  [(i) a description of how parents of Indian 
                children and representatives of Indian tribes 
                have been, and will be, involved in developing 
                and implementing the activities for which 
                assistance is sought;
                  [(ii) assurances that the applicant will 
                participate, at the request of the Secretary, 
                in any national evaluation of activities 
                assisted under this section; and
                  [(iii) such other assurances and information 
                as the Secretary may reasonably require.

[SEC. 9122. PROFESSIONAL DEVELOPMENT.

  [(a) Purposes.--The purposes of this section are--
          [(1) to increase the number of qualified Indian 
        individuals in professions that serve Indian people;
          [(2) to provide training to qualified Indian 
        individuals to enable such individuals to become 
        teachers, administrators, teacher aides, social 
        workers, and ancillary educational personnel; and
          [(3) to improve the skills of qualified Indian 
        individuals who serve in the capacities described in 
        paragraph (2).
  [(b) Eligible Entities.--For the purpose of this section, the 
term ``eligible entity'' means--
          [(1) an institution of higher education, including an 
        Indian institution of higher education;
          [(2) a State or local educational agency, in 
        consortium with an institution of higher education; and
          [(3) an Indian tribe or organization, in consortium 
        with an institution of higher education.
  [(c) Program Authorized.--The Secretary is authorized to 
award grants to eligible entities having applications approved 
under this section to enable such entities to carry out the 
activities described in subsection (d).
  [(d) Authorized Activities.--
          [(1) In general.--Grant funds under this section 
        shall be used to provide support and training for 
        Indian individuals in a manner consistent with the 
        purposes of this section. Such activities may include 
        but are not limited to, continuing programs, symposia, 
        workshops, conferences, and direct financial support.
          [(2) Special rules.--(A) For education personnel, the 
        training received pursuant to a grant under this 
        section may be inservice or preservice training.
          [(B) For individuals who are being trained to enter 
        any field other than education, the training received 
        pursuant to a grant under this section shall be in a 
        program that results in a graduate degree.
  [(e) Application.--
          [(1) In general.--Each eligible entity desiring a 
        grant under this section shall submit an application to 
        the Secretary at such time, in such manner and 
        accompanied by such information, as the Secretary may 
        reasonably require.
          [(2) Preference.--In awarding grants under this 
        section, the Secretary shall give preference to 
        applications describing programs that train Indian 
        individuals.
  [(f) Special Rule.--In making grants under this section, the 
Secretary--
          [(1) shall consider the prior performance of the 
        eligible entity; and
          [(2) may not limit eligibility to receive a grant 
        under this section on the basis of--
                  [(A) the number of previous grants the 
                Secretary has awarded such entity; or
                  [(B) the length of any period during which 
                such entity received such grants.
  [(g) Grant Period.--Each grant under this section shall be 
awarded for a program of not more than 5 years.
  [(h) Service Obligation.--
          [(1) In general.--The Secretary shall require, by 
        regulation, that an individual who receives training 
        pursuant to a grant made under this section--
                  [(A) perform work--
                          [(i) related to the training received 
                        under this section; and
                          [(ii) that benefits Indian people; or
                  [(B) repay all or a prorated part of the 
                assistance received.
          [(2) Reporting.--The Secretary shall establish, by 
        regulation, a reporting procedure under which a grant 
        recipient under this section shall, not later than 12 
        months after the date of completion of the training, 
        and periodically thereafter, provide information 
        concerning the compliance of such recipient with the 
        work requirement under paragraph (1).

[SEC. 9123. FELLOWSHIPS FOR INDIAN STUDENTS.

  [(a) Fellowships.--
          [(1) Authority.--The Secretary is authorized to award 
        fellowships to Indian students to enable such students 
        to study in graduate and professional programs at 
        institutions of higher education.
          [(2) Requirements.--The fellowships described in 
        paragraph (1) shall be awarded to Indian students to 
        enable such students to pursue a course of study--
                  [(A) of not more than 4 academic years; and
                  [(B) that leads--
                          [(i) toward a postbaccalaureate 
                        degree in medicine, clinical 
                        psychology, psychology, law, education, 
                        and related fields; or
                          [(ii) to an undergraduate or graduate 
                        degree in engineering, business 
                        administration, natural resources, and 
                        related fields.
  [(b) Stipends.--The Secretary shall pay to Indian students 
awarded fellowships under subsection (a) such stipends 
(including allowances for subsistence of such students and 
dependents of such students) as the Secretary determines to be 
consistent with prevailing practices under comparable federally 
supported programs.
  [(c) Payments to Institutions in Lieu of Tuition.--The 
Secretary shall pay to the institution of higher education at 
which a fellowship recipient is pursuing a course of study, in 
lieu of tuition charged such recipient, such amounts as the 
Secretary may determine to be necessary to cover the cost of 
education provided such recipient.
  [(d) Special Rules.--
          [(1) In general.--If a fellowship awarded under 
        subsection (a) is vacated prior to the end of the 
        period for which the fellowship is awarded, the 
        Secretary may award an additional fellowship for the 
        unexpired portion of the period of the fellowship.
          [(2) Written notice.--Not later than 45 days before 
        the commencement of an academic term, the Secretary 
        shall provide to each individual who is awarded a 
        fellowship under subsection (a) for such academic term 
        written notice of--
                  [(A) the amount of the fellowship; and
                  [(B) any stipends or other payments that will 
                be made under this section to, or for the 
                benefit of, the individual for the academic 
                term.
          [(3) Priority.--Not more than 10 percent of the 
        fellowships awarded under subsection (a) shall be 
        awarded, on a priority basis, to persons receiving 
        training in guidance counseling with a speciality in 
        the area of alcohol and substance abuse counseling and 
        education.
  [(e) Service Obligation.--
          [(1) In general.--The Secretary shall require, by 
        regulation, that an individual who receives financial 
        assistance under this section--
                  [(A) perform work--
                          [(i) related to the training for 
                        which the individual receives 
                        assistance under this section; and
                          [(ii) that benefits Indian people; or
                  [(B) repay all or a prorated portion of such 
                assistance.
          [(2) Reporting procedure.--The Secretary shall 
        establish, by regulation, a reporting procedure under 
        which the recipient of training assistance under this 
        section, not later than 12 months after the date of 
        completion of the training and periodically thereafter, 
        shall provide information concerning the compliance of 
        such recipient with the work requirement under 
        paragraph (1).
  [(f) Administration of Fellowships.--The Secretary may 
administer the fellowships authorized under this section 
through a grant to, or contract or cooperative agreement with, 
an Indian organization with demonstrated qualifications to 
administer all facets of the program assisted under this 
section.

[SEC. 9124. GIFTED AND TALENTED.

  [(a) Program Authorized.--The Secretary is authorized to--
          [(1) establish two centers for gifted and talented 
        Indian students at tribally controlled community 
        colleges in accordance with this section; and
          [(2) support demonstration projects described in 
        subsection (c).
  [(b) Eligible Entities.--The Secretary shall make grants to, 
or enter into contracts, for the activities described in 
subsection (a), with--
          [(1) two tribally controlled community colleges 
        that--
                  [(A) are eligible for funding under the 
                Tribally Controlled Community College 
                Assistance Act of 1978; and
                  [(B) are fully accredited; or
          [(2) if the Secretary does not receive applications 
        that the Secretary determines to be approvable from two 
        colleges that meet the requirements of paragraph (1), 
        the American Indian Higher Education Consortium.
  [(c) Use of Funds.--
          [(1) In general.--The grants made, or contracts 
        entered into, by the Secretary under subsection (a) 
        shall be used for--
                  [(A) the establishment of centers described 
                in subsection (a); and
                  [(B) carrying out demonstration projects 
                designed to--
                          [(i) address the special needs of 
                        Indian students in elementary and 
                        secondary schools who are gifted and 
                        talented; and
                          [(ii) provide such support services 
                        to the families of the students 
                        described in clause (i) as are needed 
                        to enable such students to benefit from 
                        the projects.
          [(2) Subcontracts.--Each recipient of a grant or 
        contract under subsection (a) may enter into a contract 
        with any other entity, including the Children's 
        Television Workshop, to carry out the demonstration 
        project under this subsection.
          [(3) Demonstration projects.--Demonstration projects 
        assisted under subsection (a) may include--
                  [(A) the identification of the special needs 
                of gifted and talented Indian students, 
                particularly at the elementary school level, 
                giving attention to--
                          [(i) the emotional and psychosocial 
                        needs of such students; and
                          [(ii) providing such support services 
                        to the families of such students as are 
                        needed to enable such students to 
                        benefit from the project;
                  [(B) the conduct of educational, 
                psychosocial, and developmental activities that 
                the Secretary determines holds a reasonable 
                promise of resulting in substantial progress 
                toward meeting the educational needs of such 
                gifted and talented children, including but not 
                limited to--
                          [(i) demonstrating and exploring the 
                        use of Indian languages and exposure to 
                        Indian cultural traditions; and
                          [(ii) mentoring and apprenticeship 
                        programs;
                  [(C) the provision of technical assistance 
                and the coordination of activities at schools 
                that receive grants under subsection (d) with 
                respect to the activities assisted under such 
                grants, the evaluation of programs assisted 
                under such grants, or the dissemination of such 
                evaluations;
                  [(D) the use of public television in meeting 
                the special educational needs of such gifted 
                and talented children;
                  [(E) leadership programs designed to 
                replicate programs for such children throughout 
                the United States, including disseminating 
                information derived from the demonstration 
                projects conducted under subsection (a); and
                  [(F) appropriate research, evaluation, and 
                related activities pertaining to the needs of 
                such children and to the provision of such 
                support services to the families of such 
                children that are needed to enable such 
                children to benefit from the project.
          [(4) Application.--Each entity desiring a grant under 
        subsection (a) shall submit an application to the 
        Secretary at such time and in such manner as the 
        Secretary may prescribe.
  [(d) Additional Grants.--
          [(1) In general.--The Secretary, in consultation with 
        the Secretary of the Interior, shall award 5 grants to 
        schools funded by the Bureau of Indian Affairs 
        (hereafter in this section referred to as ``Bureau 
        schools'') for program research and development and the 
        development and dissemination of curriculum and teacher 
        training material, regarding--
                  [(A) gifted and talented students;
                  [(B) college preparatory studies (including 
                programs for Indian students with an interest 
                in pursuing teaching careers);
                  [(C) students with special culturally related 
                academic needs, including students with social, 
                lingual, and cultural needs; or
                  [(D) mathematics and science education.
          [(2) Applications.--Each Bureau school desiring a 
        grant to conduct one or more of the activities 
        described in paragraph (1) shall submit an application 
        to the Secretary in such form and at such time as the 
        Secretary may prescribe.
          [(3) Special rule.--Each application described in 
        paragraph (2) shall be developed, and each grant under 
        this subsection shall be administered, jointly by the 
        supervisor of the Bureau school and the local 
        educational agency serving such school.
          [(4) Requirements.--In awarding grants under 
        paragraph (1), the Secretary shall achieve a mixture of 
        the programs described in paragraph (1) that ensures 
        that Indian students at all grade levels and in all 
        geographic areas of the United States are able to 
        participate in a program assisted under this 
        subsection.
          [(5) Grant period.--Subject to the availability of 
        appropriations, grants under paragraph (1) shall be 
        awarded for a 3-year period and may be renewed by the 
        Secretary for additional 3-year periods if the 
        Secretary determines that the performance of the grant 
        recipient has been satisfactory.
          [(6) Dissemination.--(A) The dissemination of any 
        materials developed from activities assisted under 
        paragraph (1) shall be carried out in cooperation with 
        entities that receive funds pursuant to subsection (b).
          [(B) The Secretary shall report to the Secretary of 
        the Interior and to the Congress any results from 
        activities described in paragraph (3)(B).
          [(7) Evaluation costs.--(A) The costs of evaluating 
        any activities assisted under paragraph (1) shall be 
        divided between the Bureau schools conducting such 
        activities and the recipients of grants or contracts 
        under subsection (b) who conduct demonstration projects 
        under such subsection.
          [(B) If no funds are provided under subsection (b) 
        for--
                  [(i) the evaluation of activities assisted 
                under paragraph (1);
                  [(ii) technical assistance and coordination 
                with respect to such activities; or
                  [(iii) the dissemination of the evaluations 
                referred to in clause (i),
        then the Secretary shall make such grants, or enter 
        into such contracts, as are necessary to provide for 
        the evaluations, technical assistance, and coordination 
        of such activities, and the dissemination of the 
        evaluations.
  [(e) Information Network.--The Secretary shall encourage each 
recipient of a grant or contract under this section to work 
cooperatively as part of a national network to ensure that the 
information developed by the grant or contract recipient is 
readily available to the entire educational community.

[SEC. 9125. GRANTS TO TRIBES FOR EDUCATION ADMINISTRATIVE PLANNING AND 
                    DEVELOPMENT.

  [(a) In General.--The Secretary may make grants to Indian 
tribes, and tribal organizations approved by Indian tribes, to 
plan and develop a centralized tribal administrative entity 
to--
          [(1) coordinate all education programs operated by 
        the tribe or within the territorial jurisdiction of the 
        tribe;
          [(2) develop education codes for schools within the 
        territorial jurisdiction of the tribe;
          [(3) provide support services and technical 
        assistance to schools serving children of the tribe; 
        and
          [(4) perform child-find screening services for the 
        preschool-aged children of the tribe to--
                  [(A) ensure placement in appropriate 
                educational facilities; and
                  [(B) coordinate the provision of any needed 
                special services for conditions such as 
                disabilities and English language skill 
                deficiencies.
  [(b) Period of Grant.--Each grant under this section may be 
awarded for a period of not more than 3 years, except that such 
grant may be renewed upon the termination of the initial period 
of the grant if the grant recipient demonstrates to the 
satisfaction of the Secretary that renewing the grant for an 
additional 3-year period is necessary to carry out the 
objectives of the grant described in subsection (c)(2)(A).
  [(c) Application for Grant.--
          [(1) In general.--Each Indian tribe and tribal 
        organization desiring a grant under this section shall 
        submit an application to the Secretary at such time, in 
        such manner, containing such information, and 
        consistent with such criteria, as the Secretary may 
        prescribe in regulations.
          [(2) Contents.--Each application described in 
        paragraph (1) shall contain--
                  [(A) a statement describing the activities to 
                be conducted, and the objectives to be 
                achieved, under the grant; and
                  [(B) a description of the method to be used 
                for evaluating the effectiveness of the 
                activities for which assistance is sought and 
                determining whether such objectives are 
                achieved.
          [(3) Approval.--The Secretary may approve an 
        application submitted by a tribe or tribal organization 
        pursuant to this section only if the Secretary is 
        satisfied that such application, including any 
        documentation submitted with the application--
                  [(A) demonstrates that the applicant has 
                consulted with other education entities, if 
                any, within the territorial jurisdiction of the 
                applicant who will be affected by the 
                activities to be conducted under the grant;
                  [(B) provides for consultation with such 
                other education entities in the operation and 
                evaluation of the activities conducted under 
                the grant; and
                  [(C) demonstrates that there will be adequate 
                resources provided under this section or from 
                other sources to complete the activities for 
                which assistance is sought, except that the 
                availability of such other resources shall not 
                be a basis for disapproval of such application.
  [(d) Restriction.--A tribe may not receive funds under this 
section if such tribe receives funds under section 1144 of the 
Indian Education Amendments of 1978.
  [(e) Authorization of Appropriations.--There are authorized 
to be appropriated to the Department of Education $3,000,000 
for each of the fiscal years 1995 through 1999 to carry out 
this section.

  [Subpart 3--Special Programs Relating to Adult Education for Indians

[SEC. 9131. IMPROVEMENT OF EDUCATIONAL OPPORTUNITIES FOR ADULT INDIANS.

  [(a) In General.--The Secretary shall award grants to State 
and local educational agencies, and to Indian tribes, 
institutions, and organizations--
          [(1) to support planning, pilot, and demonstration 
        projects that are designed to test and demonstrate the 
        effectiveness of programs for improving employment and 
        educational opportunities for adult Indians;
          [(2) to assist in the establishment and operation of 
        programs that are designed to stimulate--
                  [(A) basic literacy opportunities for all 
                nonliterate Indian adults; and
                  [(B) the provision of opportunities to all 
                Indian adults to qualify for a secondary school 
                diploma, or its recognized equivalent, in the 
                shortest period of time feasible;
          [(3) to support a major research and development 
        program to develop more innovative and effective 
        techniques for achieving literacy and secondary school 
        equivalency for Indians;
          [(4) to provide for basic surveys and evaluations to 
        define accurately the extent of the problems of 
        illiteracy and lack of secondary school completion 
        among Indians; and
          [(5) to encourage the dissemination of information 
        and materials relating to, and the evaluation of, the 
        effectiveness of education programs that may offer 
        educational opportunities to Indian adults.
  [(b) Educational Services.--The Secretary may make grants to 
Indian tribes, institutions, and organizations to develop and 
establish educational services and programs specifically 
designed to improve educational opportunities for Indian 
adults.
  [(c) Information and Evaluation.--The Secretary may make 
grants to, and enter into contracts with, public agencies and 
institutions and Indian tribes, institutions, and 
organizations, for--
          [(1) the dissemination of information concerning 
        educational programs, services, and resources available 
        to Indian adults, including evaluations of the 
        programs, services, and resources; and
          [(2) the evaluation of federally assisted programs in 
        which Indian adults may participate to determine the 
        effectiveness of the programs in achieving the purposes 
        of the programs with respect to Indian adults.
  [(d) Applications.--
          [(1) In general.--Each entity desiring a grant under 
        this section shall submit to the Secretary an 
        application at such time, in such manner, containing 
        such information, and consistent with such criteria, as 
        the Secretary may prescribe in regulations.
          [(2) Contents.--Each application described in 
        paragraph (1) shall contain--
                  [(A) a statement describing the activities to 
                be conducted, and the objectives to be 
                achieved, under the grant; and
                  [(B) a description of the method to be used 
                for evaluating the effectiveness of the 
                activities for which assistance is sought and 
                determining whether the objectives of the grant 
                are achieved.
          [(3) Approval.--The Secretary shall not approve an 
        application described in paragraph (1) unless the 
        Secretary determines that such application, including 
        any documentation submitted with the application, 
        indicates--
                  [(A) there has been adequate participation, 
                by the individuals to be served and appropriate 
                tribal communities, in the planning and 
                development of the activities to be assisted; 
                and
                  [(B) the individuals and tribal communities 
                referred to in subparagraph (A) will 
                participate in the operation and evaluation of 
                the activities to be assisted.
          [(4) Priority.--In approving applications under 
        paragraph (1), the Secretary shall give priority to 
        applications from Indian educational agencies, 
        organizations, and institutions.]
          * * * * * * *

                   [Subpart 5--Federal Administration

[SEC. 9151. NATIONAL ADVISORY COUNCIL ON INDIAN EDUCATION.

  [(a) Membership.--There is established a National Advisory 
Council on Indian Education (hereafter in this section referred 
to as the ``Council''), which shall--
          [(1) consist of 15 Indian members, who shall be 
        appointed by the President from lists of nominees 
        furnished, from time to time, by Indian tribes and 
        organizations; and
          [(2) represent different geographic areas of the 
        United States.
  [(b) Duties.--The Council shall--
          [(1) advise the Secretary concerning the funding and 
        administration (including the development of 
        regulations and administrative policies and practices) 
        of any program, including any program established under 
        this part--
                  [(A) with respect to which the Secretary has 
                jurisdiction; and
                  [(B)(i) that includes Indian children or 
                adults as participants; or
                  [(ii) that may benefit Indian children or 
                adults;
          [(2) make recommendations to the Secretary for 
        filling the position of Director of Indian Education 
        whenever a vacancy occurs; and
          [(3) submit to the Congress, not later than June 30 
        of each year, a report on the activities of the 
        Council, including--
                  [(A) any recommendations that the Council 
                considers appropriate for the improvement of 
                Federal education programs that include Indian 
                children or adults as participants, or that may 
                benefit Indian children or adults; and
                  [(B) recommendations concerning the funding 
                of any program described in subparagraph (A).

[SEC. 9152. PEER REVIEW.

  [The Secretary may use a peer review process to review 
applications submitted to the Secretary under subpart 2, 3, or 
4.

[SEC. 9153. PREFERENCE FOR INDIAN APPLICANTS.

  [In making grants under subpart 2, 3, or 4, the Secretary 
shall give a preference to Indian tribes, organizations, and 
institutions of higher education under any program with respect 
to which Indian tribes, organizations, and institutions are 
eligible to apply for grants.

[SEC. 9154. MINIMUM GRANT CRITERIA.

  [The Secretary may not approve an application for a grant 
under subpart 2 or 3 unless the application is for a grant that 
is--
          [(1) of sufficient size, scope, and quality to 
        achieve the purpose or objectives of such grant; and
          [(2) based on relevant research findings.]

        Subpart 6--Definitions; Authorizations of Appropriations

          * * * * * * *

SEC. 9162. AUTHORIZATIONS OF APPROPRIATIONS.

  (a) * * *
  [(b) Subparts 2 Through 4.--For the purpose of carrying out 
subparts 2, 3, and 4 of this part, there are authorized to be 
appropriated to the Department of Education $26,000,000 for 
fiscal year 1995 and such sums as may be necessary for each of 
the four succeeding fiscal years.
  [(c) Subpart 5.--For the purpose of carrying out subpart 5 of 
this part, there are authorized to be appropriated to the 
Department of Education $3,775,000 for fiscal year 1995 and 
such sums as may be necessary for each of the four succeeding 
fiscal years.]
          * * * * * * *

               TITLE X--PROGRAMS OF NATIONAL SIGNIFICANCE

          * * * * * * *

       [PART H--DE LUGO TERRITORIAL EDUCATION IMPROVEMENT PROGRAM

[SEC. 10801. FINDINGS AND PURPOSES.

  [(a) Findings.--The Congress finds that--
          [(1) the attainment of a high quality education is 
        important to a society and to each individual;
          [(2) it is the policy of the United States that all 
        citizens have a fair opportunity to receive a high 
        quality education;
          [(3) such opportunity should extend to United States 
        citizens and nationals residing in the outlying areas;
          [(4) reports show that the outlying areas have 
        repeatedly placed last in national education tests 
        which measure knowledge in core subject areas;
          [(5) all students must realize their potential if the 
        United States is to prosper; and
          [(6) students in the outlying areas require 
        additional assistance if such students are to obtain 
        the high standards established for all students in the 
        United States.
  [(b) Purposes.--The purpose of this part is to authorize an 
education improvement program for the outlying areas which will 
assist in developing programs which will enhance student 
learning, increase the standard of education, and improve the 
performance levels of all students.

[SEC. 10802. GRANT AUTHORIZATION.

  [The Secretary is authorized to make grants to the outlying 
areas to fund innovative education improvement programs which 
will increase student learning.

[SEC. 10803. CONSTRUCTION.

  [No funds from a grant under section 10802 may be used for 
construction.

[SEC. 10804. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated to carry out this 
subpart $3,000,000 for each of the fiscal years 1994 through 
1999.]
          * * * * * * *

     [PART L--THE EXTENDED TIME FOR LEARNING AND LONGER SCHOOL YEAR

[SEC. 10993. THE EXTENDED TIME FOR LEARNING AND LONGER SCHOOL YEAR.

  [(a) Findings.--The Congress finds that--
          [(1) the Commission on Time and Learning has found 
        that--
                  [(A) realizing the third National Education 
                Goal, that states all students will leave 
                grades four, eight and twelve having 
                demonstrated competency in challenging subject 
                matter, including English, mathematics, 
                science, foreign languages, civics and 
                government, economics, arts, history, and 
                geography, will require considerably more 
                common core learning time than most students 
                now receive;
                  [(B) ensuring that all students learn to high 
                standards will require flexibility and 
                innovation in the use of common core learning 
                time, as well as the rest of the time students 
                spend both during and beyond the school day;
                  [(C) teachers need regular, sustained time 
                for lesson development, collegial collaboration 
                and other professional development;
                  [(D) schools, businesses, community-based 
                organizations, tribal leaders, and other 
                community agencies and members should work 
                together to foster effective learning and 
                enrichment programs and activities for 
                students, including programs that operate 
                outside of the regular school day or year;
                  [(E) for most students in the United States, 
                the school year is 180 days long. In Japan 
                students go to school 243 days per year, in 
                Germany students go to school 240 days per 
                year, in Austria students go to school 216 days 
                per year, in Denmark students go to school 200 
                days per year, and in Switzerland students go 
                to school 195 days per year; and
                  [(F) in the final four years of schooling, 
                students in schools in the United States are 
                required to spend a total of 1,460 hours on 
                core academic subjects, less than half of the 
                3,528 hours so required in Germany, the 3,280 
                hours so required in France, and the 3,170 
                hours so required in Japan;
          [(2) increasing the amount and duration of intensive, 
        engaging and challenging learning activities geared to 
        high standards can increase student motivation and 
        achievement;
          [(3) the benefits of extending learning time, 
        including common core instructional time, can be 
        maximized by concurrent changes in curriculum and 
        instruction, such as accelerated learning, and 
        engaging, interactive instruction based on challenging 
        content;
          [(4) maximizing the benefit of increased common core 
        and other learning time will require the collaboration 
        and cooperation of teachers and administrators, 
        students, parents, community members and organizations, 
        businesses and others to develop strategies to meet the 
        needs of students during and beyond the school day and 
        year;
          [(5) a competitive world economy requires that 
        students in the United States receive education and 
        training that is at least as rigorous and high-quality 
        as the education and training received by students in 
        competitor countries;
          [(6) despite our Nation's transformation from a farm-
        based economy to one based on manufacturing and 
        services, the school year is still based on the summer 
        needs of an agrarian economy;
          [(7) American students' lack of formal schooling is 
        not counterbalanced with more homework. The opposite is 
        true, as half of all European students report spending 
        at least two hours on homework per day, compared to 
        only 29 percent of American students. Twenty-two 
        percent of American students watch five or more hours 
        of television per day, while less than eight percent of 
        European students watch that much television;
          [(8) more than half of teachers surveyed in the 
        United States cite ``children who are left on their own 
        after school'' as a major problem;
          [(9) over the summer months, disadvantaged students 
        not only fail to advance academically, but many forget 
        much of what such students had learned during the 
        previous school year;
          [(10) funding constraints as well as the strong pull 
        of tradition have made extending the school year 
        difficult for most States and school districts; and
          [(11) experiments with extended and multi-track 
        school years have been associated with both increased 
        learning and more efficient use of school facilities.
  [(b) Purposes.--It is the purpose of this part to--
          [(1) provide seed money to schools and local 
        educational agencies to enable such agencies to devise 
        and implement strategies and methods for upgrading the 
        quality of, and extending, challenging, engaging 
        learning time geared to high standards for all 
        students; and
          [(2) allow the Secretary to provide financial 
        incentives and assistance to States or local 
        educational agencies to enable such States or agencies 
        to substantially increase the amount oftime that 
students spend participating in quality academic programs, and to 
promote flexibility in school scheduling.
  [(c) Program Authorized.--
          [(1) In general.--The Secretary is authorized to 
        award grants to local educational agencies having 
        applications approved under subsection (d) to enable 
        such agencies to carry out the authorized activities 
        described in subsection (e) in public elementary and 
        secondary schools.
          [(2) Amount.--The Secretary shall, to the extent 
        practicable, provide an equitable distribution of 
        grants under this section.
          [(3) Duration.--Each grant under subsection (a) shall 
        be awarded for a period of not more than three years.
          [(4) Priority.--The Secretary shall give priority to 
        awarding grants under this part to local educational 
        agencies that serve schools with high percentages of 
        students in poverty.
  [(d) Application.--Each local educational agency desiring a 
grant under this section shall submit an application to the 
Secretary at such time, in such manner, and accompanied by such 
information as the Secretary may require. Each such application 
shall describe--
          [(1) the activities for which assistance is sought;
          [(2) any study or other information-gathering project 
        for which funds will be used;
          [(3) strategies and methods the applicant will use to 
        enrich and extend learning time for all students and to 
        maximize the percentage of common core learning time in 
        the school day, such as block scheduling, team 
        teaching, longer school days or years, and extending 
        learning time through new distance-learning 
        technologies;
          [(4) the strategies and methods the applicant will 
        use, including changes in curriculum and instruction, 
        to challenge and engage students and to maximize the 
        productiveness of common core learning time, as well as 
        the total time students spend in school and in school-
        related enrichment activities;
          [(5) the strategies and methods the applicant intends 
        to employ to provide continuing financial support for 
        the implementation of any extended school day or school 
        year;
          [(6) with respect to any application seeking 
        assistance for activities described under subsection 
        (e)(4), a description of any feasibility or other 
        studies demonstrating the sustainability of a longer 
        school year;
          [(7) the extent of involvement of teachers and other 
        school personnel in investigating, designing, 
        implementing and sustaining the activities assisted 
        under this part;
          [(8) the process to be used for involving parents and 
        other stakeholders in the development and 
        implementation of the activities assisted under this 
        part;
          [(9) any cooperation or collaboration among public 
        housing authorities, libraries, businesses, museums, 
        community-based organizations, and other community 
        groups and organizations to extend engaging, high-
        quality, standards-based learning time outside of the 
        school day or year, at the school or at some other 
        site;
          [(10) the training and professional development 
        activities that will be offered to teachers and others 
        involved in the activities assisted under this part;
          [(11) the goals and objectives of the activities 
        assisted under this part, including a description of 
        how such activities will assist all students to reach 
        State standards;
          [(12) the methods by which the applicant will assess 
        progress in meeting such goals and objectives; and
          [(13) how the applicant will use funds provided under 
        this part in coordination with other funds provided 
        under this Act or other Federal laws.
  [(e) Authorized Activities.--Funds under this section may be 
used--
          [(1) to study the feasibility of, and effective 
        methods for, extending learning time within or beyond 
        the school day or year, including consultation with 
        other schools or local educational agencies that have 
        designed or implemented extended learning time 
        programs;
          [(2) to conduct outreach to and consult with 
        community members, including parents, students, and 
        other stakeholders, such as tribal leaders, to develop 
        a plan to extend learning time within or beyond the 
        school day or year;
          [(3) to develop and implement an outreach strategy 
        that will encourage collaboration with public housing 
        authorities, libraries, businesses, museums, community-
        based organizations, and other community groups and 
        organizations to coordinate challenging, high-quality 
        educational activities outside of the school day or 
        year;
          [(4) to support public school improvement efforts 
        that include expansion of time devoted to core academic 
        subjects and the extension of the school year to 210 
        days;
          [(5) to research, develop and implement strategies, 
        including changes in curriculum and instruction, for 
        maximizing the quality and percentage of common core 
        learning time in the school day and extending learning 
        time during or beyond the school day or year;
          [(6) to provide professional development for school 
        staff in innovative teaching methods that challenge and 
        engage students, and also increase the productivity of 
        extended learning time; and
          [(7) to develop strategies to include parents, 
        business representatives, and other community members 
        in the extended time activities, especially as 
        facilitators of activities that enable teachers to have 
        more time for planning, individual student assistance, 
        and professional development activities.
  [(f) Definitions.--For the purpose of this section the term 
``common core learning time'' means high-quality, engaging 
instruction in challenging content in each of the following 
core academic subjects described in the third National 
Education Goal:
          [(1) English.
          [(2) Mathematics.
          [(3) Science.
          [(4) Foreign languages.
          [(5) Civics and government.
          [(6) Economics.
          [(7) Arts.
          [(8) History.
          [(9) Geography.
  [(g) Administration.--
          [(1) Peer review.--The Secretary shall award grants 
        under this section pursuant to a peer review process.
          [(2) Diversity.--In awarding grants under this 
        section the Secretary shall ensure that such grants are 
        awarded to a diversity of local educational agencies, 
        including such agencies that serve rural and urban 
        areas.
  [(h) Appropriations Authorization.--
          [(1) In general.--For the purpose of carrying out 
        this section there are authorized to be appropriated 
        $90,000,000 for fiscal year 1995 and such sums as may 
        be necessary for each of the four succeeding fiscal 
        years.
          [(2) Limitation.--Not less than 80 percent of any 
        amount appropriated under paragraph (1) shall be made 
        available to applicants seeking to extend their school 
        year to not fewer than 210 days.

                    [PART M--TERRITORIAL ASSISTANCE

[SEC. 10995. GENERAL ASSISTANCE FOR THE VIRGIN ISLANDS.

  [There are authorized to be appropriated $5,000,000 for 
fiscal year 1995 and for each of the 4 succeeding fiscal years, 
for the purpose of providing general assistance to improve 
public education in the Virgin Islands.]
          * * * * * * *

                        TITLE XV--READING GRANTS

SEC. 15101. PURPOSE.

  The purposes of this title are as follows:
          (1) To teach every child to read in their early 
        childhood years--
                  (A) as soon as they are ready to read; or
                  (B) as soon as possible once they enter 
                school, but not later than 3d grade.
          (2) To improve the reading skills of students, and 
        the in-service instructional practices for teachers who 
        teach reading, through the use of findings from 
        reliable, replicable research on reading, including 
        phonics.
          (3) To expand the number of high-quality family 
        literacy programs.
          (4) To reduce the number of children who are 
        inappropriately referred to special education due to 
        reading difficulties.

SEC. 15102. DEFINITIONS.

  For purposes of this title:
          (1) Eligible professional development provider.--The 
        term ``eligible professional development provider'' 
        means a provider of professional development in reading 
        instruction to teachers that is based on reliable, 
        replicable research on reading.
          (2) Eligible research institution.--The term 
        ``eligible research institution'' means an institution 
        of higher education at which reliable, replicable 
        research on reading has been conducted.
          (3) Family literacy services.--The term ``family 
        literacy services'' means services provided to 
        participants on a voluntary basis that are of 
        sufficient intensity in terms of hours, and of 
        sufficient duration, to make sustainable changes in a 
        family (such as eliminating or reducing welfare 
        dependency) and that integrate all of the following 
        activities:
                  (A) Interactive literacy activities between 
                parents and their children.
                  (B) Equipping parents to partner with their 
                children in learning.
                  (C) Parent literacy training, including 
                training that contributes to economic self-
                sufficiency.
                  (D) Appropriate instruction for children of 
                parents receiving parent literacy services.
          (4) Reading.--The term ``reading'' means the process 
        of comprehending the meaning of written text by 
        depending on--
                  (A) the ability to use phonics skills, that 
                is, knowledge of letters and sounds, to decode 
                printed words quickly and effortlessly, both 
                silently and aloud;
                  (B) the ability to use previously learned 
                strategies for reading comprehension; and
                  (C) the ability to think critically about the 
                meaning, message, and aesthetic value of the 
                text.
          (5) Reading readiness.--The term ``reading 
        readiness'' means activities that--
                  (A) provide experience and opportunity for 
                language development;
                  (B) create appreciation of the written word;
                  (C) develop an awareness of printed language, 
                the alphabet, and phonemic awareness; and
                  (D) develop an understanding that spoken and 
                written language is made up of phonemes, 
                syllables, and words.
          (6) Reliable, replicable research.--The term 
        ``reliable, replicable research'' means objective, 
        valid, scientific studies that--
                  (A) include rigorously defined samples of 
                subjects that are sufficiently large and 
                representative to support the general 
                conclusions drawn;
                  (B) rely on measurements that meet 
                established standards of reliability and 
                validity;
                  (C) test competing theories, where multiple 
                theories exist;
                  (D) are subjected to peer review before their 
                results are published; and
                  (E) discover effective strategies for 
                improving reading skills.

SEC. 15103. GRANTS TO READING AND LITERACY PARTNERSHIPS.

  (a) Program Authorized.--The Secretary may make grants on a 
competitive basis to reading and literacy partnerships for the 
purpose of permitting such partnerships to make subgrants under 
sections 15104 and 15105.
  (b) Reading and Literacy Partnerships.--
          (1) Composition.--
                  (A) Required participants.--In order to 
                receive a grant under this section, a State 
                shall establish a reading and literacy 
                partnership consisting of at least the 
                following participants:
                          (i) The Governor of the State.
                          (ii) The chief State school officer.
                          (iii) The chairman and the ranking 
                        member of each committee of the State 
                        legislature that is responsible for 
                        education policy.
                          (iv) A representative, selected 
                        jointly by the Governor and the chief 
                        State school officer, of at least 1 
                        local educational agency that has at 
                        least 1 school that is identified for 
                        school improvement under section 
                        1116(c) in the geographic area served 
                        by the agency.
                          (v) A representative, selected 
                        jointly by the Governor and the chief 
                        State school officer, of a community-
                        based organization working with 
                        children to improve their reading 
                        skills, particularly a community-based 
                        organization using volunteers.
                  (B) Optional participants.--A reading and 
                literacy partnership may include additional 
                participants, who shall be selected jointly by 
                the Governor and the chief State school 
                officer, which may include--
                          (i) State directors of appropriate 
                        Federal or State programs with a strong 
                        reading component;
                          (ii) a parent of a public or private 
                        school student or a parent who educates 
                        their child or children in their home;
                          (iii) a teacher who teaches reading; 
                        or
                          (iv) a representative of (I) an 
                        institution of higher education 
                        operating a program of teacher 
                        preparation in the State; (II) a local 
                        educational agency; (III) an eligible 
                        research institution; (IV) a private 
                        nonprofit or for-profit eligible 
                        professional development provider 
                        providing instruction based on 
                        reliable, replicable research on 
                        reading; (V) a family literacy service 
                        provider; (VI) an adult education 
                        provider; (VII) a volunteer 
                        organization that is involved in 
                        reading programs; or (VIII) a school or 
                        a public library that offers reading or 
                        literacy programs for children or 
                        families.
          (2) Agreement.--The contractual agreement that 
        establishes a reading and literacy partnership--
                  (A) shall specify--
                          (i) the nature and extent of the 
                        association among the participants 
                        referred to in paragraph (1); and
                          (ii) the roles and duties of each 
                        such participant; and
                  (B) shall remain in effect during the entire 
                grant period proposed in the partnership's 
                grant application under subsection (e).
          (3) Functions.--Each reading and literacy partnership 
        for a State shall prepare and submit an application 
        under subsection (e) and, if the partnership receives a 
        grant under this section--
                  (A) shall solicit applications for, and 
                award, subgrants under sections 15104 and 
                15105;
                  (B) shall oversee the performance of the 
                subgrants and submit performance reports in 
                accordance with subsection (h);
                  (C) if sufficient grant funds are available 
                under this title--
                          (i) work to enhance the capacity of 
                        agencies in the State to disseminate 
                        reliable, replicable research on 
                        reading to schools, classrooms, and 
                        providers of early education and child 
                        care;
                          (ii) facilitate the provision of 
                        technical assistance to subgrantees 
                        under sections 15104 and 15105 by 
                        providing them information about 
                        technical assistance providers; and
                          (iii) build on, and promote 
                        coordination among, literacy programs 
                        in the State, in order to increase 
                        their effectiveness and to avoid 
                        duplication of their efforts; and
                  (D) shall ensure that each local educational 
                agency to which the partnership makes a 
                subgrant under section 15104 makes available, 
                upon request and in an understandable and 
                uniform format, to any parent of a student 
                attending any school selected under section 
                15104(a)(2) in the geographic area served by 
                the agency, information regarding the 
                qualifications of the student's classroom 
                teacher to provide instruction in reading.
          (4) Fiscal agent.--The State educational agency shall 
        act as the fiscal agent for the reading and literacy 
        partnership for the purposes of receipt of funds from 
        the Secretary, disbursement of funds to subgrantees 
        under sections 15104 and 15105, and accounting for such 
        funds.
  (c) Pre-Existing Partnership.--If, before the date of the 
enactment of the Reading Excellence Act, a State established a 
consortium, partnership, or any other similar body, that 
includes the Governor and the chief State school officer and 
has, as a central part of its mission, the promotion of 
literacy for children in their early childhood years through 
the 3d grade, but that does not satisfy the requirements of 
subsection (b)(1), the State may elect to treat that 
consortium, partnership, or body as the reading and literacy 
partnership for the State notwithstanding such subsection, and 
it shall be considered a reading and literacy partnership for 
purposes of the other provisions of this title.
  (d) Multi-State Partnership Arrangements.--A reading and 
literacy partnership that satisfies the requirements of 
subsection (b) may join with other such partnerships in other 
States to develop a single application that satisfies the 
requirements of subsection (e) and identifies which State 
educational agency, from among the States joining, shall act as 
the fiscal agent for the multi-State arrangement. For purposes 
of the other provisions of this title, any such multi-State 
arrangement shall be considered to be a reading and literacy 
partnership.
  (e) Applications.--A reading and literacy partnership that 
desires to receive a grant under this section shall submit an 
application to the Secretary at such time, in such manner, and 
including such information as the Secretary may require. The 
application--
          (1) shall describe how the partnership will ensure 
        that 95 percent of the grant funds are used to make 
        subgrants under sections 15104 and 15105;
          (2) shall be integrated, to the maximum extent 
        possible, with State plans and programs under this Act, 
        the Individuals with Disabilities Education Act, and, 
        to the extent appropriate, the Adult Education Act;
          (3) shall describe how the partnership will ensure 
        that professional development funds available at the 
        State and local levels are used effectively to improve 
        instructional practices for reading and are based on 
        reliable, replicable research on reading;
          (4) shall describe--
                  (A) the contractual agreement that 
                establishes the partnership, including at least 
                the elements of the agreement referred to in 
                subsection (b)(2);
                  (B) how the partnership will assess, on a 
                regular basis, the extent to which the 
                activities undertaken by the partnership and 
                the partnership's subgrantees under this title 
                have been effective in achieving the purposes 
                of this title;
                  (C) what evaluation instruments the 
                partnership will use to determine the success 
                of local educational agencies to whom subgrants 
                under sections 15104 and 15105 are made in 
                achieving the purposes of this title;
                  (D) how subgrants made by the partnership 
                under such sections will meet the requirements 
                of this title, including how the partnership 
                will ensure that subgrantees will use practices 
                based on reliable, replicable research on 
                reading; and
                  (E) how the partnership will, to the extent 
                practicable, make grants to subgrantees in both 
                rural and urban areas;
          (5) shall include an assurance that each local 
        educational agency to whom the partnership makes a 
        subgrant under section 15104--
                  (A) will carry out family literacy programs 
                based on the Even Start family literacy model 
                authorized under part B of title I to enable 
                parents to be their child's first and most 
                important teacher, and will make payments for 
                the receipt of technical assistance for the 
                development of such programs;
                  (B) will carry out programs to assist those 
                kindergarten students who are not ready for the 
                transition to 1st grade, particularly students 
                experiencing difficulty with reading skills;
                  (C) will use supervised individuals 
                (including tutors), who have been appropriately 
                trained using reliable, replicable research on 
                reading, to provide additional support, before 
                school, after school, on weekends, during non-
                instructional periods of the school day, or 
                during the summer, for students in grades 1 
                through 3 who are experiencing difficulty 
                reading; and
                  (D) will carry out professional development 
                for the classroom teacher and other appropriate 
                teaching staff on the teaching of reading based 
                on reliable, replicable research on reading; 
                and
          (6) shall describe how the partnership will ensure 
        that a portion of the grant funds that the partnership 
        receives in each fiscal year will be used to make 
        subgrants under section 15105.
  (f) Peer Review Panel.--
          (1) Composition of peer review panel.--
                  (A) In general.--The National Institute for 
                Literacy, in consultation with the National 
                Research Council of the National Academy of 
                Sciences, the National Institute of Child 
                Health and Human Development, and the 
                Secretary, shall convene a panel to evaluate 
                applications under this section. At a minimum 
                the panel shall include representatives of the 
                National Institute for Literacy, the National 
                Research Council of the National Academy of 
                Sciences, the National Institute of Child 
                Health and Human Development, and the 
                Secretary.
                  (B) Experts.--The panel shall include experts 
                who are competent, by virtue of their training, 
                expertise, or experience, to evaluate 
                applications under this section, and experts 
                who provide professional development to 
                teachers of reading to children and adults, 
                based on reliable, replicable research on 
                reading.
                  (C) Limitation.--Not more than \1/3\ of the 
                panel may be composed of individuals who are 
                employees of the Federal Government.
          (2) Payment of fees and expenses of certain 
        members.--The Secretary shall use funds reserved under 
        section 15109(b)(2) to pay the expenses and fees of 
        panel members who are not employees of the Federal 
        Government.
          (3) Duties of panel.--
                  (A) Model application forms.--The peer review 
                panel shall develop a model application form 
                for reading and literacy partnerships desiring 
                to apply for a grant under this section. The 
                peer review panel shall submit the model 
                application form to the Secretary for final 
                approval.
                  (B) Selection of applications.--
                          (i) Recommendations of panel.--
                                  (I) In general.--The 
                                Secretary shall receive grant 
                                applications from reading and 
                                literacy partnerships under 
                                this section and shall provide 
                                the applications to the peer 
                                review panel for evaluation. 
                                With respect to each 
                                application, the peer review 
                                panel shall initially recommend 
                                the application for funding or 
                                for disapproval.
                                  (II) Priority.--In 
                                recommending applications to 
                                the Secretary, the panel shall 
                                give priority to applications 
                                from States that have modified, 
                                are modifying, or provide an 
                                assurance that not later than 1 
                                year after receiving a grant 
                                under this section the State 
                                will modify, State teacher 
                                certification in the area of 
                                reading to reflect reliable, 
                                replicable research, except 
                                that nothing in this Act shall 
                                be construed to establish a 
                                national system of teacher 
                                certification.
                                  (III) Ranking of 
                                applications.--With respect to 
                                each application recommended 
                                for funding, the panel shall 
                                assign the application a rank, 
                                relative to other recommended 
                                applications, based on the 
                                priority described in subclause 
                                (II), the extent to which the 
                                application furthers the 
                                purposes of this part, and the 
                                overall quality of the 
                                application.
                                  (IV) Recommendation of 
                                amount.--With respect to each 
                                application recommended for 
                                funding, the panel shall make a 
                                recommendation to the Secretary 
                                with respect to the amount of 
                                the grant that should be made.
                          (ii) Secretarial selection.--
                                  (I) In general.--Subject to 
                                clause (iii), the Secretary 
                                shall determine, based on the 
                                peer review panel's 
                                recommendations, which 
                                applications from reading and 
                                literacy partnerships shall 
                                receive funding and the amounts 
                                of such grants. In determining 
                                grant amounts, the Secretary 
                                shall take into account the 
                                total amount of funds available 
                                for all grants under this 
                                section and the types of 
                                activities proposed to be 
                                carried out by the partnership.
                                  (II) Effect of ranking by 
                                panel.--In making grants under 
                                this section, the Secretary 
                                shall select applications 
                                according to the ranking of the 
                                applications by the peer review 
                                panel, except in cases where 
                                the Secretary determines, for 
                                good cause, that a variation 
                                from that order is appropriate.
                          (iii) Minimum grant amounts.--Each 
                        reading and literacy partnership 
                        selected to receive a grant under this 
                        section shall receive an amount for 
                        each fiscal year that is not less than 
                        $100,000.
  (g) Limitation on Administrative Expenses.--A reading and 
literacy partnership that receives a grant under this section 
may use not more than 3 percent of the grant funds for 
administrative costs.
  (h) Reporting.--
          (1) In general.--A reading and literacy partnership 
        that receives a grant under this section shall submit 
        performance reports to the Secretary pursuant to a 
        schedule to be determined by the Secretary, but not 
        more frequently than annually. Such reports shall 
        include--
                  (A) the results of use of the evaluation 
                instruments referred to in subsection 
                (e)(4)(C);
                  (B) the process used to select subgrantees;
                  (C) a description of the subgrantees 
                receiving funds under this title; and
                  (D) with respect to subgrants under section 
                15104, the model or models of reading 
                instruction, based on reliable, replicable 
                research on reading, selected by subgrantees.
          (2) Provision to peer review panel.--The Secretary 
        shall provide the reports submitted under paragraph (1) 
        to the peer review panel convened under subsection (f). 
        The panel shall use such reports in recommending 
        applications for funding under this section.

SEC. 15104. LOCAL READING IMPROVEMENT SUBGRANTS.

  (a) In General.--
          (1) Subgrants.--A reading and literacy partnership 
        that receives a grant under section 15103 shall make 
        subgrants, on a competitive basis, to local educational 
        agencies that have at least 1 school that is identified 
        for school improvement under section 1116(c) in the 
        geographic area served by the agency.
          (2) Role of local educational agencies.--A local 
        educational agency that receives a subgrant under this 
        section shall use the subgrant in a manner consistent 
        with this section to advance reform of reading 
        instruction in any school selected by the agency that--
                  (A) is identified for school improvement 
                under section 1116(c) at the time the agency 
                receives the subgrant; and
                  (B) has a contractual association with 1 or 
                more community-based organizations that have 
                established a record of effectiveness with 
                respect to reading readiness, reading 
                instruction for children in kindergarten 
                through 3d grade, and early childhood literacy.
  (b) Grant Period.--A subgrant under this section shall be for 
a period of 3 years and may not be revoked or terminated on the 
ground that a school ceases, during the grant period, to be 
identified for school improvement under section 1116(c).
  (c) Applications.--A local educational agency that desires to 
receive a subgrant under this section shall submit an 
application to the reading and literacy partnership at such 
time, in such manner, and including such information as the 
partnership may require. The application--
          (1) shall select 1 or more models of reading 
        instruction, developed using reliable, replicable 
        research on reading, as a model for implementing and 
        improving reading instruction by all teachers and for 
        all children in each of the schools selected by the 
        agency under subsection (a)(2) and, where appropriate, 
        their parents;
          (2) shall describe each such model;
          (3) shall demonstrate that a person responsible for 
        the development of each such model, or a person with 
        experience or expertise about such model and its 
        implementation, has agreed to work with the applicant 
        in connection with such implementation and improvement 
        efforts;
          (4) shall describe--
                  (A) how the applicant will ensure that funds 
                available under this title, and funds available 
                for reading for grades kindergarten through 
                grade 6 from other appropriate sources, are 
                effectively coordinated and, where appropriate, 
                integrated, with funds under this Act in order 
                to improve existing activities in the areas of 
                reading instruction, professional development, 
                program improvement, parental involvement, 
                technical assistance, and other activities that 
                can help meet the purposes of this title; and
                  (B) the amount of funds available for reading 
                for grades kindergarten through grade 6 from 
                appropriate sources other than this title, 
                including title I of this Act (except that such 
                description shall not be required to include 
                funds made available under part B of title I of 
                this Act unless the applicant has established a 
                contractual association in accordance with 
                subsection (d)(2) with an eligible entity under 
                such part B), the Individuals with Disabilities 
                Education Act, and any other law providing 
                Federal financial assistance for professional 
                development for teachers of such grades who 
                teach reading, which will be used to help 
                achieve the purposes of this title;
          (5) shall describe the amount and nature of funds 
        from any other public or private sources, including 
        funds received under this Act and the Individuals with 
        Disabilities Education Act, that will be combined with 
        funds received under the subgrant;
          (6) shall include an assurance that the applicant--
                  (A) will carry out family literacy programs 
                based on the Even Start family literacy model 
                authorized under part B of title I to enable 
                parents to be their child's first and most 
                important teacher, will make payments for the 
                receipt of technical assistance for the 
                development of such programs;
                  (B) will carry out programs to assist those 
                kindergarten students who are not ready for the 
                transition to 1st grade, particularly students 
                experiencing difficulty with reading skills;
                  (C) will use supervised individuals 
                (including tutors), who have been appropriately 
                trained using reliable, replicable research on 
                reading, to provide additional support, before 
                school, after school, on weekends, during non-
                instructional periods of the school day, or 
                during the summer, for students in grades 1 
                through 3 who are experiencing difficulty 
                reading; and
                  (D) will carry out professional development 
                for the classroom teacher and other teaching 
                staff on the teaching of reading based on 
                reliable, replicable research on reading;
          (7) shall describe how the local educational agency 
        provides instruction in reading to children who have 
        not been determined to be a child with a disability (as 
        defined in section 602 of the Individuals with 
        Disabilities Education Act), pursuant to section 
        614(b)(5) of such Act, because of a lack of instruction 
        in reading; and
          (8) shall indicate the amount of the subgrant funds 
        (if any) that the applicant will use to carry out the 
        duties described in section 15105(b)(2).
  (d) Priority.--In approving applications under this section, 
a reading and literacy partnership shall give priority to 
applications submitted by applicants who demonstrate that they 
have established--
          (1) a contractual association with 1 or more Head 
        Start programs under the Head Start Act under which--
                  (A) the Head Start programs agree to select 
                the same model or models of reading 
                instruction, as a model for implementing and 
                improving the reading readiness of children 
                participating in the program, as was selected 
                by the applicant; and
                  (B) the applicant agrees--
                          (i) to share with the Head Start 
                        programs an appropriate amount of their 
                        information resources with respect to 
                        the model, such as curricula materials; 
                        and
                          (ii) to train personnel from the Head 
                        Start programs;
          (2) a contractual association with 1 or more State- 
        or federally-funded preschool programs, or family 
        literacy programs, under which--
                  (A) the programs agree to select the same 
                model or models of reading instruction, as a 
                model for implementing and improving reading 
                instruction in the program's programs, as was 
                selected by the applicant; and
                  (B) the applicant agrees to train personnel 
                from the programs who work with children and 
                parents in schools receiving funds under the 
                subgrant; or
          (3) a contractual association with 1 or more public 
        libraries providing reading or literacy services to 
        preschool children, or preschool children and their 
        families, under which--
                  (A) the libraries agree to select the same 
                model or models of reading instruction, as a 
                model for implementing and improving reading 
                instruction in the library's reading or 
                literacy programs, as was selected by the 
                applicant; and
                  (B) the applicant agrees to train personnel, 
                including volunteers, from such programs who 
                work with preschool children, or preschool 
                children and their families, in schools 
                receiving funds under the subgrant.
  (e) Use of Funds.--
          (1) In general.--Subject to paragraph (2), an 
        applicant who receives a subgrant under this section 
        may use the subgrant funds to carry out activities that 
        are authorized by this title and described in the 
        subgrant application, including the following:
                  (A) Making reasonable payments for technical 
                and other assistance to a person responsible 
                for the development of a model of reading 
                instruction, or a person with experience or 
                expertise about such model and its 
                implementation, who has agreed to work with the 
                recipient in connection with the implementation 
                of the model.
                  (B) Carrying out a contractual agreement 
                described in subsection (d).
                  (C) Professional development (including 
                training of volunteers), purchase of curricular 
                and other supporting materials, and technical 
                assistance.
                  (D) Providing, on a voluntary basis, training 
                to parents of children enrolled in a school 
                selected under subsection (a)(2) on how to help 
                their children with school work, particularly 
                in the development of reading skills. Such 
                training may be provided directly by the 
                subgrant recipient, or through a grant or 
                contract with another person. Such training 
                shall be consistent with reading reforms taking 
                place in the school setting.
                  (E) Carrying out family literacy programs 
                based on the Even Start family literacy model 
                authorized under part B of title I to enable 
                parents to be their child's first and most 
                important teacher, and making payments for the 
                receipt of technical assistance for the 
                development of such programs.
                  (F) Providing instruction for parents of 
                children enrolled in a school selected under 
                subsection (a)(2), and others who volunteer to 
                be reading tutors for such children, in the 
                instructional practices based on reliable, 
                replicable research on reading used by the 
                applicant.
                  (G) Programs to assist those kindergarten 
                students enrolled in a school selected under 
                subsection (a)(2) who are not ready for the 
                transition to 1st grade, particularly students 
                experiencing difficulty with reading skills.
                  (H) Providing additional support for 
                students, enrolled in a school selected under 
                subsection (a)(2), in grades 1 through 3, who 
                are experiencing difficulty reading, before 
                school, after school, on weekends, during non-
                instructional periods of the school day, or 
                during the summer using supervised individuals 
                (including tutors), who have been appropriately 
                trained using reliable, replicable research on 
                reading.
                  (I) Carrying out the duties described in 
                section 15105(b)(2) for children enrolled in a 
                school selected under subsection (a)(2).
                  (J) Providing reading assistance to children 
                who have not been determined to be a child with 
                a disability (as defined in section 602 of the 
                Individuals with Disabilities Education Act), 
                pursuant to section 614(b)(5) of such Act, 
                because of a lack of instruction in reading.
          (2) Limitation on administrative expenses.--A 
        recipient of a subgrant under this section may use not 
        more than 3 percent of the subgrant funds for 
        administrative costs.
  (f) Training Non-Recipients.--A recipient of a subgrant under 
this section may train, on a fee-for-service basis, personnel 
who are from schools, or local educational agencies, that are 
not receiving such a subgrant in the instructional practices 
based on reliable, replicable research on reading used by the 
recipient. Such a non-recipient school may use funds received 
under title I of this Act, and other appropriate Federal funds 
used for reading instruction, to pay forsuch training, to the 
extent consistent with the law under which such funds were received.

SEC. 15105. TUTORIAL ASSISTANCE SUBGRANTS.

  (a) In General.--
          (1) Subgrants.--A reading and literacy partnership 
        that receives a grant under section 15103 shall make 
        subgrants on a competitive basis to--
                  (A) local educational agencies that have at 
                least 1 school in the geographic area served by 
                the agency that--
                          (i) is located in an area designated 
                        as an empowerment zone under part I of 
                        subchapter U of chapter 1 of the 
                        Internal Revenue Code of 1986; or
                          (ii) is located in an area designated 
                        as an enterprise community under part I 
                        of subchapter U of chapter 1 of the 
                        Internal Revenue Code of 1986; or
                  (B) in the case of local educational agencies 
                that do not have any such empowerment zone or 
                enterprise community in the State in which the 
                agency is located, local educational agencies 
                that have at least 1 school that is identified 
                for school improvement under section 1116(c) in 
                the geographic area served by the agency.
          (2) Applications.--A local educational agency that 
        desires to receive a subgrant under this section shall 
        submit an application to the reading and literacy 
        partnership at such time, in such manner, and including 
        such information as the partnership may require. The 
        application shall include an assurance that the agency 
        will use the subgrant funds to carry out the duties 
        described in subsection (b) for children enrolled in 1 
        or more schools selected by the agency and described in 
        paragraph (1).
  (b) Use of Funds.--
          (1) In general.--A local educational agency that 
        receives a subgrant under this section shall carry out, 
        using the funds provided under the subgrant, each of 
        the duties described in paragraph (2).
          (2) Duties.--The duties described in this paragraph 
        are the provision of tutorial assistance in reading to 
        children who have difficulty reading, using 
        instructional practices based on the principles of 
        reliable, replicable research, through the following:
                  (A) The promulgation, maintenance, and 
                approval of a list of tutorial assistance 
                providers who--
                          (i) have established a record of 
                        effectiveness with respect to reading 
                        readiness, reading instruction for 
                        children in kindergarten through 3d 
                        grade, and early childhood literacy;
                          (ii) are located in a geographic area 
                        convenient to the school; and
                          (iii) are capable of providing 
                        tutoring in reading to children who 
                        have difficulty reading, using 
                        instructional practices based on the 
                        principles of reliable, replicable 
                        research and consistent with the 
                        instructional methods used by the 
                        school the child attends.
                  (B) The development of procedures for the 
                receipt of applications for tutorial 
                assistance, from parents who are seeking such 
                assistance for their child or children, that 
                select a tutorial assistance provider from the 
                list referred to in subparagraph (A) with whom 
                the child or children are enrolled, or will 
                enroll, for tutoring in reading.
                  (C) The development of a selection process 
                for funding applications under subparagraph (B) 
                that limits the provision of assistance to 
                children who have difficulty reading, including 
                difficulty mastering essential phonic, 
                decoding, or vocabulary skills.
                  (D) The development of procedures for funding 
                applications under subparagraph (B), to be used 
                in cases where insufficient funds are available 
                to provide assistance with respect to all 
                complete applications received from eligible 
                parents of children described in subparagraph 
                (C), that--
                          (i) gives priority to children who 
                        are determined, through State or local 
                        reading assessments, to be most in need 
                        of tutorial assistance; and
                          (ii) gives priority, in cases where 
                        children are determined, through State 
                        or local reading assessments, to be 
                        equally in need of tutorial assistance, 
                        based on a random selection principle.
                  (E) The development of a methodology by which 
                payments are made directly to tutorial 
                assistance providers identified in applications 
                under subparagraph (B) that are selected for 
                funding, and the making of such payments.

SEC. 15106. PROGRAM EVALUATION.

  (a) In General.--From funds reserved under section 
15109(b)(1), the Secretary shall conduct a national assessment 
of the programs under this title. In developing the criteria 
for the assessment, the Secretary shall receive recommendations 
from the peer review panel convened under section 15103(f).
  (b) Submission to Peer Review Panel.--The Secretary shall 
submit the findings from the assessment under subsection (a) to 
the peer review panel convened under section 15103(f).

SEC. 15107. INFORMATION DISSEMINATION.

  (a) In General.--From funds reserved under section 
15109(b)(2), the National Institute for Literacy shall 
disseminate information on reliable, replicable research on 
reading and information on subgrantee projects under section 
15104 or 15105 that have proven effective. At a minimum, the 
institute shall disseminate such information to all recipients 
of Federal financial assistance under titles I and VII of this 
Act, the Head Start Act, the Individuals with Disabilities 
Education Act, and the Adult Education Act.
  (b) Coordination.--In carrying out this section, the National 
Institute for Literacy--
          (1) shall use, to the extent practicable, information 
        networks developed and maintained through other public 
        and private persons, including the Secretary, the 
        National Center for Family Literacy, and the Readline 
        Program;
          (2) shall work in conjunction with any panel convened 
        by the National Institute of Child Health and Human 
        Development and the Secretary and any panel convened by 
        the Office of Educational Research and Improvement to 
        assess the current status of research-based knowledge 
        on reading development, including the effectiveness of 
        various approaches to teaching children to read, with 
        respect to determining the criteria by which the 
        National Institute for Literacy judges reliable, 
        replicable research and the design of strategies to 
        disseminate such information; and
          (3) shall assist any reading and literacy partnership 
        selected to receive a grant under section 15103, and 
        that requests such assistance--
                  (A) in determining whether applications for 
                subgrants submitted to the partnership meet the 
                requirements of this title relating to 
                reliable, replicable research on reading; and
                  (B) in the development of subgrant 
                application forms.

SEC. 15108. STATE EVALUATIONS.

  (a) In General.--Each reading and literacy partnership that 
receives a grant under this title shall reserve not more than 2 
percent of such grant funds for the purpose of evaluating the 
success of the partnership's subgrantees in meeting the 
purposes of this title. At a minimum, the evaluation shall 
measure the extent to which students who are the intended 
beneficiaries of the subgrants made by the partnership have 
improved their reading.
  (b) Contract.--A reading and literacy partnership shall carry 
out the evaluation under this section by entering into a 
contract with an eligible research institution under which the 
institution will perform the evaluation.
  (c) Submission.--A reading and literacy partnership shall 
submit the findings from the evaluation under this section to 
the Secretary and the peer review panel convened under section 
15103(f). The Secretary and the peer review panel shall submit 
a summary of the findings from the evaluations under this 
subsection to the appropriate committees of the Congress, 
including the Education and the Workforce Committee of the 
House of Representatives.

SEC. 15109. AUTHORIZATION OF APPROPRIATIONS; RESERVATIONS FROM 
                    APPROPRIATIONS; SUNSET.

  (a) Authorization.--There are authorized to be appropriated 
to carry out this title $260,000,000 for fiscal years 1998, 
1999, and 2000.
  (b) Reservations.--From amount appropriated under subsection 
(a), the Secretary--
          (1) shall reserve 1.5 percent of the amount 
        appropriated under subsection (a) for each fiscal year 
        to carry out section 15106(a);
          (2) shall reserve $5,075,000 to carry out sections 
        15103(f)(2) and 15107, of which $5,000,000 shall be 
        reserved for section 15107; and
          (3) shall reserve $10,000,000 to carry out section 
        1202(c).
  (c) Sunset.--Notwithstanding section 422(a) of the General 
Education Provisions Act, this title is repealed, effective 
September 30, 2000, and is not subject to extension under such 
section.
                              ----------                              


                    THE HIGHER EDUCATION ACT OF 1965

                      TITLE IV--STUDENT ASSISTANCE

          * * * * * * *

                  Part C--Federal Work-Study Programs

          * * * * * * *

SEC. 443. GRANTS FOR FEDERAL WORK-STUDY PROGRAMS.

  (a) * * *
  (b) Contents of Agreements.--An agreement entered into 
pursuant to this section shall--
          (1) * * *
          (2) provide that funds granted an institution of 
        higher education, pursuant to section 443, may be used 
        only to make payments to students participating in 
        work-study programs, except that--
                  (A) in fiscal year 1994 and succeeding fiscal 
                years, an institution shall use at least 5 
                percent of the total amount of funds granted to 
                such institution under this section in any 
                fiscal year to compensate students employed in 
                community service, except that the Secretary 
                may waive this subparagraph if the Secretary 
                determines that enforcing it would cause 
                hardship for students at an institution; [and]
                  (B) in academic year 1998 and succeeding 
                academic years, an institution shall use at 
                least 2 percent of the total amount of funds 
                granted to such institution under this section 
                for such academic year in accordance with 
                subsection (d); and
                  [(B)] (C) an institution may use a portion of 
                the sums granted to it to meet administrative 
                expenses in accordance with section 489 of this 
                Act, may use a portion of the sums granted to 
                it to meet the cost of a job location and 
                development program in accordance with section 
                446 of this part, and may transfer funds in 
                accordance with the provisions of section 488 
                of this Act;
          * * * * * * *
  (d) Tutoring and Literacy Activities.--
          (1) Use of funds.--In any academic year to which 
        subsection (b)(2)(B) applies, an institution shall use 
        the amount required to be used in accordance with this 
        subsection to compensate (including compensation for 
        time spent in directly related training and travel) 
        students--
                  (A) employed as a reading tutor for children 
                who are in preschool through elementary school; 
                or
                  (B) employed in family literacy projects.
          (2) Priority for schools.--An institution shall--
                  (A) give priority, in using such funds, to 
                the employment of students in the provision of 
                tutoring services in schools that--
                          (i) are identified for school 
                        improvement under section 1116(c) of 
                        the Elementary and Secondary Education 
                        Act of 1965; or
                          (ii) are selected by a local 
                        educational agency under section 
                        15104(a)(2) of such Act; and
                  (B) ensure that any student compensated with 
                such funds who is employed in a school selected 
                under section 15104(a)(2) of the Elementary and 
                Secondary Education Act of 1965 is trained in 
                the instructional practices based on reliable, 
                replicable research on reading used by the 
                school pursuant to such section 15104.
          (3) Federal share.--The Federal share of the 
        compensation of work study students compensated under 
        this subsection may exceed 75 percent.
          (4) Waiver.--The Secretary may waive the requirements 
        of this subsection if the Secretary determines that 
        enforcing such requirements would cause a hardship for 
        students at the institution.

       TITLE V--EDUCATOR RECRUITMENT, RETENTION, AND DEVELOPMENT

          * * * * * * *

        [PART A--STATE AND LOCAL PROGRAMS FOR TEACHER EXCELLENCE

[SEC. 501. AUTHORITY AND ALLOCATION OF FUNDS; DEFINITIONS.

  [(a) Purpose and Authority.--
          [(1) Purpose.--It is the purpose of this part to 
        provide funds to State educational agencies, local 
        educational agencies and institutions of higher 
        education in order to update and improve the skills of 
        classroom teachers, including preschool and early 
        childhood education specialists and school 
        administrators, to establish State academies for 
        teachers and school leaders, and to provide for a 
        comprehensive examination of State requirements for 
        teacher preservice and certification.
          [(2) Program authorized.--The Secretary is authorized 
        to make allotments to State educational agencies for 
        the purposes of enhancing and improving the quality of 
        teaching, including early childhood education, in each 
        of the several States.
  [(b) Allotment of Funds.--
          [(1) In general.--From the funds appropriated in each 
        fiscal year pursuant to section 510A, the Secretary 
        shall allot to each State--
                  [(A) 50 percent of such funds on the basis of 
                the number of individuals in the State aged 5 
                through 17 compared to the number of all such 
                individuals in all States; and
                  [(B) 50 percent of such funds on the basis of 
                the amount the State receives under sections 
                1005 and 1006 of chapter 1 of title I of the 
                Elementary and SecondaryEducation Act of 1965 
compared to the total amount that all States receive under such 
sections.
          [(2) Allocations from state allotments.--
                  [(A)(i) Except as provided in subsection (c), 
                from the amount allotted to each State in each 
                fiscal year pursuant to paragraph (1) and not 
                reserved pursuant to subparagraph (B)(i), the 
                State education agency shall allocate 50 
                percent of such amount in accordance with 
                clause (ii) to local eduational agencies to 
                carry out the activities described in section 
                503.
                  [(ii) The State educational agency shall 
                allocate 50 percent of the amount allotted to 
                the State in each fiscal year under paragraph 
                (1) so that--
                          [(I) one-half of such amount is 
                        allocated to local educational agencies 
                        within such State based on the local 
                        educational agency's relative share of 
                        the enrollments in public schools 
                        within the State; and
                          [(II) one-half of such amount is 
                        allocated to local educational agencies 
                        within such State based on the local 
                        educational agency's relative share of 
                        the State's allocation of funds under 
                        sections 1005 and 1006 of the 
                        Elementary and Secondary Education Act 
                        of 1965,
                except that any local educational agency that 
                would receive an allocation of less than 
                $10,000 shall be required to form a consortium 
                with at least one other local educational 
                agency in order to receive an allocation under 
                this part. In making allocations under this 
                part, the State educational agency shall use 
                the most recent data available.
                  [(B)(i) From the amount allotted to each 
                State in each fiscal year pursuant to paragraph 
                (1) the State educational agency shall reserve 
                not more than 3 percent of such funds for the 
                purposes of administering the program under 
                this title, including evaluation and 
                dissemination activities.
                  [(ii) From the amount allotted to each State 
                in each fiscal year under paragraph (1) and not 
                reserved pursuant to clause (i), the State 
                educational agency--
                          [(I) shall reserve not more than 25 
                        percent of such funds to carry out 
                        sections 504, 505, and 506; and
                          [(II) shall reserve not more than 25 
                        percent of such funds to award grants 
                        to institutions of higher education in 
                        accordance with sections 507 and 508.
  [(c) Special Rule.--Notwithstanding the provisions of 
subsection (b)(2)(A), if the amount appropriated to carry out 
this part for any fiscal year is less than $250,000,000, then 
each State educational agency shall use 50 percent of the 
amount allotted to such State under paragraph (1) and not 
reserved pursuant to subsection (b)(2)(B)(i) to award grants to 
local educational agencies on a competitive basis.
  [(d) Reallotment.--If a State or local educational agency 
elects not to receive assistance under this part in any fiscal 
year or the Secretary determines in any fiscal year that a 
State or local educational agency will not be able to use all 
or any portion of the funds available to such State or local 
educational agency under this part, then the Secretary shall 
reallot such funds. The Secretary shall reallot such funds in 
such fiscal year in accordance with the provisions of this part 
among the States or local educational agencies who are eligible 
for assistance under this part and are not described in the 
preceding sentence.
  [(e) Definitions.--For purposes of this part--
          [(1) the term ``State'' means each of the 50 States, 
        the District of Columbia, the Commonwealth of Puerto 
        Rico, the Virgin Islands, Guam, the Commonwealth of the 
        Northern Mariana Islands, American Samoa, and the 
        Republic of Palau (until the Compact of Free 
        Association takes effect pursuant to section 101(a) of 
        Public Law 99-658); and
          [(2) the term ``key academic subjects'' means 
        English, mathematics, science, history, geography, 
        foreign languages, civics and government, and 
        economics.

[SEC. 502. STATE APPLICATION.

  [(a) In General.--Any State which desires to receive an 
allotment under this part shall submit to the Secretary an 
application which--
          [(1) designates the State educational agency as the 
        State agency responsible for the administration and 
        supervision of programs assisted under this part;
          [(2) provides for a process of active discussion and 
        consultation with a committee, convened by the chief 
        State school officer, which is broadly representative 
        of the following educational interests within the 
        State, including--
                  [(A) a representative nominated by each of 
                the following:
                          [(i) the State teacher organizations;
                          [(ii) the organizations representing 
                        preschool and early childhood education 
                        specialists;
                          [(iii) the State school 
                        administrators organization;
                          [(iv) the State parents 
                        organizations;
                          [(v) the State business 
                        organizations; and
                          [(vi) the State student 
                        organizations;
                  [(B) a representative from the State board of 
                education;
                  [(C) a representative of faculty from 
                departments, schools or colleges of educations;
                  [(D) other representatives of institutions of 
                higher education, including community colleges;
                  [(E) the State director of vocational 
                education; and
                  [(F) the State director of special education;
          [(3) describes the competitive process that the State 
        will use to distribute funds among local educational 
        agencies pursuant to section 501(c);
          [(4) describes the process the State will use to 
        conduct the assessment required by section 504(c);
          [(5) describes how the State will allocate funds 
        among activities required under section 504;
          [(6) with respect to the State academies to be 
        established under sections 505 and 506--
                  [(A) describes the academies to be 
                established under this part and the goals and 
                objectives for each such academy;
                  [(B) describes how the academies assisted 
                under this part shall relate to the overall 
                plan for the attainment of the national 
                education goals by the State;
                  [(C) describes the competitive process that 
                shall be used to select applicants to operate 
                the academies assisted under this part;
                  [(D) assures that the Academies for Teachers 
                shall provide instruction in the key academic 
                subjects;
                  [(E) assures that the State shall continue to 
                operate the academies assisted under this part 
                when Federal funds provided pursuant to this 
                title are no longer available;
                  [(F) assures that Federal funds provided 
                under this part shall not be used for 
                construction of new facilities or substantial 
                remodeling;
                  [(G) assures that the Academies for Teachers 
                shall provide activities designed to enhance 
                the ability of teachers to work with special 
                educational populations, including--
                          [(i) limited-English proficient 
                        children;
                          [(ii) children with disabilities;
                          [(iii) economically and educationally 
                        disadvantaged children; and
                          [(iv) gifted and talented children; 
                        and
                  [(H) contains such other assurances and 
                information as the Secretary may reasonably 
                require;
          [(7) describes the competitive process that the State 
        will use to distribute funds among institutions of 
        higher education pursuant to section 507;
          [(8) describes a plan to promote learning among the 
        State educational agency staff in order to support and 
        facilitate systemic improvement of the State 
        educational agency, schools or colleges of education at 
        institutions of higher education, and local educational 
        agencies; and
          [(9) includes such other information and assurances 
        as the Secretary may require.
  [(b) Functions of Committee.--The application required by 
subsection (a) shall identify the procedures by which the 
committee required by paragraph (2) of such subsection will be 
engaged in--
          [(1) ensuring that activities assisted under this 
        part are effective, coordinated with other State, 
        local, and Federal activities and programs, and meet 
        the needs of the State for improving the quality of 
        teaching and teacher education programs, including 
        those programs concerned with preschool education and 
        the training of early childhood education specialists, 
        and school leadership programs;
          [(2) advising the State on criteria for awarding 
        funds under sections 501(c), 505, 506, and 507; and
          [(3) advising the State on criteria for approving 
        local educational agency applications under section 
        503(a).
  [(c) Evaluation and Report.--
          [(1) Report to secretary.--Each State educational 
        agency receiving an allotment under this part shall 
        evaluate the work of each academy that is located in 
        the State and assisted under this part every 2 years, 
        including the impact of each academy's programs on 
        participants, and report the findings of such 
        evaluation to the Secretary. The initial report shall 
        be submitted 3 years after funds are first allotted to 
        such State educational agency under section 501 and 
        subsequent reports shall be submitted every 2 years 
        thereafter. Such report shall also describe the 
        characteristics of the participants and activities 
        provided at each academy assisted under this part.
          [(2) Report to congress.--The Secretary shall submit 
        to the Congress a summary of the reports required under 
        subsection (a). The initial summary shall be submitted 
        60 days after the due date of the first report 
        described in subsection (a) and subsequent summaries 
        shall be submitted every 2 years thereafter.

[SEC. 503. LOCAL APPLICATION AND USE OF FUNDS.

  [(a) Local Application.--Any local educational agency which 
desires to receive assistance under section 501(b)(2)(A) or 
501(c) shall submit to the State educational agency an 
application which--
          [(1) describes the needs of such local educational 
        agency with respect to inservice training programs for 
        teachers and preschool and early childhood education 
        specialists pursuant to the assessment conducted under 
        subsection (b)(2)(A), and, if appropriate, describes 
        the need of such local educational agency for teacher 
        recruitment, business partnerships, outreach to 
        military veterans, and the provision of other 
        opportunities for teachers to improve their skills;
          [(2) describes the process used to determine such 
        needs, including consultation with teachers, preschool 
        and early childhood specialists, principals, parents, 
        representatives from departments, schools or colleges 
        of education, and others in the community;
          [(3) describes the activities such agency intends to 
        conduct with the funds provided under section 
        501(b)(2)(A) or 501(c) consistent with the provisions 
        of this section in order to improve the quality of 
        teaching within such agency;
          [(4) describes the processes and methods used to 
        promote systematic improvement through continual 
        learning in order to achieve agreed upon local, State 
        and National standards; and
          [(5) any other information that the State educational 
        agency may reasonably require.
  [(b) Local Uses of Funds.--
          [(1) In general.--Local educational agencies 
        receiving assistance under section 501(b)(2)(A) or 
        501(c) shall use such funds for the inservice training 
        of teachers and, if appropriate, for preschool and 
        early childhood education specialists, and may use 
        funds for--
                  [(A) development of programs to recruit 
                individuals into the teaching profession and 
                the field of early childhood education;
                  [(B) business partnerships;
                  [(C) outreach to military veterans; and
                  [(D) other purposes consistent with improving 
                the quality of teaching in the local 
                educational agency, as approved by the State 
                educational agency.
          [(2) Inservice training.--
                  [(A) In order to receive assistance under 
                section 501(b)(2)(A) or 501(c), a local 
                educational agency or a consortium of local 
                educational agencies shall first assess the 
                needs of such agency or agencies for inservice 
                training.
                  [(B) Funds expended for inservice training 
                shall be used, in accordance with the 
                assessment conducted under subparagraph (A), 
                for the cost of--
                          [(i) the expansion and improvement of 
                        inservice training and retraining of 
                        teachers and other appropriate school 
                        personnel, including vocational 
                        teachers, special education teachers, 
                        and preschool teachers, consistent with 
                        the assessment conducted under 
                        subparagraph (A);
                          [(ii) providing funds for grants for 
                        individual teachers within the local 
                        educational agency to undertake 
                        projects to improve their teaching 
                        ability or to improve the instructional 
                        materials used in their classrooms;
                          [(iii) activities designed to address 
                        the effects of chronic community 
                        violence on children, such as violence 
                        counseling training for teachers and 
                        early childhood specialists, and 
                        activities and training aimed at 
                        resolving conflicts;
                          [(iv) activities designed to enhance 
                        the ability of teachers to work with 
                        culturally diverse students;
                          [(v) activities designed to integrate 
                        academic and vocational education;
                          [(vi) as appropriate, activities 
                        designed to assist teacher 
                        participation in a Tech-Prep program 
                        under section 344 of the Carl D. 
                        Perkins Vocational and Applied 
                        Technology Act, in order to develop the 
                        skills of such teachers in activities 
                        such as organizational development 
                        leadership and interdisciplinary 
                        curricula development; and
                          [(vii) other activities consistent 
                        with the goals of this part as approved 
                        by the State educational agency.
                  [(C) Such activities may be carried out 
                through agreements with institutions of higher 
                education, nonprofit organizations, public 
                agencies, and museums.
                  [(D) Activities related to inservice training 
                shall be coordinated with such activities 
                carried out under part A of title II of the 
                Elementary and Secondary Education Act of 1965.
          [(3) Recruitment of teachers.--
                  [(A) Local educational agencies receiving 
                assistance under section 501(b)(2)(A) or 501(c) 
                may use such assistance--
                          [(i) to establish, operate, or expand 
                        programs to encourage and recruit 
                        interested individuals to pursue a 
                        course of study that will lead to a 
                        career in education; and
                          [(ii) to establish, operate, or 
                        expand a program where such agency 
                        recruits students currently enrolled in 
                        a school in the local educational 
                        agency to be teachers or early 
                        childhood education specialists.
                  [(B) Activities under this paragraph may 
                include--
                          [(i) academic and career counseling 
                        of and support services for students;
                          [(ii) programs in which students act 
                        as tutors while they are enrolled in 
                        schools in the local educational 
                        agency;
                          [(iii) programs in which students 
                        enrolled in institutions of higher 
                        education and other individuals tutor 
                        students within schools in the local 
                        educational agency;
                          [(iv) information and recruitment 
                        efforts to attract individuals into the 
                        teaching profession; and
                          [(v) programs to support early 
                        childhood education efforts at the 
                        preschool and school level.
                  [(C) In conducting programs under this 
                paragraph, local educational agencies shall 
                place a priority on recruiting students and 
                individuals from minority groups.
                  [(D) Local educational agencies may conduct 
                programs under this paragraph in consortia with 
                institutions of higher education.
          [(4) Business partnerships.--Local educational 
        agencies receiving assistance under section 
        501(b)(2)(A) or 501(c) may use such assistance to 
        establish partnerships with representatives of the 
        business community to sponsor--
                  [(A) programs which allow representatives of 
                local business or firms to go into the 
                classroom and work with the classroom teacher 
                to provide instruction in subject areas where 
                the expertise of the teacher could be 
                supplemented, especially in the subject areas 
                of mathematics, science, and vocational and 
                technology education training;
                  [(B) internship programs which provide an 
                opportunity for classroom teachers to work in 
                local businesses or firms to gain practical 
                experience or to develop new skills or 
                expertise;
                  [(C) programs which bring students and 
                teachers into business settings to see 
                applications of course work and in specialized 
                areas, and to learn to use advanced technical 
                equipment;
                  [(D) programs which allow representatives of 
                local businesses and firms to work with school 
                administrators to develop instructional 
                material; and
                  [(E) other activities appropriate to forming 
                a working relationship between business leaders 
                and classroom leaders.
          [(5) Outreach to military veterans.--Local 
        educational agencies receiving assistance under section 
        501(b)(2)(A) or 501(c) may use such assistance to 
        establish programs to inform United States military 
        veterans of teaching opportunities and to provide 
        assistance in the establishment of teaching 
        opportunities for such veterans by--
                  [(A) planning and implementing informational 
                and outreach programs leading to the 
                development of programsspecifically designed to 
inform United States military veterans about teaching opportunities and 
the qualifications necessary for such opportunities;
                  [(B) planning and implementing programs 
                leading to the creation of teaching 
                opportunities for such veterans;
                  [(C) supporting programs to assist such 
                veterans to meet the qualifications to become 
                teachers;
                  [(D) disseminating information on the program 
                described in this paragraph and on sources of 
                student financial assistance available under 
                title IV of this Act and under programs 
                administered by the Department of Veterans 
                Affairs and other Federal agencies; and
                  [(E) making scholarships available to such 
                military veterans under the same terms and 
                conditions specified in subpart 1 of part C of 
                this title.

[SEC. 504. STATE USES OF FUNDS.

  [(a) In General.--Each State educational agency receiving 
funds reserved pursuant to section 501(b)(2)(B)(ii)(I) shall 
use such funds--
          [(1) first, to conduct a study of teacher education 
        programs within such State, as required under 
        subsection (c); and
          [(2) secondly, for--
                  [(A) the establishment of State Academies for 
                Teachers under section 505;
                  [(B) the establishment of State Academies for 
                School Leaders under section 506; and
                  [(C) activities directly related to the 
                implementation of the teacher education study 
                required under subsection (c).
  [(b) Special Rule.--If a State educational agency can 
demonstrate that the amount of funds reserved pursuant to 
section 501(b)(2)(B)(ii)(I) is insufficient to establish one 
State academy, then the State educational agency shall 
distribute such funds to local educational agencies in 
accordance with section 501(b)(2)(A) or 501(c) to carry out the 
activities described in section 503(b).
  [(c) Teacher Education Study.--
          [(1) Study required.--Each State educational agency 
        receiving funds under this part shall, in consultation 
        with institutions of higher education, local 
        educational agencies, teachers, parents, the State 
        legislature, the State board of education, and 
        business, undertake a study of--
                  [(A) teacher education programs and State 
                teacher professional development requirements, 
                including programs and requirements intended to 
                train preschool and early childhood education 
                specialists; and
                  [(B) the State laws and regulations relating 
                to such programs and requirements, including 
                any standards or requirements for certification 
                and licensure,
        in order to determine if such programs and requirements 
        are adequately preparing teachers to effectively 
        educate students.
          [(2) Considerations.--Such study shall consider 
        whether such programs or requirements--
                  [(A) would be improved if teacher education 
                programs were required to coordinate courses 
                with other departments on campus in order to 
                provide prospective teachers with a strong 
                background in their subject matter;
                  [(B) integrate academic and vocational 
                education instruction;
                  [(C) give enough flexibility in order to 
                allow experimentation and innovation;
                  [(D) would be improved if such programs 
                provided preparation for students desiring to 
                become teachers, but who are pursuing a 
                bachelor's degree in an area of study other 
                than education;
                  [(E) would be improved if teacher 
                certification required a bachelor's degree in a 
                subject area and a master's degree in 
                education; and
                  [(F) would be improved if institutions of 
                higher education that have developed innovative 
                materials and curricula for inservice training 
                were required to incorporate these improvements 
                into their preservice programs.
          [(3) Deadlines.--
                  [(A) Such study shall be completed by two 
                years from the end of the first fiscal year in 
                which funding was made available for this part. 
                The results of such study shall be reported to 
                the Secretary. In submitting the report to the 
                Secretary, the State educational agency shall 
                include in the report the most successful 
                practices used to enhance the profession of 
                teaching. The Secretary may disseminate such 
                successful practices in order to assist other 
                States in their efforts to enhance the 
                profession of teaching.
                  [(B) Except as provided in paragraph (4), 
                beginning in the third fiscal year for which 
                funding under this part is available, State 
                educational agencies shall use all funds 
                provided under section 501(b)(2)(B)(ii)(I) 
                which are not allotted for State Academies for 
                Teachers and State Academies for School 
                Leaders--
                          [(i) to implement the program and 
                        policy changes resulting from the 
                        findings of such study; and
                          [(ii) to assist schools and programs 
                        of education throughout the State in 
                        meeting any new requirements that 
                        result from such study.
                  [(C) The State educational agency shall award 
                grants pursuant to section 507(b)(9) to 
                institutions of higher education to implement 
                the programs and policy changes resulting from 
                the findings of such study.
          [(4) Waiver.--If a State demonstrates to the 
        Secretary that it has completed a study comparable to 
        the study required by this subsection within the 
        previous 5 years prior to the fiscal year for which 
        funds are first made available under this part, then 
        the Secretary may waive the requirements of this 
        subsection. States receiving a waiver shall use funds 
        provided under section 501(b)(2)(B)(ii)(I) to implement 
        the program and policy changes resulting from the 
        findings of such study. If the State can demonstrate to 
        the Secretary that such program and policy changes have 
        been implemented, then the State shall use funds 
        provided under section 501(b)(2)(B)(ii)(I) to carry out 
        the activities authorized under sections 505 and 506.

[SEC. 505. STATE ACADEMIES FOR TEACHERS.

  [(a) Purpose; Definitions.--
          [(1) Purpose.--It is the purpose of this section to 
        improve elementary and secondary school teacher subject 
        matter knowledge and teaching skills in each of the key 
        academic subjects by establishing one or more Academies 
        in the key academic subjects in every State.
          [(2) Definitions.--For purposes of this section--
                  [(A) the term ``Academy'' means a course of 
                instruction and related activities to increase 
                a teacher's knowledge of a specific subject 
                area, a teacher's ability to impart such 
                knowledge to students, and a teacher's ability 
                to address any other issue described in this 
                section, except that such term--
                          [(i) does not mean a physical 
                        facility; and
                          [(ii) does not require a separate 
                        location from another Academy or other 
                        training program; and
                  [(B) the term ``eligible entity'' means a 
                local educational agency, an institution of 
                higher education, a museum, a private nonprofit 
                educational organization of demonstrated 
                effectiveness, or a consortium of any 2 or more 
                of such entities.
  [(b) Application Required.--
          [(1) In general.--Each eligible entity desiring to 
        operate an Academy under this section shall submit an 
        application to the State educational agency at such 
        time, in such manner, and accompanied by such 
        information as the State may reasonably require.
          [(2) Contents.--Each application submitted pursuant 
        to paragraph (1) shall describe--
                  [(A) the goals of the Academy and the steps 
                that shall be taken to evaluate the extent to 
                which the Academy reaches its goals;
                  [(B) the curriculum to be used or developed 
                by the Academy;
                  [(C) steps to be taken to recruit teachers 
                for the Academy's program, including outreach 
                efforts to identify and attract--
                          [(i) minority group members;
                          [(ii) individuals with disabilities;
                          [(iii) individuals from areas with 
                        large numbers or concentrations of 
                        disadvantaged students; and
                          [(iv) other teachers with the 
                        potential to serve as mentor teachers;
                  [(D) steps to be taken to ensure that faculty 
                members teaching at the Academy shall be of 
                exceptional ability and experience, including 
                outreach efforts to identify and attract as 
                faculty members--
                          [(i) minority group members;
                          [(ii) individuals with disabilities; 
                        and
                          [(iii) individuals from areas with 
                        large numbers or concentrations of 
                        disadvantaged students;
                  [(E) efforts to be undertaken to disseminate 
                information about the Academy;
                  [(F) selection criteria to be used in 
                identifying teachers to participate in the 
                Academy;
                  [(G) steps to be taken to assure that the 
                programs offered by the Academy shall be of 
                sufficient length and comprehensiveness to 
                significantly improve participants' knowledge; 
                and
                  [(H) efforts to be undertaken to evaluate the 
                impact of the Academy on participants.
  [(c) Use of Allotted Funds.--
          [(1) Grants.--Each State educational agency receiving 
        an allotment under this part shall use the funds 
        reserved pursuant to section 501(b)(2)(B)(ii)(I) to 
        award one or more competitive grants to eligible 
        entities to enable such eligible entities to operate an 
        Academy in accordance with the provisions of this 
        section.
          [(2) Coordination of activities.--To the extent 
        practicable, such academies shall coordinate efforts 
        with teacher inservice activities of local educational 
        agencies.
          [(3) Combination of resources.--Each State 
        educational agency receiving an allotment under this 
        part may combine the funds reserved pursuant to section 
        501(b)(2)(B)(ii)(I) with such funds reserved by another 
        State educational agency to operate academies assisted 
        under this part on a multistate or regional basis.
          [(4) Costs.--Each eligible entity receiving a grant 
        under this section shall use such funds to meet the 
        operating costs of carrying out the activities 
        described in subsection (d), which may include 
        reasonable startup and initial operating costs, and 
        costs associated with release time, stipends, travel, 
        and living expenses for teachers who participate in the 
        Academy's program if no other funds are available to 
        pay such costs.
  [(d) Authorized Activities.--Each eligible entity receiving a 
grant to operate an Academy under this section may use such 
grant funds for--
          [(1) renewal and enhancement of participants' 
        knowledge in key academic subjects;
          [(2) skills and strategies to improve academic 
        achievement of students, especially students who are 
        educationally disadvantaged, are limited-English 
        proficient, are drug- or alcohol-exposed, or have 
        disabilities;
          [(3) improved teaching and classroom management 
        skills;
          [(4) techniques for the integration of academic and 
        vocational subject matter, including the application of 
        such techniques in tech/prep education programs;
          [(5) the use of educational technologies in teaching 
        the key academic subjects;
          [(6) training needed to participate in curriculum 
        development in a key academic subject;
          [(7) training in the development and use of 
        assessment tools;
          [(8) review of existing teacher enhancement programs 
        to identify the most promising approaches;
          [(9) development of a curriculum for use by the 
        Academy;
          [(10) follow-up activities for previous participants;
          [(11) dissemination of information about the Academy, 
        including the training curricula developed; and
          [(12) any other activities proposed by the applicant 
        and approved by the State educational agency.
  [(e) Cost Sharing.--Funds received for this section may be 
used to pay not more than 75 percent of the cost of operating 
an Academy in the first year an eligible entity receives a 
grant under this section, 65 percent of such cost in such 
second year, 55 percent of such cost in such third year, 45 
percent of such cost in such fourth year, and 35 percent of 
such cost in such fifth year. The remaining share shall be 
provided from non-Federal sources, and may be in cash or in-
kind contributions, fairly valued.
  [(f) Special Rules.--
          [(1)  Uses of funds.--
                  [(A)  Key academic subjects.--At least 70 
                percent of funds received for this section 
                shall be used for enhancement of participant 
                knowledge in key academic subjects.
                  [(B) Other subjects.--At least 20 percent of 
                the funds received for this section shall be 
                used for enhancement of participant knowledge 
                in areas not related to academic subjects.
          [(2) Special rule.--In awarding grants under this 
        section the State educational agency may provide for 
        training in 2 or more key academic subjects at a single 
        site.
          [(3) Additional academies or awards.--If a State can 
        demonstrate that the State's need for academies in key 
        academic subjects has been met, and if the State can 
        demonstrate that it is implementing the findings of the 
        teacher education study described in section 504(c), 
        then the State may use a portion of the amount reserved 
        pursuant to section 501(b)(2)(B)(ii)(I) to establish 
        one or more of the following academies or awards:
                  [(A) Early childhood academies.--A State 
                educational agency may establish an academy 
                aimed at early childhood education training. 
                Such an academy shall give a priority to 
                recruiting candidates from underrepresented 
                groups in the early childhood education 
                profession and shall provide intensive 
                childhood training in violence counseling.
                  [(B) Tech-prep academies.--A State 
                educational agency may establish an academy 
                for--
                          [(i) assisting educators in secondary 
                        schools and community colleges to more 
                        effectively understand organizational 
                        structures and organizational change 
                        strategies;
                          [(ii) assisting educators to learn 
                        effective peer leadership strategies;
                          [(iii) assisting secondary school 
                        teachers and community college faculty 
                        to identify the knowledge and skills 
                        required in highly technical industries 
                        and workplaces;
                          [(iv) assisting secondary school 
                        teachers and community college faculty 
                        to apply creative strategies to the 
                        development of interdisciplinary 
                        curricula; and
                          [(v) assisting educators in 
                        integrating academic and vocational 
                        education.
                  [(C) Teacher awards.--(i) A State educational 
                agency may make awards to State Academies for 
                Teachers to provide for a program of cash 
                awards and recognition to outstanding teachers 
                in the key academic subject or subjects covered 
                by the program of the Academy.
                  [(ii) Any full-time public or private 
                elementary or secondary school teacher of a key 
                academic subject or vocational and technology 
                education subject, including an elementary 
                school teacher of the general curriculum, shall 
                be eligible to receive an award under this 
                subparagraph.
                  [(iii) The amount of a teacher's award under 
                this subparagraph shall not exceed $5,000 and 
                shall be available for any purpose the 
                recipient chooses.
                  [(iv) Each Academy receiving an award under 
                clause (i) of this subparagraph shall select 
                teachers to receive awards from nominations 
                received from local educational agencies, 
                public and private elementary and secondary 
                schools, teachers, associations of teachers, 
                parents, associations of parents and teachers, 
                businesses, business groups, and student 
                groups.
                  [(v) The Academy shall select award 
                recipients under this subparagraph in 
                accordance with criteria developed by the 
                Academy and approved by the State educational 
                agency. The selection criteria may take into 
                account teacher's success in--
                          [(I) educating disadvantaged children 
                        and children with disabilities;
                          [(II) educating gifted and talented 
                        children;
                          [(III) encouraging students to 
                        enroll, and succeed, in advanced 
                        classes in a key academic subject or 
                        vocational and technology education 
                        subject;
                          [(IV) teaching a key academic subject 
                        or vocational and technology education 
                        subject successfully in schools 
                        educating large numbers of 
                        educationally disadvantaged students, 
                        including schools in low-income inner-
                        city or rural areas;
                          [(V) introducing a new curriculum in 
                        a key academic subject into a school or 
                        strengthening an established 
                        curriculum;
                          [(VI) acting as a master teacher; and
                          [(VII) other criteria as developed by 
                        the Academies and approved by the State 
                        educational agency.

[SEC. 506. STATE ACADEMIES FOR SCHOOL LEADERS.

  [(a) Purpose; Definitions.--
          [(1) Purpose.--It is the purpose of this section to 
        improve the training and performance of school 
        principals and other school leaders and to increase the 
        number of persons who are highly trained to be 
        principals and school leaders by establishing an 
        Academy for current and prospective school leaders in 
        every State.
          [(2) Definitions.--For the purpose of this section--
                  [(A) the term ``Academy'' means a course of 
                instruction and related activities to increase 
                a school leader's knowledge of the tools and 
                techniques of school management and leadership, 
                and such leader's ability to exercise such 
                tools and techniques in the school setting, and 
                may include a course of instruction for school 
                district level system leaders separately or in 
                combination with school leaders and teachers, 
                except that such term--
                          [(i) does not mean a physical 
                        facility; and
                          [(ii) does not require a separate 
                        location from another Academy or other 
                        training program; and
                  [(B) the term ``eligible entity'' means a 
                technical assistance center assisted under 
                subpart 2 of part C of title V of this Act as 
                such Act was in effect on the day before the 
                date of enactment of the Higher Education 
                Amendments of 1992, a local educational agency, 
                an institution of higher education, a museum, a 
                private nonprofit educational organization of 
                demonstrated effectiveness, or a consortium of 
                any 2 or more such entities.
  [(b) Application Required.--
          [(1) In general.--(A) Each eligible entity desiring 
        to operate an Academy under this section shall submit 
        an application to the State educational agency at such 
        time, in such manner and accompanied by such 
        information as the State may reasonably require. Such 
        Academy may be operated in cooperation or consortium 
        with an Academy of another State.
          [(B) A priority for awards shall be given to entities 
        who received funds under subpart 2 of part C of title V 
        of the Higher Education Act as in effect on September 
        30, 1991.
          [(2) Contents.--Each application submitted pursuant 
        to paragraph (1) shall describe--
                  [(A) the goals of the Academy and the steps 
                that shall be taken to evaluate the extent to 
                which the Academy reaches its goals;
                  [(B) the curriculum to be used or developed 
                by the Academy;
                  [(C) the steps to be taken to recruit school 
                leaders for the Academy's program, including 
                outreach efforts to identify and attract--
                          [(i) minority group members;
                          [(ii) individuals with disabilities;
                          [(iii) individuals from areas with 
                        large numbers or concentrations of 
                        disadvantaged students; and
                          [(iv) other individuals with 
                        potential to become school leaders;
                  [(D) efforts to be taken to disseminate 
                information about the Academy;
                  [(E) selection criteria to be used in 
                identifying school leaders to participate in 
                the Academy;
                  [(F) steps to be taken to assure that the 
                programs offered by the Academy shall be of 
                sufficient length and comprehensiveness to 
                significantly improve participants' knowledge;
                  [(G) steps to be taken to assure the 
                involvement of private sector managers and 
                executives from businesses in the conduct of 
                the Academy's programs; and
                  [(H) efforts to be undertaken to evaluate the 
                impact of the Academy on participants.
  [(c) Use of Allotted Funds.--
          [(1) Grants.--Each State educational agency receiving 
        an allotment under this part shall use the funds 
        reserved pursuant to section 501(b)(2)(B)(ii)(I) to 
        award a competitive grant to an eligible entity to 
        enable such eligible entity to operate an Academy in 
        accordance with the provisions of this subpart.
          [(2) Costs.--Each eligible entity receiving a grant 
        under this section shall use such funds to meet the 
        costs of carrying out the activities described in 
        subsection (d), which may include reasonable startup 
        and initial operating costs, and stipends, travel, and 
        living expenses for participants in the Academy if no 
        other funds are available to pay such costs.
          [(3) Limitations.--
                  [(A) Participants.--At least 70 percent of 
                the participants in an Academy shall be from 
                the school building level.
                  [(B) Special rule.--In awarding grants under 
                this section, the State educational agency may 
                provide for the location at the same site of 
                Academies assisted under this section and 
                Academies assisted under section 505.
  [(d) Authorized Activities.--Each eligible entity receiving a 
grant to operate an Academy under this section may use such 
grant funds for--
          [(1) developing and enhancing of participants' 
        knowledge in instructional leadership, school-based 
        management, shared decisionmaking, school improvement 
        strategies and school-level accountability mechanisms;
          [(2) identifying candidates, including members of 
        minority groups, individuals with disabilities, and 
        individuals from schools with high numbers or 
        concentrations of educationally disadvantaged students 
        and individuals who are bilingual, to be trained as new 
        school leaders;
          [(3) conducting programs which provide for the 
        involvement of private sector managers and executives 
        from businesses;
          [(4) identifying models and methods of leadership 
        training and development that are promising or have 
        proven to be successful;
          [(5) providing intensive training and development 
        programs for current school leaders seeking enhanced 
        and up-to-date knowledge needed to perform their jobs 
        effectively;
          [(6) identifying local educational agencies and 
        schools with principal and other school leader 
        vacancies and working with such agencies and schools to 
        match Academy participants with such vacancies;
          [(7) facilitating internships for graduates of the 
        program for new school leaders, under the guidance and 
        supervision of experienced administrators;
          [(8) providing periodic follow-up development 
        activities for school leaders trained through the 
        Academy's programs;
          [(9) disseminating information about the Academy, 
        including the training curricula developed;
          [(10) coordinating activities with those of any State 
        Academies for Teachers established in the State; and
          [(11) any other activity proposed by the applicant in 
        the application submitted pursuant to subsection (b) 
        and approved by the State educational agency.
  [(e) Cost-Sharing.--Funds received under this section may be 
used to pay not more than 75 percent of the cost of operating 
an Academy in the first year an eligible entity receives a 
grant under this subpart, 65 percent of such cost in such 
second year, 55 percent of such cost in such third year, 45 
percent of such cost in such fourth year, and 35 percent of 
such cost in such fifth year. The remaining share shall be 
provided from non-Federal sources, and be in cash or in kind, 
fairly valued.

[SEC. 507. INSTITUTIONS OF HIGHER EDUCATION USES OF FUNDS.

  [(a) Applications.--Institutions of higher education desiring 
to receive a grant under section 501(b)(2)(B)(ii)(II) shall 
submit to the State educational agency an application which--
          [(1) describes the types of activities that the 
        institution plans to undertake with funds provided;
          [(2) describes the process used by the institution to 
        determine the State's needs for improving teacher 
        education and training for preschool and early 
        childhood education specialists, including consulting 
        with current students, teachers, representatives from 
        local educational agencies, parents, and 
        representatives from preschool and early childhood 
        specialists;
          [(3) if such institution is applying for a grant to 
        assist local educational agencies in providing 
        inservice training for teachers, describes the training 
        and services that such institution plans to provide for 
        teachers within the local educational agency and 
        demonstrates that such training and services are 
        consistent with the needs of the local educational 
        agencies to be served;
          [(4) if such institution is applying for a grant to 
        establish a professional development academy, contains 
        the information required pursuant to section 508;
          [(5) describes how the institution plans to integrate 
        academic and vocational teacher education programs; and
          [(6) contains any other information that may be 
        required by the State educational agency.
  [(b) Awards.--The State educational agency shall award grants 
on a competitive basis to institutions of higher education that 
have departments, schools, or colleges of education. In 
awarding grants, the State educational agency shall award funds 
for the following purposes:
          [(1) For the establishment of professional 
        development academies pursuant to section 508.
          [(2) For the establishment and maintenance of 
        programs that provide teacher training to individuals 
        who are moving to a career in education from another 
        occupation.
          [(3) For institutions of higher education in 
        consultation and cooperation with a local educational 
        agency or a consortium of local educational agencies, 
        to develop and provide technical assistance to local 
        education agencies in providing inservice training for 
        teachers.
          [(4) For improving teacher education programs in 
        order to further innovation in teacher education 
        programs within an institution of higher education and 
        to better meet the needs of the local educational 
        agencies for well-prepared teachers.
          [(5) For improving training for preschool and early 
        childhood education specialists, including preschool 
        and early intervention services for infants and 
        toddlers with disabilities, in order to further 
        innovation in such programs with institutions of higher 
        education and to better meet the needs of preschool and 
        early childhood education programs for well-prepared 
        personnel.
          [(6) To integrate the instruction of academic and 
        vocational teacher education programs.
          [(7) For activities to encourage individuals, 
        especially individuals from minority groups, to pursue 
        a career in education.
          [(8) For expanding cooperative educational programs 
        between State educational agencies and offices, 
        schools, and school systems, institutions of higher 
        education, appropriate educational entities, and 
        private sector establishments involved in education 
        between the United States and the Republic of Mexico 
        for the purpose of providing bilateral teaching 
        initiatives and programs that provide teacher training 
        experiences between the educational communities of the 
        United States and those of the Republic of Mexico and 
        to enhance mutually beneficial educational activities 
        involving researchers, scholars, faculty members, 
        teachers, educational administrators, and other 
        specialists to lecture, teach, conduct research, and 
        develop cooperative programs.
          [(9) When the study of teacher education programs is 
        completed in accordance with section 504(c), to 
        implement the program and policy changes for teacher 
        education programs resulting from the findings of such 
        study.

[SEC. 508. PROFESSIONAL DEVELOPMENT ACADEMIES.

  [(a) Authority; Definitions.--
          [(1) Authority.--From amounts reserved pursuant to 
        section 501(b)(2)(B)(ii)(II), the State educational 
        agency is authorized to make grants to, and enter into 
        contracts and cooperative agreements with, eligible 
        entities to plan, establish, and operate professional 
        development academies.
          [(2) Definitions.--For purposes of this section--
                  [(A) the term ``Academy'' means school-based 
                teacher training operated as a partnership 
                between one or more elementary or secondary 
                schools and one or more institutions of higher 
                education that provides prospective and novice 
                teachers an opportunity to work under the 
                guidance of master teachers and college faculty 
                members. Such Academy shall be established for 
                the purpose of--
                          [(i) the training of prospective and 
                        novice teachers (including preschool 
                        and early childhood 
educationspecialists, where appropriate) under the guidance of master 
teachers and teacher educators;
                          [(ii) the continuing development of 
                        experienced teachers;
                          [(iii) research and development to 
                        improve teaching and learning and the 
                        organization of schools;
                          [(iv) public demonstration of 
                        exemplary learning programs for diverse 
                        students; and
                          [(v) dissemination of knowledge 
                        produced in the research and 
                        development process;
                except that such term--
                          [(i) does not mean a physical 
                        facility; and
                          [(ii) does not require a separate 
                        location from another Academy or other 
                        training program; and
                  [(B) the term ``eligible entity'' means a 
                partnership that includes one or more local 
                educational agencies and one or more 
                institutions of higher education and may 
                include teachers and the business community.
  [(b) Awards and Renewals.--An award made under this section 
may be in the form of a one-year planning grant. Such award may 
be renewed for implementation purposes without further 
competition annually for 4 additional years, upon submission of 
an evaluation of the project to the State educational agency 
and assurances that the recipient--
          [(1) has achieved the goals set out in its 
        application for the original term;
          [(2) shows promise of continuing its progress;
          [(3) will meet its share of the project costs; and
          [(4) has developed a plan for continuing the Academy 
        after Federal funding is no longer available.
  [(c) Application Required.--
          [(1) In general.--Each eligible entity desiring to 
        operate an Academy under this section shall submit an 
        application to the State educational agency at such 
        time, in such manner, and accompanied by such 
        information as the State educational agency may 
        reasonably require.
          [(2) Contents.--Each application submitted pursuant 
        to subsection (a) shall describe--
                  [(A) what schools within the local 
                educational agency and what institutions of 
                higher education shall participate in the 
                partnership or otherwise participate in the 
                program;
                  [(B) the goals of the Academy and the steps 
                that shall be taken to evaluate the extent to 
                which the Academy reaches such goals;
                  [(C) a plan for monitoring progress and 
                evaluating the effectiveness of the Academy in 
                meeting the goals it has developed for teacher 
                and student performance;
                  [(D) a description of the partnership's plan 
                for systemic change in education, and a 
                description of the activities and services for 
                which assistance is sought;
                  [(E) ways in which the professional 
                development programs shall cover course content 
                in key academic subjects, methods of 
                instruction, and classroom and school-based 
                management skills;
                  [(F) plans to involve prospective and novice 
                teachers in the programs offered by the 
                Academy, including outreach efforts to identify 
                and attract--
                          [(i) minority group members;
                          [(ii) individuals with disabilities; 
                        and
                          [(iii) individuals from areas with 
                        large numbers or concentrations of 
                        disadvantaged students; and
                  [(G) estimates of the number of prospective 
                and beginning teachers to be trained in the 
                Academy in each year of the project and 
                assurances that a significant number of 
                prospective and beginning teachers will be 
                trained in the Academy in each year of the 
                project.
          [(3) Assurances.--Each application submitted pursuant 
        to this subsection shall contain assurances that--
                  [(A) professional development programs at the 
                Academy shall be designed and conducted by 
                faculty members from institutions of higher 
                education and teachers from local schools of 
                demonstrated excellence;
                  [(B) in establishing the Academy, the 
                applicant has consulted with teachers, 
                administrators, and parents who will be 
                affected at the teaching school site;
                  [(C) participating faculty from institutions 
                of higher education shall include faculty 
                members who are experts in the key academic 
                subjects; and
                  [(D) the activities, services and programs 
                offered by the Academy shall be of sufficient 
                length and comprehensiveness to significantly 
                improve participants' knowledge.
          [(4) Priorities.--In making awards under this part, 
        the State educational agency shall give priority to 
        applicants that--
                  [(A) select Academy sites based on need, as 
                evidenced by such measures as a high rate of 
                teacher attrition or a high proportion of the 
                student body at risk of educational failure;
                  [(B) propose projects that demonstrate the 
                strong commitment to or previous active support 
                for educational innovation;
                  [(C) propose projects that demonstrate 
                collaboration with other educational 
                organizations, social or human service 
                agencies, other community organizations, and 
                the business community in the teaching school's 
                operation;
                  [(D) demonstrate potential for a significant 
                impact on the quality of the future education 
                work force; and
                  [(E) demonstrate the long-term feasibility of 
                the partnership.
          [(5) Special rules.--Each such application shall 
        describe--
                  [(A) how the local educational agency will 
                address the need to change or waive a local 
                rule or regulation that is found by an Academy 
                to impede the school's progress in achieving 
                its goals; and
                  [(B) how partners that are institutions of 
                higher education will involve the School of 
                Education, the School ofArts and Sciences, and 
the School of Technology or Engineering and any other department of the 
institution.
  [(d) Use of Allotted Funds.--
          [(1) Permitted uses.--Each eligible entity receiving 
        a grant under this section shall use such funds to meet 
        the operating costs of carrying out the activities 
        described in subsection (e), which may include 
        reasonable startup and initial operating costs, staff 
        development, purchase of books, materials, and 
        equipment, including new technology, costs associated 
        with release time, payment of personnel directly 
        related to the operation of the Academy, and 
        participation in the activities of a network of 
        Academies.
          [(2) Limitations.--The Secretary may limit the 
        amounts of funds that may be used for minor remodeling 
        and the purchase of equipment under this part.
  [(e) Authorized Activities.--Each eligible entity receiving a 
grant to operate an Academy under this section may use such 
grant funds for--
          [(1) training and internship activities for 
        prospective or novice teachers in a school setting 
        under the guidance of master or mentor teachers and 
        faculty from institutions of higher education, 
        especially faculty who are experts in key academic 
        subjects;
          [(2) mentoring and induction activities for 
        prospective and novice teachers, including such 
        teachers seeking to enter teaching through alternative 
        routes;
          [(3) participation of experienced teachers in the 
        internship training and assessment of prospective and 
        beginning teachers;
          [(4) teaching skills and strategies to increase the 
        ability of prospective, novice and experienced teachers 
        to teach disadvantaged students, students with 
        disabilities (including students with severe and 
        multiple disabilities and students with lesser known or 
        newly emerging disabilities), students who are limited-
        English proficient, and students from diverse cultural 
        backgrounds;
          [(5) programs to enhance teaching and classroom 
        management skills, including school-based management 
        skills, of novice, prospective and experienced 
        teachers;
          [(6) experimentation and research to improve teaching 
        and learning conducted in the Academy by teachers and 
        university faculty;
          [(7) activities to integrate academic and vocational 
        education;
          [(8) training and other activities to promote the 
        continued learning of experienced teachers, especially 
        in their subject matter knowledge and how to teach it;
          [(9) participation of expert practicing teachers and 
        administrators in the university-based education 
        studies of prospective teachers;
          [(10) activities designed to disseminate information 
        about the teaching strategies acquired through the 
        Academy with other teachers in the district's schools;
          [(11) organizational restructuring, including the 
        introduction of new roles and staffing patterns in the 
        school and university;
          [(12) activities intended to address the effects of 
        chronic community violence, such as violence counseling 
        and conflict resolution training; and
          [(13) other activities proposed by the applicant and 
        approved by the Secretary.
  [(f) Cost-Sharing.--Funds received under this section may be 
used to pay 100 percent of the cost of a planning grant and not 
more than 75 percent of the cost of operating an Academy in the 
first 2 years an eligible entity receives a grant under this 
subpart and not more than 50 percent of such cost in such third 
and fourth years. The remaining share shall be provided from 
non-Federal sources, and may be in-kind, fairly valued.

[SEC. 509. FEDERAL FUNDS TO SUPPLEMENT, NOT SUPPLANT REGULAR NONFEDERAL 
                    FUNDS.

  [A State educational agency, local educational agency, or 
institution of higher education may use funds received under 
this part only so as to supplement and, to the extent 
practicable, increase the level of funds that would be 
available from non-Federal sources for the uses of funds under 
this part and in no case may such funds be so used as to 
supplant such funds from such non-Federal sources.

[SEC. 510. COORDINATION WITH OTHER PROGRAMS.

  [The State educational agency shall ensure that activities 
conducted under this part shall be consistent with the goals 
and objectives of any Federal or State systemic educational 
reform activities.

[SEC. 510A. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated to carry out this 
part $350,000,000 for fiscal year 1993 and such sums as may be 
necessary for each of the 4 succeeding fiscal years.

                  [PART B--NATIONAL TEACHER ACADEMIES

[SEC. 511. PROGRAM ESTABLISHED.

  [(a) In General.--The Secretary is authorized, in accordance 
with the provisions of this part, to make grants to eligible 
recipients to establish and operate National Teacher Academies.
  [(b) Subject Areas and Staff.--
          [(1) Subject areas.--At least 1 but not more than 3 
        National Teacher Academies shall be established in each 
        of the following subject areas commonly taught in 
        elementary and secondary schools:
                  [(A) English.
                  [(B) Mathematics.
                  [(C) Science.
                  [(D) History.
                  [(E) Geography.
                  [(F) Civics and government.
                  [(G) Foreign languages.
          [(2) Staff.--Academy staff shall be selected from the 
        most accomplished and prominent scholars in the 
        relevant fields ofstudy and in the methodologies which 
improve the skills of persons who teach in such fields of study.
  [(c) Duration of Grant.--Each grant to establish and operate 
a National Teacher Academy shall be for a period of 3 years, 
and is renewable.
  [(d) Competitive Grant Awards.--The Secretary shall award 
grants under this part on a competitive basis.
  [(e) Consistency With Systemic Reforms.--In awarding grants 
under this part, the Secretary shall ensure that activities 
conducted under this part are consistent with the goals and 
objectives of other Federal or State systemic educational 
reform activities.

[SEC. 512. ELIGIBLE RECIPIENTS.

  [(a) In General.--For the purposes of this part, the term 
``eligible recipient'' means--
          [(1) an institution of higher education;
          [(2) a private nonprofit educational organization of 
        demonstrated effectiveness; or
          [(3) a combination of the institutions or 
        organizations set forth in paragraphs (1) and (2) of 
        this paragraph.
  [(b) Expertise Requirements.--The Secretary shall only award 
grants to eligible recipients that have demonstrated expertise 
in the--
          [(1) subject area of the National Teacher Academy to 
        be established and operated; and
          [(2) in-service training of teachers at the national, 
        State, and local levels.

[SEC. 513. USE OF FUNDS.

  [(a) In General.--Funds provided pursuant to this part shall 
be used to--
          [(1) provide in-service training programs for 
        teachers and administrators, including--
                  [(A) programs which emphasize improving the 
                teachers' knowledge in the particular subject 
                area of the National Teacher Academy;
                  [(B) programs which integrate knowledge of 
                subject matter with techniques for 
                communicating that knowledge to students, 
                including students who are disadvantaged, 
                limited-English proficient, drug- or alcohol-
                exposed, or who have disabilities;
                  [(C) the use of the most recent applied 
                research findings concerning education and the 
                classroom; and
                  [(D) integration of materials from different 
                disciplines into classroom instruction, 
                especially for elementary school teachers;
          [(2) conduct each year at least one summer institute 
        of at least 3 weeks duration for the State delegations 
        described in section 515; and
          [(3) provide support services to the State Academies 
        for Teachers, including--
                  [(A) the establishment of a national network 
                of individuals to assist in teacher education 
                programs in State Academies for Teachers;
                  [(B) consultation assistance in the design 
                and implementation of in-service teacher 
                training programs; and
                  [(C) monthly newsletters or other methods of 
                communicating useful information.
  [(b) Administrative Costs.--Not more than 10 percent of the 
amount of funds received under this part may be used by an 
eligible recipient for administrative costs.

[SEC. 514. APPLICATION.

  [(a) Application.--Each eligible recipient desiring a grant 
under this part shall submit an application to the Secretary at 
such time and in such manner as the Secretary may reasonably 
require.
  [(b) Contents.--Each application submitted pursuant to 
subsection (a) shall--
          [(1) describe the activities, services, and programs 
        for which assistance is sought;
          [(2) describe how at least 70 percent of the National 
        Teacher Academy's time shall be devoted to basic course 
        content relevant to the particular subject field and 
        necessary for improving the quality of teaching in 
        public and private elementary and secondary schools;
          [(3) describe how not more than 30 percent of the 
        National Teacher Academy's time shall be devoted to 
        methods of instruction relevant to the particular 
        subject field;
          [(4) describe how the National Teacher Academy's 
        activities will be coordinated with or administered 
        cooperatively with institutes established by other 
        Federal entities, such as the National Science 
        Foundation and the National Endowment for the 
        Humanities; and
          [(5) provide such additional assurances or 
        information as the Secretary may reasonably require.

[SEC. 515. STATE DELEGATIONS.

  [(a) In General.--Each selection panel established pursuant 
to section 516(b) shall select a State delegation to 
participate in each National Teacher Academy assisted under 
this part.
  [(b) Composition.--
          [(1) In general.--Except as provided in paragraphs 
        (2) and (3), each State delegation described in 
        subsection (a) shall, at a minimum, be composed of--
                  [(A) 1 school administrator with authority to 
                design and conduct in-service teacher training 
                and academic programs; and
                  [(B) at least 5 teachers, of whom at least 2 
                shall be elementary school teachers.
          [(2) Special rule.--The State delegations for the 
        Commonwealth of the Northern Mariana Islands, Guam, the 
        Virgin Islands, American Samoa and the Republic of 
        Palau (until the Compact of Free Association is 
        ratified) shall, at a minimum, be composed of--
                  [(A) 1 school administrator with authority to 
                design and conduct in-service teacher training 
                and academic programs; and
                  [(B) at least 3 teachers, of whom at least 1 
                shall be an elementary school teacher.
          [(3) Additional teachers.--
                  [(A) Each State that has obtained the 
                approval of the appropriate National Teacher 
                Academy may send to such National Teacher 
                Academy the number of additional teachers 
                determined in accordance with subparagraph (B).
                  [(B) The appropriate National Teacher Academy 
                shall determine the number of additional 
                teachers to attend such National Teacher 
                Academy on the basis of the number of full-time 
                equivalent teachers in the State compared to 
                such number in all States.
  [(c) Duties.--Each State delegation shall--
          [(1) attend the appropriate subject area summer 
        institute at the appropriate National Teacher Academy; 
        and
          [(2) after participation in the National Teacher 
        Academy assist in the development and operation of the 
        appropriate National Teacher Academy.

[SEC. 516. SELECTION.

  [(a) In General.--Individuals participating in a National 
Teacher Academy shall be selected by the selection panel 
described in subsection (b) in accordance with the provisions 
of section 515.
  [(b) Selection Panel.--
          [(1) Establishment.--Each State educational agency 
        receiving assistance under part A of this title shall 
        establish a 10-member selection panel to select 
        teachers to attend the National Teacher Academies 
        established pursuant to this part.
          [(2) Composition and representation.--
                  [(A) Composition.--At least 50 percent of the 
                membership of each selection panel shall be 
                classroom teachers, selected in consultation 
                with teacher organizations, if any, in the 
                State.
                  [(B) Representation.--The composition of each 
                selection panel shall be broadly representative 
                of the elementary and secondary schools and the 
                State.
          [(3) Function.--Each selection panel shall--
                  [(A) annually select the State delegations in 
                accordance with section 515; and
                  [(B) involve the individuals selected 
                pursuant to subparagraph (A) in the operation 
                of the State academies, if any, or other in-
                service training activities in the local 
                educational agency in which such individuals 
                teach.

[SEC. 517. NATIONAL TEACHER ACADEMY EVALUATION.

  [The Secretary shall evaluate the system of National Teacher 
Academies and the effects of such academies on teachers every 2 
years. The Secretary shall make available to the Congress and 
the public the results of such evaluation.

[SEC. 518. AUTHORIZATION OF APPROPRIATIONS.

  [(a) In General.--There are authorized to be appropriated 
$35,000,000 for fiscal year 1993 and such sums as may be 
necessary for the 4 succeeding fiscal years to carry out the 
provisions of this part, of which not more than $5,000,000 
shall be available for each of the National Teacher Academy 
subject areas listed in section 511(b)(1).
  [(b) Special Rules.--
          [(1) Appropriations less than $14,000,000.--If the 
        amount appropriated pursuant to the authority of 
        subsection (a) is less than $14,000,000, then not more 
        than $2,000,000 shall be available for each National 
        Teacher Academy subject area in the order in which such 
        subject areas are listed in section 511(b)(1), until 
        such funds are expended.
          [(2) Appropriations equal to or in excess of 
        $14,000,000.--If the amount appropriated pursuant to 
        the authority of subsection (a) is equal to or exceeds 
        $14,000,000, then such funds as equals or exceeds 
        $14,000,000 shall be allocated equitably among each of 
        the National Teacher Academy subject areas listed in 
        section 511(b)(1).]
          * * * * * * *

                    PART D--INNOVATION AND RESEARCH

          * * * * * * *

               [Subpart 3--Class Size Demonstration Grant

[SEC. 561. PURPOSE.

  [It is the purpose of this subpart to provide grants to local 
educational agencies to enable such agencies to determine the 
benefits in various school settings of reducing class size on 
the educational performance of students and on classroom 
management and organization.

[SEC. 562. PROGRAM AUTHORIZED.

  [(a) Program Authorized.--
          [(1) In general.--The Secretary shall carry out a 
        program of awarding grants, in accordance with the 
        provisions of this subpart, to local educational 
        agencies to pay the Federal share of the costs of 
        conducting demonstration projects that demonstrate 
        methods of reducing class size which may provide 
        information meaningful to other State and local 
        educational agencies.
          [(2) Federal share.--The Federal share shall be 50 
        percent.
  [(b) Reservation.--The Secretary may reserve not more than 5 
percent of the amount appropriated pursuant to the authority of 
section 565A in each fiscal year to carry out the evaluation 
activities described in section 565.
  [(c) Selection Criteria.--The Secretary shall make grants to 
local educational agencies on the basis of--
          [(1) the need and the ability of a local educational 
        agency to reduce the class size of an elementary or 
        secondary school served by such agency;
          [(2) the ability of a local educational agency to 
        furnish the non-Federal share of the costs of the 
        demonstration project for which assistance is sought;
          [(3) the ability of a local educational agency to 
        continue the project for which assistance is sought 
        after the termination of Federal financial assistance 
        under this subpart; and
          [(4) the degree to which a local educational agency 
        demonstrates in the application submitted pursuant to 
        section 564 consultation in program implementation and 
        design with parents, teachers, school administrators, 
        and local teacher organizations, where applicable.
  [(d) Priority.--In awarding grants under this subpart, the 
Secretary shall give priority to demonstration projects that 
involve at-risk students, including educationally or 
economically disadvantaged students, students with 
disabilities, limited-English proficient students, and young 
students.
  [(e) Grants Must Supplement Other Funds.--A local educational 
agency shall use the Federal funds received under this subpart 
to supplement and not supplant other Federal, State and local 
funds available to the local educational agency.

[SEC. 563. PROGRAM REQUIREMENTS.

  [(a) Annual Competition.--In each fiscal year, the Secretary 
shall announce the factors to be examined in a demonstration 
project assisted under this subpart. Such factors may include--
          [(1) the magnitude of the reduction in class size to 
        be achieved;
          [(2) the level of education and the subject areas in 
        which the demonstration projects shall occur;
          [(3) the form of the instructional strategy to be 
        demonstrated; and
          [(4) the duration of the project.
  [(b) Random Techniques and Appropriate Comparison Groups.--
Demonstration projects assisted under this subpart shall be 
designed to utilize randomized techniques or appropriate 
comparison groups, where feasible.

[SEC. 564. APPLICATION.

  [(a) In General.--In order to receive a grant under this 
subpart a local educational agency shall submit an application 
to the Secretary that is responsive to the announcement 
described in section 563(a), at such time, in such manner, and 
containing or accompanied by such information as the Secretary 
may reasonably require.
  [(b) Duration.--The Secretary shall encourage local 
educational agencies to submit applications under this subpart 
for a period of 3 years.
  [(c) Contents.--Each application submitted pursuant to 
subsection (a) shall include--
          [(1) a description of the objectives to be attained 
        with the financial assistance made available under this 
        subpart and the manner in which such financial 
        assistance shall be used to reduce class size;
          [(2) a description of the steps to be taken to 
        achieve target class sizes, including, where 
        applicable, the acquisition of additional teaching 
        personnel and classroom space;
          [(3) a statement of the methods for the collection of 
        data necessary for the evaluation of the impact of 
        class size reduction programs on student achievement;
          [(4) an assurance that the local educational agency 
        shall pay from non-Federal sources the non-Federal 
        share of the costs of the demonstration project for 
        which assistance is sought; and
          [(5) such additional assurances as the Secretary may 
        reasonably require.
  [(d) Sufficient Size and Scope Required.--The Secretary shall 
only award grants under this subpart to applicants having 
applications which describe projects of sufficient size and 
scope to contribute to carrying out the purposes of this 
subpart.

[SEC. 565. EVALUATION AND DISSEMINATION.

  [(a) National Evaluation.--The Secretary shall conduct a 
national evaluation of the demonstration projects assisted 
under this subpart to determine the costs incurred in achieving 
the reduction in class size and the effects of the reductions 
on outcomes, such as student performance in the affected 
subjects or grades, attendance, discipline, classroom 
organization, management, and teacher satisfaction and 
retention.
  [(b) Cooperation.--Each local educational agency receiving a 
grant under this subpart shall cooperate in the national 
evaluation described in subsection (a) and shall provide such 
information to the Secretary as the Secretary may reasonably 
require.
  [(c) Reports.--The Secretary shall report to the Congress on 
the results of the evaluation conducted pursuant to subsection 
(a).
  [(d) Dissemination.--The Secretary shall widely disseminate 
information about the results of the class size demonstration 
projects assisted under this subpart.

[SEC. 565A. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated $3,000,000 for 
fiscal year 1993, and such sums as may be necessary for each of 
the 4 succeeding fiscal years to carry out this subpart.

       [Subpart 4--Middle School Teaching Demonstration Programs

[SEC. 566. STATEMENT OF PURPOSE.

  [It is the purpose of this subpart to provide financial 
assistance to institutions of higher education which offer 
teacher training or retraining programs to develop model 
programs with a specialized focus on teaching grades 6 through 
9.

[SEC. 567. DEFINITIONS.

  [As used in this subpart:
          [(1) The term ``developmentally appropriate'' means a 
        program that is appropriate for a child's age and all 
        areas of an individual child's development, including 
        educational, physical, emotional, social, cognitive, 
        and communication.
          [(2) The term ``middle school'' means a school which 
        enrolls students in at least two of the grades 6, 7, 8, 
        and 9.

[SEC. 568. PROGRAM AUTHORIZED.

  [(a) In General.--The Secretary is authorized to make grants, 
on a competitive basis, to institutions of higher education to 
develop model programs with a specialized focus on teaching 
grades 6 through 9.
  [(b) Special Rule.--
          [(1) Equitable distribution.--The Secretary shall 
        ensure an equitable geographic distribution of grants 
        awarded under this subpart.
          [(2) Consideration.--The Secretary shall take into 
        consideration equitable levels of funding for urban and 
        rural areas in awarding grants under this subpart.
  [(c) Grant Period.--Grants under this subpart may be awarded 
for a period not to exceed 3 years.
  [(d) Funding Limitation.--Grants awarded under this subpart 
may not exceed $250,000 in the first year of funding.

[SEC. 569. APPLICATION.

  [(a) In General.--Each institution of higher education 
desiring a grant under this subpart shall submit an application 
to the Secretary at such time, in such manner, and accompanied 
by such information as the Secretary may reasonably require.
  [(b) Contents.--Each application submitted pursuant to 
subsection (a) shall demonstrate that--
          [(1) the applicant will establish and maintain a 
        program of teacher training or retraining designed to 
        offer specialized preparation for individuals teaching 
        grades 6 through 9;
          [(2) the applicant has designed a program of teacher 
        training or retraining which includes--
                  [(A) a study of adolescent development 
                (including cognitive, social, and emotional) 
                with particular emphasis on early adolescent 
                development;
                  [(B) a study of the influence of institutions 
                such as schools, families, and peer groups in 
                the socialization of adolescents;
                  [(C) information concerning the organization 
                of schools for students in grades 6 through 9, 
                with particular emphasis on developmentally 
                appropriate school and classroom organization 
                and practices;
                  [(D) training in at least 2 subject areas and 
                related instructional strategies;
                  [(E) direct experience through internships in 
                middle grade schools under the guidance of 
                teachers who demonstrate exemplary classroom 
                practices;
                  [(F) strategies for the prevention and 
                detection of high risk behavior, particularly 
                drug and alcohol abuse, and for the enhancement 
                of self esteem among adolescents;
                  [(G) a study of effective methods and models 
                of presenting substance abuse information and 
                education to adolescent students; and
                  [(H) methods of encouraging parental and 
                community involvement with middle schools; and
          [(3) the program will be designed and operated with 
        the active participation of classroom teachers and will 
        include an in-service training component.

[SEC. 570. REPORTS AND INFORMATION DISSEMINATION.

  [Each institution of higher education receiving a grant under 
this subpart shall submit to the Secretary such reports and 
other information regarding programs conducted under this 
subpart as the Secretary deems necessary. The Secretary shall 
disseminate such information to other institutions of higher 
education, State educational agencies, and local educational 
agencies.

[SEC. 570A. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated $5,000,000 for 
fiscal year 1993 and such sums as may be necessary for each of 
the 4 succeeding fiscal years to carry out the provisions of 
this subpart.]
          * * * * * * *

                PART F--PROGRAMS FOR SPECIAL POPULATIONS

          * * * * * * *

              [Subpart 3--Small State Teaching Initiative

[SEC. 591. MODEL PROGRAMS AND EDUCATIONAL EXCELLENCE.

  [(a) Purpose.--It is the purpose of this section to provide 
sufficient funds to small States to enable such States to 
develop model programs for educational excellence, teacher 
training and educational reform.
  [(b) Program Authorized.--
          [(1) Authority.--The Secretary is authorized to make 
        grants to small States in order to enable such States 
        to make grants to eligible institutions for the purpose 
        of enhancing and improving the quality of teacher 
        education, training, and recruitment in the Nation's 
        smallest States.
          [(2) Equitable distribution.--The Secretary shall 
        award grants described in paragraph (1) in equal 
        amounts among small States having applications approved 
        under subsection (e).
  [(c) Institutional Use of Funds.--Eligible institutions 
receiving funds under this section may use such funds for the 
development of innovative teaching techniques and materials, 
preservice and inservice training programs, renovation of 
training facilities and construction of model classrooms.
  [(d) Definitions.--
          [(1) Small state.--For the purposes of this section 
        the term ``small State'' means a State the total 
        population of which is less than 1,108,500 as reported 
        in the 1990 Census of Population and Housing.
          [(2) Eligible institution.--For the purposes of this 
        section, the term ``eligible institution'' means any 
        institution of higher education (as such term is 
        defined in section 1201(a)) that is located in a small 
        State and that provides a course of study which 
        prepares an individual to become a classroom teacher.
  [(e) Application.--Any eligible institution which desires to 
receive a grant under this section shall submit to the State an 
application which--
          [(1) if the State educational agency is not 
        administering the program assisted under this subpart, 
        certifies that the State educational agency has 
        participated in the development of the application;
          [(2) provides for a process of active discussion and 
        consultation with an advisory committee convened by the 
        State educational agency and the eligible institution; 
        and
          [(3) describes how the institution will use the 
        funding.
  [(f) Authorization of Appropriations.--For the purposes of 
this part there are authorized to be appropriated $5,000,000 
for fiscal year 1993 and such sums as may be necessary in each 
of the 4 succeeding fiscal years.]
          * * * * * * *

             [Subpart 5--Early Childhood Education Training

[SEC. 596. TRAINING IN EARLY CHILDHOOD EDUCATION AND VIOLENCE 
                    COUNSELING.

  [(a) Program Authorized.--The Secretary shall award grants to 
institutions of higher education to enable such institutions to 
establish innovative programs to recruit and train students for 
careers in--
          [(1) early childhood development and care, or 
        preschool programs; or
          [(2) providing counseling to young children from 
        birth to 6 years of age who have been affected by 
        violence and to adults who work with such young 
        children.
  [(b) Application.--An institution of higher education 
desiring a grant pursuant to subsection (a) shall submit an 
application to the Secretary at such time, in such form and 
containing or accompanied by such information or assurances as 
the Secretary may require. Each such application shall--
          [(1) describe the activities and services for which 
        assistance is sought;
          [(2) contain a plan in accordance with subsection 
        (c);
          [(3) demonstrate that such institution has the 
        capacity to implement such plan; and
          [(4) provide assurances that such plan was developed 
        in consultation with agencies and organizations that 
        will assist the institution in carrying out such plan.
  [(c) Plan.--Each application described in subsection (a) 
shall contain a comprehensive plan for the recruitment, 
retention and training of students seeking careers in early 
childhood development or violence counseling. Such plan shall 
include a description of--
          [(1) specific strategies for reaching students at 
        secondary schools, community colleges, undergraduate 
        institutions, or other agencies and institutions from 
        which such students are to be drawn for participation 
        in the program, including any partnerships with such 
        institutions;
          [(2) specific strategies for retaining such students 
        in the program, such as summer sessions, internships, 
        mentoring, and other activities;
          [(3) methods that will be used to ensure that 
        students trained pursuant to the plan will find 
        employment in early childhood education, development 
        and care, or violence counseling;
          [(4) the goals, objectives, and timelines to be used 
        in assessing the success of the plan and of the 
        activities assisted under this section;
          [(5) the curriculum and training leading to the 
        degree or credential that prepares students for the 
        careers described in the plan;
          [(6) the special plans, if any, to assure that 
        students trained pursuant to the plan will be prepared 
        for serving in economically disadvantaged areas; and
          [(7) sources of financial aid, to ensure that the 
        training program offered pursuant to this section is 
        available to all qualified students.
  [(d) Selection and Priorities.--In evaluating the 
applications submitted under this section, the Secretary shall 
prescribe criteria regarding such evaluation and shall give 
priority in granting funds to institutions that--
          [(1) prepare students for work in economically 
        disadvantaged areas;
          [(2) plan to focus their recruitment, retention, and 
        training efforts on disadvantaged students; and
          [(3) have demonstrated effectiveness in providing the 
        type of training for which the institution seeks 
        assistance under this section.
  [(e) Duration and Amount.--
          [(1) Duration.--A grant under this section shall be 
        awarded for a period of not less than 3 years nor more 
        than 5 years.
          [(2) Amount.--The total amount of the grant awarded 
        under this section to any institution of higher 
        education for any 1 year shall not be less than 
        $500,000 nor more than $1,000,000.

[SEC. 597. EARLY CHILDHOOD STAFF TRAINING AND PROFESSIONAL ENHANCEMENT.

  [(a) Program Authorized.--
          [(1) In general.--The Secretary shall award grants, 
        on a competitive basis, to States in accordance with 
        the provisions of this section.
          [(2) Duration.--Grants under this section shall be 
        awarded for a period of 5 years.
  [(b) Application.--A State desiring a grant pursuant to this 
section shall submit an application to the Secretary at such 
time, in such form and containing or accompanied by such 
information or assurances as the Secretary may require.
  [(c) Lead Agency.--
          [(1) Designation of lead agency.--The chief executive 
        officer of a State, in consultation with the State 
        educational agency, desiring to receive a grant shall 
        designate an appropriate State agency to act as the 
        lead agency to--
                  [(A) administer funds received under this 
                section;
                  [(B) develop a State plan pursuant to 
                subsection (e); and
                  [(C) coordinate the provision of services 
                with other appropriate Federal, State, and 
                local programs.
          [(2) Advisory committee.--The lead agency shall 
        establish an advisory committee, described in 
        subsection (d), to assist in developing the plan 
        required under subsection (e).
  [(d) Advisory Committee.--Each advisory committee established 
pursuant to subsection (c)(2) shall consist of a representative 
of the following agencies, institutions, organizations, 
divisions, programs or departments in the State to the extent 
such entities exist within such State:
          [(1) The lead State agency responsible for 
        administering funds received under the Child Care and 
        Development Block Grant Act.
          [(2) Other State agencies administering or regulating 
        childcare, early childhood development or education 
        programs.
          [(3) Institutions of higher education.
          [(4) Organizations representing early childhood 
        development staff and parents.
          [(5) A local child care resource and referral agency 
        or an organization representing local child care 
        resource and referral.
          [(6) A State Head Start association.
          [(7) An organization with significant experience in 
        training in the fields of early childhood development, 
        early care and early education.
          [(8) State agencies or departments administering or 
        regulating employment, job training, and community 
        development programs.
  [(e) State Plan.--
          [(1) In general.--Each State desiring a grant under 
        this section shall submit, through the lead agency, a 
        plan to the Secretary at such time, in such manner and 
        accompanied by such information as the Secretary may 
        reasonably require. The Secretary shall consult with 
        the Secretary of Health and Human Services regarding 
        the contents of such plan.
          [(2) Contents.--Each plan submitted pursuant to 
        subsection (a) shall--
                  [(A) identify the lead agency as described in 
                subsection (c);
                  [(B) assess the training offerings and 
                content of such offerings, amount of training 
                required for an early childhood development 
                staff license or certificate, compensation, 
                recruitment and turnover of staff, and any 
                coordination of training offerings and 
                professional growth of early childhood 
                development staff in the State;
                  [(C) describe the goals of the activities 
                assisted under this part; and
                  [(D) describe how the State shall--
                          [(i) identify and maintain a career 
                        development path, based on a 
                        progression of roles for early 
                        childhood development staff, with each 
                        role articulated with training and 
                        different levels of responsibility and 
                        suggested compensation, in such manner 
                        as will permit an individual to qualify 
                        for a more responsible role;
                          [(ii) ensure that trainers of early 
                        childhood development staff in the 
                        State are qualified, licensed or 
                        certified in accordance with State law;
                          [(iii) describe the ways in which the 
                        State will encourage the coordination 
                        of training programs among institutions 
                        of higher education, including, if 
                        practicable, transfer of credits among 
                        institutions;
                          [(iv) set forth the ways in which the 
                        State will pay the costs of any 
                        assessment, credentialing, 
                        certification, licensing, training 
                        offering, training inventory, increase 
                        in staff participation in training, or 
                        other services assisted by a grant 
                        under this section;
                          [(v) describe the ways in which the 
                        State plans to coordinate the various 
                        State and local agencies and 
                        organizations to maximize coordination 
                        of standards and requirements for 
                        certifications, licenses, and 
                        accreditations;
                          [(vi) describe the ways in which the 
                        State will compile and disseminate 
                        information on--
                                  [(I) training offerings;
                                  [(II) requirements for 
                                admission into courses and 
                                programs;
                                  [(III) requirements for a 
                                license, certificate, 
                                credential, or degree to which 
                                such offerings may be applied;
                                  [(IV) funding sources 
                                available for such activities; 
                                and
                                  [(V) the cost of training 
                                offerings; and
                          [(vii) describe the ways in which the 
                        State will use the funds received under 
                        this section and any other funds 
                        available to the State to carry out the 
                        activities described in the State plan.

[SEC. 598. REPORT.

  [Each institution of higher education or State receiving a 
grant under this subpart shall submit to the Secretary program 
reports and evaluations at such times and containing such 
information as the Secretary may require.

[SEC. 599. AUTHORIZATION OF APPROPRIATIONS.

  [(a) Training in Early Childhood Education and Violence 
Counseling.--To carry out activities described in section 596, 
there are authorized to be appropriated $20,000,000 for fiscal 
year 1993 and such sums as may be necessary for each of the 4 
succeeding fiscal years.
  [(b) Early Childhood Staff Training and Professional 
Enhancement.--To carry out activities described in section 597, 
there are authorized to be appropriated $10,000,000 for fiscal 
year1993 and such sums as may be necessary for each of the 4 
succeeding fiscal years.]
          * * * * * * *

              TITLE X--POSTSECONDARY IMPROVEMENT PROGRAMS

          * * * * * * *

   [PART E--GRANTS TO STATES FOR WORKPLACE AND COMMUNITY TRANSITION 
               TRAINING FOR INCARCERATED YOUTH OFFENDERS

[SEC. 1091. GRANTS TO STATES FOR WORKPLACE AND COMMUNITY TRANSITION 
                    TRAINING FOR INCARCERATED YOUTH OFFENDERS.

  [(a) Findings.--The Congress finds the following:
          [(1) Over 150,000 youth offenders age 21 and younger 
        are incarcerated in the Nation's jails, juvenile 
        facilities, and prisons.
          [(2) Most youth offenders who are incarcerated have 
        been sentenced as first-time adult felons.
          [(3) Approximately 75 percent of youth offenders are 
        high school dropouts who lack basic literacy and life 
        skills, have little or no job experience, and lack 
        marketable skills.
          [(4) The average incarcerated youth has attended 
        school only through grade 10.
          [(5) Most of these youths can be diverted from a life 
        of crime into productive citizenship with available 
        educational, vocational, work skills, and related 
        service programs.
          [(6) If not involved with educational programs while 
        incarcerated, almost all of these youths will return to 
        a life of crime upon release.
          [(7) The average length of sentence for a youth 
        offender is about 3 years. Time spent in prison 
        provides a unique opportunity for education and 
        training.
          [(8) Even with quality education and training 
        provided during incarceration, a period of intense 
        supervision, support, and counseling is needed upon 
        release to ensure effective reintegration of youth 
        offenders into society.
          [(9) Research consistently shows that the vast 
        majority of incarcerated youths will not return to the 
        public schools to complete their education.
          [(10) There is a need for alternative educational 
        opportunities during incarceration and after release.
  [(b) Definition.--For purposes of this part, the term ``youth 
offender'' means a male or female offender under the age of 25, 
who is incarcerated in a State prison, including a prerelease 
facility.
  [(c) Grant Program.--The Secretary shall establish a program 
in accordance with this section to provide grants to the State 
correctional education agencies to assist and encourage 
incarcerated youths to acquire functional literacy, life, and 
job skills, through the pursuit of a postsecondary education 
certificate, or an associate of arts or bachelor's degree while 
in prison, and employment counseling and other related services 
which start during incarceration and continue through 
prerelease and while on parole.
  [(d) Application.--To be eligible for a grant under this 
section, a State correctional education agency shall submit to 
the Secretary a proposal for a youth offender program that--
          [(1) identifies the scope of the problem, including 
        the number of incarcerated youths in need of 
        postsecondary education and vocational training;
          [(2) lists the accredited public or private 
        educational institution or institutions that will 
        provide postsecondary educational services;
          [(3) lists the cooperating agencies, public and 
        private, or businesses that will provide related 
        services, such as counseling in the areas of career 
        development, substance abuse, health, and parenting 
        skills;
          [(4) describes the evaluation methods and performance 
        measures that the State correctional education agency 
        will employ, provided that such methods and measures 
        are appropriate to meet the goals and objectives of the 
        proposal, and that such methods and measures include 
        measures of--
                  [(A) program completion;
                  [(B) student academic and vocational skill 
                attainment;
                  [(C) success in job placement and retention; 
                and
                  [(D) recidivism;
          [(5) describes how the proposed programs are to be 
        integrated with existing State correctional education 
        programs (such as adult education, graduate education 
        degree programs, and vocational training) and State 
        industry programs;
          [(6) addresses the educational needs of youth 
        offenders who are in alternative programs (such as boot 
        camps); and
          [(7) describes how students will be selected so that 
        only youth offenders eligible under subsection (f) will 
        be enrolled in postsecondary programs.
  [(e) Program Requirements.--Each State correctional education 
agency receiving a grant under this section shall--
          [(1) integrate activities carried out under the grant 
        with the objectives and activities of the school-to-
        work programs of such State, including--
                  [(A) work experience or apprenticeship 
                programs;
                  [(B) transitional worksite job training for 
                vocational education students that is related 
                to the occupational goals of such students and 
                closely linked to classroom and laboratory 
                instruction;
                  [(C) placement services in occupations that 
                the students are preparing to enter;
                  [(D) employment-based learning programs; and
                  [(E) programs that address State and local 
                labor shortages;
          [(2) annually report to the Secretary and the 
        Attorney General on the results of the evaluations 
        conducted using the methods and performance measures 
        contained in the proposal; and
          [(3) provide to each State for each student eligible 
        under subsection (f) not more than $1,500 annually for 
        tuition, books, and essential materials, and not more 
        than $300 annually for related services such as career 
        development, substance abusecounseling, parenting 
skills training, and health education, for each eligible incarcerated 
youth.
  [(f) Student Eligibility.--A youth offender shall be eligible 
for participation in a program receiving a grant under this 
section if the youth offender--
          [(1) is eligible to be released within five years 
        (including a youth offender who is eligible for parole 
        within such time); and
          [(2) is 25 years of age or younger.
  [(g) Length of Participation.--A State correctional education 
agency receiving a grant under this section shall provide 
educational and related services to each participating youth 
offender for a period not to exceed 5 years, 1 year of which 
may be devoted to study in a graduate education degree program 
or to remedial education services for students who have 
obtained a secondary school diploma. Educational and related 
services shall start during the period of incarceration in 
prison or prerelease and may continue during the period of 
parole.
  [(h) Education Delivery Systems.--State correctional 
education agencies and cooperating institutions shall, to the 
extent practicable, use high-tech applications in developing 
programs to meet the requirements and goals of this section.
  [(i) Allocation of Funds.--From the amounts appropriated 
pursuant to subsection (j), the Secretary shall allot to each 
State an amount that bears the same relationship to such funds 
as the total number of students eligible under subsection (f) 
in such State bears to the total number of such students in all 
States.
  [(j) Authorization of Appropriations.--There are authorized 
to be appropriated to carry out this section $5,000,000 for 
fiscal year 1995 and such sums as may be necessary for fiscal 
year 1996 and each of the four succeeding fiscal years.]
          * * * * * * *
                              ----------                              


                          ADULT EDUCATION ACT

                  TITLE III--ADULT EDUCATION PROGRAMS

          * * * * * * *

         PART C--WORKPLACE LITERACY AND ENGLISH LITERACY GRANTS

[SEC. 371. BUSINESS, INDUSTRY, LABOR, AND EDUCATION PARTNERSHIPS FOR 
                    WORKPLACE LITERACY.

  [(a) Grants for Exemplary Demonstration Partnerships for 
Workplace Literacy.--(1) Subject to subsection (b), the 
Secretary, in consultation with the Secretary of Labor and the 
Administrator of the Small Business Administration, shall make 
demonstration grants to exemplary education partnerships for 
workplace literacy to pay the Federal share of the cost of 
adult education programs which teach literacy skills needed in 
the workplace through partnerships between--
          [(A) business, industry, labor organizations, or 
        private industry councils; and
          [(B) State educational agencies, local educational 
        agencies, institutions of higher education, or schools 
        (including employment and training agencies or 
        community-based organizations).
  [(2) Grants under paragraph (1) may be used--
          [(A) to fund 70 percent of the cost of programs which 
        meet the requirements of paragraph (3); and
          [(B) for administrative costs incurred by State 
        educational agencies, local educational agencies, and 
        other entities described in paragraph (1) that receive 
        grants under this subsection in establishing programs 
        funded under subparagraph (A).
  [(3) Programs funded under paragraph (2)(A) shall be designed 
to improve the productivity of the workforce through 
improvement of literacy skills needed in the workplace by--
          [(A) providing adult literacy and other basic skills 
        services and activities;
          [(B) providing adult secondary education services and 
        activities which may lead to the completion of a high 
        school diploma or its equivalent;
          [(C) meeting the literacy needs of adults with 
        limited English proficiency;
          [(D) upgrading or updating basic skills of adult 
        workers in accordance with changes in workplace 
        requirements, technology, products, or processes;
          [(E) improving the competency of adult workers in 
        speaking, listening, reasoning, and problem solving; or
          [(F) providing education counseling, transportation, 
        and nonworking hours child care services to adult 
        workers while they participate in a program funded 
        under paragraph (2)(A).
  [(4) An application to receive funding for a program out of a 
grant made to a partnership under this subsection shall--
          [(A) be submitted jointly by--
                  [(i) a business, industry, or labor 
                organization, or private industry council; and
                  [(ii) a State educational agency, local 
                educational agency, institution of higher 
                education, or school (including an area 
                vocational school, an employment and training 
                agency, or community-based organization);
          [(B) set forth the respective roles of each member of 
        the partnership;
          [(C) contain such additional information as the 
        Secretary may require, including evidence of the 
        applicant's experience in providing literacy services 
        to working adults;
          [(D) describe the plan for carrying out the 
        requirements of paragraph (3); and
          [(E) provide assurances that the applicant will use 
        the funds to supplement and not supplant funds 
        otherwise available for the purpose of this section.
  [(5) In awarding grants under this section, the Secretary 
shall give priority to applications from partnerships that 
include small businesses.
  [(6) The Secretary is authorized to award grants under this 
section for a period not to exceed 3 years.
  [(b) Grants to States.--(1) Whenever in any fiscal year, 
appropriations under subsection (e) are equal to or exceed 
$50,000,000, the Secretary shall make grants to States which 
have State plans approved by the Secretary under section 342 to 
pay the Federal share of the cost of adult education programs 
which teach literacy skills needed in the workplace through 
partnerships between--
          [(A) business, industry, or labor organizations, or 
        private industry councils; and
          [(B) State educational agencies, local educational 
        agencies, institutions of higher education, or schools 
        (including employment and training agencies or 
        community-based organizations).
  [(2) Grants under paragraph (1) may be used--
          [(A) to fund 70 percent of the cost of programs which 
        meet the requirements of paragraph (4);
          [(B) for administrative costs incurred by State 
        educational agencies, local educational agencies, and 
        other entities described in paragraph (1) that receive 
        grants under this subsection in establishing programs 
        funded under subparagraph (A); and
          [(C) for costs incurred by State educational agencies 
        in obtaining evaluations described in paragraph 
        (3)(A)(iii).
  [(3) A State shall be eligible to receive its allotment under 
paragraph (7)(B) if it--
          [(A) includes in a State plan submitted to the 
        Secretary under section 342 a description of--
                  [(i) the requirements for State approval of 
                funding of a program;
                  [(ii) the procedures under which applications 
                for such funding may be submitted; and
                  [(iii) the method by which the State shall 
                obtain annual third-party evaluation of student 
                achievement in, and overall effectiveness of 
                services provided by, all programs which 
                receive funding out of a grant made to the 
                State under this section; and
          [(B) satisfies the requirements of section 306(a).
  [(4) The program requirements set forth in subsection (a)(3) 
shall apply to the program authorized by this subsection.
  [(5) An application to receive funding for a program from a 
grant made to a State under paragraph (1) shall contain the 
same information required in subparagraphs (A) through (E) of 
subsection (a)(4).
  [(6) If a State is not eligible for a grant under paragraph 
(1) of this subsection, the Secretary shall use the State's 
allotment under paragraph (7) to make direct grants to 
applicants in that State who are qualified to teach literacy 
skills needed in the workplace.
  [(7)(A) The Federal share of expenditures for programs in a 
State funded under this subsection shall be paid from a State's 
allotment under this paragraph.
  [(B) From the sum appropriated for each fiscal year under 
subsection (c) for any fiscal year in which appropriations 
equal or exceed $50,000,000, the Secretary shall allot to each 
State (as defined in section 312(7)) an amount proportionate to 
the amount such State receives under section 313.
  [(C) At the end of each fiscal year, the portion of any 
State's allotment for that fiscal year which--
          [(i) exceeds 10 percent of the total allotment for 
        the State under paragraph (2) for the fiscal year; and
          [(ii) remains unobligated;
shall be reallocated among the other States in the same 
proportion as each State's allocation for such fiscal year 
under paragraph (2).
  [(c) Grant for National Workforce Literacy Strategies.--(1) 
In any fiscal year in which amounts appropriated pursuant to 
the authorization contained in subsection (e) equal or exceed 
$25,000,000, the Secretary shall reserve not more than 
$5,000,000 to establish a program of grants to facilitate the 
design and implementation of national strategies to assist 
unions, unions in collaboration with programs eligible for 
assistance under this Act and businesses, and small- and 
medium-sized businesses to effectively provide literacy and 
basic skills training to workers.
  [(2) Grants awarded under this subsection shall pay the 
Federal share of the cost of programs to establish large-scale 
national strategies in workforce literacy, which may include 
the following activities:
          [(A) Basic skills training that is--
                  [(i) cost-effective;
                  [(ii) needed by employees; and
                  [(iii) required by employers to establish a 
                trainable workforce that can take advantage of 
                further job specific training and advance the 
                productivity of the labor force on an 
                individual, industry, or national level.
          [(B) Specific program offerings, which may include--
                  [(i) English as a second language 
                instruction;
                  [(ii) communications skill building;
                  [(iii) interpersonal skill building;
                  [(iv) reading and writing skill building; and
                  [(v) computation and problem solving.
          [(C) Appropriate assessments of the literacy and 
        basic skills needs of individual workers and the skill 
        levels required by business.
          [(D) Cooperative arrangements with other 
        organizations involved in providing literacy and basic 
        skills training, including adult education 
        organizations, vocational education organizations, 
        community and junior colleges, community-based 
        organizations, State level agencies, and private 
        industry councils.
          [(E) The establishment as appropriate of technology-
        based learning environments, such as computer-based 
        learning centers.
  [(3) Any partnership described in subsection (a)(1) that 
desires to receive a grant under this subsection shall submit a 
proposal tothe Secretary. The proposal shall contain a plan 
specifying a strategy for designing and implementing workforce literacy 
and basic skills training for workers, and justifying the national, 
statewide, or industry-wide importance of this strategy. The proposal 
shall include--
          [(A) a demonstration of need for literacy and basic 
        skills training;
          [(B) a description of the business or industry for 
        which the strategy is to be established;
          [(C) a statement of specific, measurable goals and 
        participant outcomes;
          [(D) a strategy for achieving the goals, including a 
        description of the process to identify literacy and 
        basic skills required by employers and the skills of 
        individual workers, and a description of the specific 
        services to be provided; and
          [(E) a description of the costs of the activities to 
        be undertaken.
  [(4) The Secretary shall develop a formal process for the 
submission of proposals and publish an announcement in the 
Federal Register with respect to that process and the 
availability of grants under this subsection.
  [(5) The Federal share of the cost of a program assisted 
under this subsection shall not exceed 70 percent.
  [(6) The Secretary shall give priority for grants under this 
subsection to proposals to carry out activities described in 
paragraph (2)(D).
  [(7) In awarding grants under this subsection, the Secretary 
may consider geographic factors, such as rural and urban areas 
and national distribution.
  [(8) Of the grants awarded under this subsection each year, 
not less than 5 shall each be for an amount that is not less 
than $500,000.
  [(d) Evaluation.--The Secretary shall reserve not more than 2 
percent of any amount appropriated pursuant to the 
authorization contained in subsection (e) for the purpose of 
carrying out an independent evaluation of the effectiveness of 
programs assisted under this section in improving the literacy 
and basic skills of workers and the productivity of employees, 
including potential for the replicability or adaption of such 
programs.
  [(e) Authorization of Appropriations.--(1) There are 
authorized to be appropriated for purposes of carrying out this 
section such sums as may be necessary for the fiscal year 1991, 
$60,000,000 for the fiscal year 1992, and such sums as may be 
necessary for each of the fiscal years 1993, 1994, and 1995.
  [(2) No funds may be appropriated under paragraph (1) of this 
subsection for any fiscal year unless the appropriation for 
this Act (other than this part) for that year is equal to or 
greater than $110,000,000.
  [(3) Amounts appropriated under this subsection shall remain 
available until expended.

[SEC. 372. ENGLISH LITERACY GRANTS.

  [(a) Grants to States.--(1) The Secretary may make grants to 
States which have State plans approved by the Secretary under 
section 342 for the establishment, operation, and improvement 
of English literacy programs for individuals of limited English 
proficiency. Such grants may provide for support services for 
program participants, including child care and transportation 
costs.
  [(2) A State shall be eligible to receive a grant under 
paragraph (1) if the State includes in a State plan submitted 
to the Secretary under section 342 a description of--
          [(A) the number of individuals of limited English 
        proficiency in the State who need or could benefit from 
        programs assisted under this chapter;
          [(B) the activities which would be undertaken under 
        the grant and the manner in which such activities will 
        promote English literacy and enable individuals in the 
        State to participate fully in national life;
          [(C) how the activities described in subparagraph (B) 
        will serve individuals of limited English proficiency, 
        including the qualifications and training of personnel 
        who will participate in the proposed activities;
          [(D) the resources necessary to develop and operate 
        the proposed activities and the resources to be 
        provided by the State; and
          [(E) the specific goals of the proposed activities 
        and how achievement of these goals will be measured.
  [(3) The Secretary may terminate a grant only if the 
Secretary determines that--
          [(A) the State has not made substantial progress in 
        achieving the specific educational goals set out in the 
        application; or
          [(B) there is no longer a need in the State for the 
        activities funded by the grant.
  [(b) Set-Aside for Community-Based Organizations.--A State 
that is awarded a grant under subsection (a) shall use not less 
than 50 percent of funds awarded under the grant to fund 
programs operated by community-based organizations with the 
demonstrated capability to administer English proficiency 
programs.
  [(c) Report.--A State that is awarded a grant under 
subsection (a) shall submit to the Secretary a report 
describing the activities funded under the grant for each 
fiscal year covered by the grant.
  [(d) Demonstration Program.--The Secretary, subject to the 
availability of funds appropriated pursuant to this section, 
shall directly, and through grants and contracts with public 
and private nonprofit agencies, institutions, and 
organizations, carry out a program--
          [(1) through the Adult Education Division to develop 
        innovative approaches and methods of literacy education 
        for individuals of limited English proficiency 
        utilizing new instructional methods and technologies; 
        and
          [(2) to designate the Center for Applied Linguistics 
        of the Office of Educational Research and Improvement 
        as a national clearinghouse on literacy education for 
        individuals of limited English proficiency to collect 
        and disseminate information concerning effective 
        approaches or methods, including coordination with 
        employment training and other education programs.
  [(e) Evaluation and Audit.--The Secretary shall evaluate the 
effectiveness of programs conducted under this section. 
Programs funded under this section shall be audited in 
accordance with chapter 75 of title 31, United States Code.
  [(f) Authorization of Appropriations.--(1) There are 
authorized to be appropriated $25,000,000 for the fiscal year 
1988, $26,300,000 for the fiscal year 1989, $27,600,000 for the 
fiscal year 1990, $29,000,000 for the fiscal year 1991, 
$30,500,000 for the fiscal year 1992, and $32,000,000 for the 
fiscal year 1993 to carry out this section.
  [(2) Funds appropriated pursuant to this section shall remain 
available until expended.
  [(3) Funds appropriated under this subsection may be combined 
with other funds made available for the State by the Federal 
Government for literacy training for individuals with limited 
English proficiency.
  [(4) Not more than 10 percent of funds available under this 
section may be used to carry out the provisions of subsection 
(d).
  [(5) Not more than 5 percent of funds available under this 
section may be used for State administration, technical 
assistance, and training.

[SEC. 373. EDUCATION PROGRAMS FOR COMMERCIAL DRIVERS.

  [(a) Program Authorized.--The Secretary is authorized to make 
grants on a competitive basis to pay the Federal share of the 
costs of establishing and operating adult education programs 
which increase the literacy skills of eligible commercial 
drivers so that such drivers may successfully complete the 
knowledge test requirements under the Commercial Motor Vehicle 
Safety Act of 1986.
  [(b) Federal Share.--The Federal share of the costs of the 
adult education programs authorized under subsection (a) shall 
be 50 percent. Nothing in this subsection shall be construed to 
require States to meet the non-Federal share from State funds.
  [(c) Eligible Entities.--Entities eligible to receive a grant 
under this section include--
          [(1) private employers employing commercial drivers 
        in partnership with agencies, colleges, or universities 
        described in paragraph (2);
          [(2) local educational agencies, State educational 
        agencies, colleges, universities, or community 
        colleges;
          [(3) approved apprentice training programs; and
          [(4) labor organizations, the memberships of which 
        include commercial drivers.
  [(d) Referral Program.--Grantees shall refer to appropriate 
adult education programs as authorized under this Act 
individuals who are identified as having literacy skill 
problems other than or beyond those which prevent them from 
successfully completing the knowledge test requirements under 
the Commercial Motor Vehicle Driver Safety Act of 1986.
  [(e) Definitions.--For purposes of this section:
          [(1) The term ``approved apprentice training 
        programs'' has the meaning given such term in the 
        National Apprenticeship Act of 1937.
          [(2) The term ``eligible commercial driver'' means a 
        driver licensed prior to the requirements of the 
        Commercial Motor Vehicle Safety Act of 1986.
  [(f) Authorization of Appropriations.--There are authorized 
to be appropriated $3,000,000 for each of fiscal years 1991, 
1992, and 1993.]

                       PART D--NATIONAL PROGRAMS

          * * * * * * *

[SEC. 382. ADULT LITERACY VOLUNTEER TRAINING.

  [(a) General Authority.--The Secretary is authorized to carry 
out a program of making grants to States and local eligible 
recipients to support planning, implementation, and evaluation 
of programs designed to train adult volunteers, especially the 
elderly, who wish to participate as tutors in local adult 
education programs.
  [(b) Priority.--In carrying out the provisions of this part 
the Secretary shall from funds reserved under section 313(d) 
give second priority to the portion of the program described in 
subsection (a) for adult volunteers.]
          * * * * * * *
                              ----------                              


    CARL D. PERKINS VOCATIONAL AND APPLIED TECHNOLOGY EDUCATION ACT

          * * * * * * *

                      TITLE III--SPECIAL PROGRAMS

          * * * * * * *

       [PART D--BUSINESS-LABOR-EDUCATION PARTNERSHIP FOR TRAINING

[SEC. 331. FINDINGS AND PURPOSE.

  [The Congress finds that--
          [(1) there is a need to infuse resources into the 
        schools for the purpose of improving the quality of 
        vocational education; and
          [(2) there is a need to fulfill the needs of business 
        for skilled employees who meet certain minimal 
        standards in key occupational areas.
  [Sec. 332. (a)(1) From amounts authorized under section 
3(d)(1)(D) that are made available for this part, the Secretary 
shall make grants to States to enable States to award grants to 
partnerships among--
          [(A) an area vocational education school, a State 
        agency, a local educational agency, a secondary school 
        funded by the Bureau of Indian Affairs, an institution 
        of higher education, a State corrections educational 
        agency or an adult learning center; and
          [(B) business, industry, labor organizations, or 
        apprenticeship programs;to carry out business-labor-
education partnership training programs in accordance with this part.
  [(2) The Secretary shall ensure an equitable geographic 
distribution of grants under this part.
  [(b) Grants to any State under this part shall be used in 
accordance with State plans and shall provide incentives for 
the coordination of programs assisted with funds under this 
part with related efforts under part E and under the Job 
Training Partnership Act. Each such State plan shall contain 
assurances to the Secretary that--
          [(1) funds received under this part will be awarded 
        on a competitive basis solely for vocational education 
        programs, including programs--
                  [(A) to provide apprenticeships and 
                internships in industry;
                  [(B) to provide new equipment;
                  [(C) to provide teacher internships or 
                teacher training;
                  [(D) that bring representatives of business 
                and organized labor into the classroom;
                  [(E) to increase the access to, and quality 
                of, programs for individuals who are members of 
                special populations;
                  [(F) to strengthen coordination between 
                vocational education programs, and the labor 
                and skill needs of business and industry;
                  [(G) to address the economic development 
                needs of the area served by the partnership;
                  [(H) to provide training and career 
                counseling that will enable workers to retain 
                their jobs;
                  [(I) to provide training and career 
                counseling that will enable workers to upgrade 
                their jobs; and
                  [(J) that address the needs of new and 
                emerging industries, particularly industries in 
                high-technology fields.
          [(2) the State will give preference to partnerships 
        that coordinate with local chambers of commerce (or the 
        equivalent), local labor organizations, or local 
        economic development plans;
          [(3) the State will give priority to programs offered 
        by partnerships that provide job training in areas or 
        skills where there are significant labor shortages;
          [(4) the State shall ensure an equitable distribution 
        of assistance under this part between urban and rural 
        areas;
          [(5) except as provided in paragraph (6), not less 
        than 50 percent of the aggregate cost of programs and 
        projects assisted under this part will be provided from 
        non-Federal sources, and not less than 50 percent of 
        such non-Federal share will be provided by businesses 
        or labor organizations participating in the 
        partnership; and
          [(6) in the event that the partnership includes a 
        small business or labor organization, 40 percent of the 
        aggregate cost of the programs and projects assisted 
        under this part will be provided from non-Federal 
        sources and not less than 50 percent of such non-
        Federal share will be provided by participating 
        businesses or labor organizations.
  [(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.
  [(d) The Secretary shall prescribe policies for vocational 
education programs carried out with assistance under this part. 
Such policies shall include examples of allowable expenses for 
business-labor-education partnerships.

                             [use of funds

  [Sec. 333. (a) Funds made available to the States by grants 
under this part may be used solely for the establishment and 
operation of programs and projects described by section 342(b) 
and for--
          [(1) necessary administrative costs of the State 
        board and of eligible recipients associated with the 
        establishment and operation of programs authorized by 
        this part;
          [(2) training and retraining of instructional and 
        guidance personnel;
          [(3) curriculum development and the development or 
        acquisition of instructional and guidance equipment and 
        materials;
          [(4) acquisition and operation of communications and 
        telecommunications equipment and other high-technology 
        equipment for programs authorized by this part; and
          [(5) such other activities authorized by this title 
        as may be essential to the successful establishment and 
        operation of programs and projects authorized by this 
        part, including activities and related services to 
        ensure access of women, minorities, the handicapped, 
        and the economically disadvantaged.
  [(b) In approving programs and projects assisted under this 
part, the State board shall give special consideration to--
          [(1) the level and degree of business and industry 
        participation in the development and operation of the 
        program;
          [(2) the current and projected demand within the 
        State or relevant labor market area for workers with 
        the level and type of skills the program is designed to 
        produce;
          [(3) the overall quality of the proposal, with 
        particular emphasis on the probability of successful 
        completion of the program by prospective trainees and 
        the capability of the eligible recipient (with 
        assistance from participating business or industry) to 
        provide high quality training for skilled workers and 
        technicians in high technology; and
          [(4) the commitment to serve all segments of the 
        population, including women, minorities, the 
        handicapped, and the economically disadvantaged (as 
        demonstrated by special efforts to provide outreach, 
        information, and counseling, and by the provision of 
        remedial instruction and other assistance).
  [(c) Expenditures for administrative costs pursuant to 
subsection (a)(1) may not exceed 10 per centum of the State's 
allotment for this part in the first year and 5 per centum of 
such allotment in each subsequent year.
  [(d)(1) Funds made available pursuant to section 3(b)(5)(B) 
of this Act may be used, in accordance with this part, to 
provide vocational education to individuals in order to assist 
their entry into, or advancement in, high technology 
occupations or to meet the technological needs of other 
industries or businesses.
  [(2) Special consideration shall be given to individuals 
described in paragraph (1) who have attained 55 years of age.]
          * * * * * * *

 [PART F--SUPPLEMENTARY STATE GRANTS FOR FACILITIES AND EQUIPMENT AND 
                  OTHER PROGRAM IMPROVEMENT ACTIVITIES

[SEC. 351. STATEMENT OF PURPOSE.

  [It is the purpose of this part to provide funding to local 
educational agencies in economically depressed areas for 
program improvement activities, especially the improvement of 
facilities and acquisition or leasing of equipment to be used 
to carry out vocational education programs that receive 
assistance under this Act.

[SEC. 352. ALLOTMENT TO STATES.

  [In each fiscal year, from any amounts appropriated for 
purposes of carrying out this part, the Secretary shall allot 
to each State an amount which bears the same ratio to such 
appropriated amounts as the aggregate amount allocated to 
counties in such State for such fiscal year under section 1006 
of the Elementary and Secondary Education Act of 1965 bears to 
the total amount appropriated for carrying out such section for 
such fiscal year.

[SEC. 353. ALLOCATION TO LOCAL EDUCATIONAL AGENCIES.

  [(a) Distribution of All Grant Amounts.--In each fiscal year 
for which a State receives a grant under this part, the State 
shall distribute not less than 100 percent of the amounts made 
available under the grant to eligible local educational 
agencies as provided in subsection (b).
  [(b) Grant Amounts.--In each fiscal year for which a State 
receives a grant under this part, each eligible local 
educational agency or consortium of such agencies in the State 
shall receive an amount under this part that bears the same 
relationship to the amount received by such local educational 
agency or agencies under section 1006 of the Elementary and 
Secondary Education Act of 1965 bears to the aggregate amount 
received by local educational agencies in such State under such 
section in such fiscal year.

[SEC. 354. USES OF FUNDS.

  [Each local educational agency or consortium of such agencies 
that receives a grant under this part shall--
          [(1) give first priority to using funds provided 
        under the grant for improving facilities and acquiring 
        or leasing equipment for carrying out vocational 
        education programs that receive assistance under this 
        Act; and
          [(2) then may use any funds not required to carry out 
        the provisions of paragraph (1) for other program 
        improvement activities, such as curriculum development 
        or teacher training.

[SEC. 355. STATE APPLICATIONS.

  [(a) In General.--Each State that desires to receive a grant 
under this part 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. Each 
such application shall--
          [(1) designate the sole State agency described in 
        section 111(a)(1) as the State agency responsible for 
        the administration and supervision of activities 
        carried out with assistance under this part;
          [(2) provide for a process of consultation with the 
        State council established under section 112;
          [(3) describes how funds will be allocated in a 
        manner consistent with section 353;
          [(4) provide for an annual submission of data 
        concerning the use of funds and students served with 
        assistance under this part;
          [(5) provide that the State educational agency will 
        keep such records and provide such information to the 
        Secretary as may be required for purposes of financial 
        audits and program evaluations; and
          [(6) contain assurances that the State will comply 
        with the requirements of this part.
  [(b) Period of Application.--An application submitted by the 
State under subsection (a) shall be for a period of not more 
than 3 years and shall be amended annually.

[SEC. 356. LOCAL APPLICATIONS.

  [Each local educational agency or consortium of such agencies 
that desires to receive a grant under this part shall submit to 
the State an application at such time, in such manner, and 
containing or accompanied by such information as the State may 
reasonably require.

    [PART G--COMMUNITY EDUCATION EMPLOYMENT CENTERS AND VOCATIONAL 
                      EDUCATION LIGHTHOUSE SCHOOLS

           [Subpart 1--Community Education Employment Centers

[SEC. 361. SHORT TITLE.

  [This part may be cited as the ``Community Education 
Employment Center Act of 1990''.

[SEC. 362. PURPOSE.

  [It is the purpose of this part to establish and evaluate 
model high school community education employment centers to 
meet the education needs of low-income urban and rural youth by 
awarding grants to eligible recipients to enable such eligible 
recipients to establish community education employment centers 
to provide students with the education, skills, support 
services, and enrichment necessary to ensure--
          [(1) graduation from secondary school;
          [(2) successful transition from secondary schools to 
        a broad range of postsecondary institutions; and
          [(3) employment, including military service.

[SEC. 363. PROGRAM AUTHORIZED.

  [(a) In General.--The Secretary is authorized to make grants 
to eligible recipients having applications approved pursuant to 
section 369 to establish and operate not more than 10 community 
education employment centers nationwide.
  [(b) Grant Period.--Grants awarded under this section may be 
for a period of 5 years.

[SEC. 364. PROGRAM REQUIREMENTS.

  [Each eligible recipient receiving a grant under this part 
shall--
          [(1) operate a community education employment center 
        on an extended year and extended day basis;
          [(2) establish a collegial working environment, with 
        substantial opportunities for staff training and 
        development and shared decisionmaking;
          [(3) maintain small class sizes, and to the extent 
        possible, maintain an average class size of 15 students 
        or less;
          [(4) have the option to organize community education 
        and employment centers into 1 or more programs, 
        specializing in different areas of study of particular 
        interest and employment opportunities for the student 
        population;
          [(5) offer a broad array of secondary school 
        coursework, including, to the extent possible--
                  [(A) English, mathematics, history, 
                geography, biology, chemistry, physics, and 
                computer science;
                  [(B) opportunities for student participation 
                in a wide range of extracurricular activities, 
                including community service and exploration, 
                sports, fine and performing arts and tutorial 
                study sessions;
                  [(C) a comprehensive vocational-technical 
                education program developed through regular 
                consultation with employer-labor panels with 
                knowledge of relevant industries, and which 
                offers skills in planning, management, 
                finances, technical and production skills, 
                underlying principles of technology, labor and 
                community issues, economic development and 
                health, safety, and environment issues;
                  [(D) courses in health, nutrition, and 
                parenting;
          [(6) offer students on-site opportunities for 
        assistance with career planning and decisionmaking, 
        employability, entrepreneurial abilities, interpersonal 
        communication skills, and remedial studies;
          [(7) maintain an emphasis on the development of 
        academic skills, regardless of student career 
        objectives;
          [(8) provide technical assistance and training to 
        staff from other schools and local education agencies 
        within the State who wish to replicate community 
        education employment center capabilities;
          [(9) seek to utilize community organizations to 
        provide support for educational activities and services 
        to parents and students; and
          [(10) offer school-to-work transition services.

[SEC. 365. SUPPORT SERVICES REQUIREMENTS.

  [Each eligible recipient receiving a grant under this part 
shall establish in each community education employment center a 
support system to coordinate services for students, including--
          [(1) a comprehensive program of confidential guidance 
        counseling, providing--
                  [(A) guidance for career and personal 
                decisionmaking and postsecondary institution 
                placement;
                  [(B) mentoring and referral to appropriate 
                social services; and
                  [(C) an accessible counseling service to help 
                parents to focus on the enhancement of student 
                education;
          [(2) an on-site job service office to offer 
        students--
                  [(A) career guidance, development, and 
                employment counseling, which provides 
                information about a broad range of occupations 
                and alternative career paths;
                  [(B) labor market information, job 
                development, career testing, and occupational 
                placement services for part-time and summer 
                employment, internships, cooperative programs, 
                and part-time and full-time employment 
                opportunities upon graduation; and
                  [(C) assistance in arranging part-time 
                employment, so long as such employment does not 
                adversely affect academic performance;
          [(3) assistance in arranging a summer program of 
        work, education, or enrichment sessions;
          [(4) to the extent possible, providing transportation 
        to and from the community education employment center 
        and part-time job sites; and
          [(5) access to day care services for children of 
        participating students.

[SEC. 366. PARENTAL AND COMMUNITY PARTICIPATION.

  [(a) In General.--Each eligible recipient receiving a grant 
under this part shall employ a parent/community coordinator to 
provide for the active and informed participation of parents 
and appropriate community representatives in each community 
education employment center by--
          [(1) encouraging parents and students to make 
        informed decisions in reviewing and selecting the 
        choice of community education employment center 
        programs for their children;
          [(2) conducting regular parent seminars to--
                  [(A) inform parents about community education 
                employment center operations;
                  [(B) obtain parent input; and
                  [(C) disseminate information on how parents 
                can encourage student performance;
          [(3) providing the parents of each student with a 
        regular opportunity to meet with counselors, teachers, 
        and the student to discuss student progress, plans, and 
        needs;
          [(4) providing a range of roles in which parents may 
        work with students at home or as class assistants or 
        volunteer coordinators;
          [(5) establishing an advisory Council of Advisors (in 
        this part referred to as the ``Council'') consisting of 
        1 individual representing each of the following 
        entities:
                  [(A) the local educational agency;
                  [(B) the State council on vocational 
                education and the State agency responsible for 
                secondary vocational education;
                  [(C) the student body;
                  [(D) the local teacher organization;
                  [(E) guidance counselors;
                  [(F) community-based organizations;
                  [(G) parents; and
                  [(H) the appropriate private industry 
                council.
  [(b) Functions of the Council.--The Council shall provide 
recommendations to, and work with, eligible recipients to--
          [(1) establish annual community education employment 
        center priorities, programs, and procedures;
          [(2) establish student selection criteria to ensure 
        that all students in the school district have an equal 
        opportunity to attend the community education 
        employment center and that participants will be 
        representative of the secondary school population in 
        the school district;
          [(3) promulgate a student code of conduct that shall 
        be developed in consultation with the students and 
        teachers;
          [(4) assist in the selection of the community 
        education employment center principal, administrators, 
        department chairpersons, and teachers;
          [(5) assist in the selection and application of 
        assessment tools for continuous evaluation of student 
        learning progress;
          [(6) make recommendations for the selection of 
        curriculum textbooks, software, and other learning 
        resources and equipment; and
          [(7) make recommendations regarding the coordination 
        of activities assisted under this part with activities 
        assisted under the Job Training Partnership Act and 
        school to work transitions.

[SEC. 367. PROFESSIONAL STAFF.

  [(a) In General.--Each eligible recipient receiving a grant 
under this part shall only employ professional staff who 
demonstrate the highest of academic, teaching, guidance, or 
administrative standards.
  [(b) Teachers.--(1) Each eligible recipient receiving a grant 
under this part shall ensure that community education 
employment center teachers receive inservice training at least 
annually in techniques, procedures and policies relevant to the 
community education employment center.
  [(2) Each eligible recipient receiving a grant under this 
part shall employ a sufficient number of full-time certified or 
licensed guidance and career counselors to assist, enhance and 
monitor student progress.

[SEC. 368. ELIGIBILITY.

  [An eligible recipient shall be eligible to receive a grant 
under this part if--
          [(1) the eligible recipient is located in or serves 1 
        or more local educational agencies that are eligible 
        for assistance under section 1006 of the Elementary and 
        Secondary Education Act of 1965; and
          [(2) the eligible recipient demonstrates that it will 
        serve a student population which is predominantly 
        educationally and economically disadvantaged.

[SEC. 369. APPLICATION.

  [(a) Application Required.--Each eligible recipient desiring 
to participate in the demonstration grant program authorized by 
this part shall prepare and submit an application to the 
Secretary at such time, in such manner, and containing or 
accompanied by such information as the Secretary may require.
  [(b) Contents of Application.--Each application submitted 
pursuant to subsection (a) shall--
          [(1) demonstrate that the area where the center is to 
        be located has a high concentration of children from 
        low-income families, relative to the county and State 
        as a whole;
          [(2) describe the activities and services for which 
        assistance is sought;
          [(3) provide assurances that the eligible recipient 
        will comply with the provisions of sections 364, 365, 
        366, 367, and 368;
          [(4) contain assurances that the State and local 
        educational agency will, in any fiscal year, at least 
        supply the same fiscal effort per student with respect 
        to the free provision of public education to community 
        education employment center students as such local 
        educational agency provides for students attending 
        secondary schools in such local educational agency;
          [(5) utilize funding available from appropriate 
        employment, training, and education programs in the 
        State;
          [(6) contain assurances that the community education 
        employment center will coordinate the operations of 
        such center to help meet local economic needs; and
          [(7) provide such additional assurances as the 
        Secretary may reasonably require.

[SEC. 370. EVALUATION.

  [Each community education employment center shall submit 
annually to the Secretary a comprehensive and continuous 
evaluation of student learning progress, including--
          [(1) academic and vocational competencies;
          [(2) dropout rates;
          [(3) information concerning employment and earnings 
        while the students are attending a community education 
        employment center and upon the graduation of such 
        students from such center;
          [(4) information concerning student attendance at 
        postsecondary institutions or student enlistment into 
        military service upon the graduation of such students 
        from the community employment education center; and
          [(5) parental, student and community participation in 
        the activities of the community employment education 
        center.

[SEC. 371. DEFINITIONS.

  [As used in this part--
          [(1) the term ``eligible recipient'' means a 
        secondary school or an area vocational school; and
          [(2) the term ``parent'' includes a legal guardian or 
        other person standing in loco parentis.

          [Subpart 2--Vocational Education Lighthouse Schools

[SEC. 375. VOCATIONAL EDUCATION LIGHTHOUSE SCHOOLS.

  [(a) Program Authorized.--The Secretary is authorized to make 
grants to secondary schools and area vocational education 
schools to enable such schools to establish and operate 
vocational education lighthouse schools.
  [(b) Use of Funds.--Grants awarded under this section shall 
be used to establish vocational education lighthouse schools 
which--
          [(1) serve as a model vocational education program--
                  [(A) to provide each student with knowledge 
                of, and experience in, all aspects of the 
                industry or enterprise the student is preparing 
                to enter;
                  [(B) to provide each student with basic and 
                higher order skills and develop the student's 
                problem solving abilities in a vocational 
                setting;
                  [(C) to offer exceptionally high quality 
                programs for disadvantaged and minority 
                students;
                  [(D) to provide the special services and 
                modifications necessary to help individual 
                students successfully complete the program;
                  [(E) which is planned, developed and 
                implemented with the participation of staff, 
                local employers and local community; and
                  [(F) which offers a full range of programs, 
                including comprehensive career guidance and 
                counseling, for students who plan to seek 
                employment upon graduation or who will enroll 
                in a 2- or 4-year college;
          [(2) provide information and assistance to other 
        grant recipients, vocational programs, vocational 
        education personnel, parents, students, other 
        educators, community members and community 
        organizations throughout the State regarding--
                  [(A) curriculum materials;
                  [(B) curriculum development, especially the 
                integration of vocational and academic 
                education;
                  [(C) inservice and preservice staff 
                development, training, and assistance, through 
                off-site activities and through a range of 
                short-term and long-term opportunities to 
                participate in activities at the demonstration 
                site;
                  [(D) opportunities to systematically observe 
                the model program; and
                  [(E) technical assistance and staff 
                development, as appropriate;
          [(3) use funds received under this section, together 
        with funds from non-Federal sources, to develop and 
        implement model programs containing the elements 
        described in paragraph (1);
          [(4) develop comprehensive linkages with other local 
        schools, community colleges, 4-year colleges, private 
        vocational schools, community-based organizations, 
        labor unions, employers, and other business groups, as 
        appropriate; and
          [(5) develop and disseminate model approaches--
                  [(A) for meeting the education training needs 
                and career counseling needs of minority 
                students, disadvantaged students, students with 
                handicaps, and students of limited English 
                proficiency; and
                  [(B) to reduce and eliminate sex bias and 
                stereotyping.]
          * * * * * * *

                      TITLE IV--NATIONAL PROGRAMS

          * * * * * * *

                    [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 
developed by 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 to find 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 
EducationProgram, 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 contributionsfrom 
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 E--Bilingual Vocational Training

                           Program Authorized

  Sec. 441. (a) * * *
  [(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.]
          * * * * * * *
                              ----------                              


                    COMMUNITY SCHOOL PARTNERSHIP ACT

                 [PART B--COMMUNITY SCHOOL PARTNERSHIPS

[SEC. 521. SHORT TITLE.

  [This part may be cited as the ``Community School Partnership 
Act''.

[SEC. 522. FINDINGS.

  [The Congress finds that--
          [(1) the local community, when properly organized and 
        challenged, is one of the best sources of academic 
        support, motivation toward achievement, and financial 
        resources for aspiring postsecondary students;
          [(2) local communities, working to complement or 
        augment services currently being offered by area 
        schools and colleges, can raise the educational 
        expectations and increase the rate of postsecondary 
        attendance of their youth by forming locally based 
        organizations that provide both academic support 
        (including guidance, counseling, mentoring, tutoring, 
        encouragement, and recognition) and tangible, locally 
        raised, effectively targeted, publicly recognized 
        financial assistance;
          [(3) proven methods of stimulating these community 
        efforts can be promoted through Federal support for the 
        establishment of area program centers to organize and 
        challenge community efforts to develop educational 
        incentives and support for local students; and
          [(4) using Federal funds to leverage private 
        contributions to help students from low-income families 
        attain educational and career goals is an efficient and 
        effective investment of scarce taxpayer-provided 
        resources.

[SEC. 523. DEFINITIONS.

  [As used in this part:
          [(1) Area program center.--The term ``area program 
        center'' means an organization that--
                  [(A) is part of, responsible to, and overseen 
                by, the national organization; and
                  [(B) is staffed by professionals trained to 
                create, develop, and sustain local affiliated 
                chapters in towns, cities, and neighborhoods.
          [(2) Local affiliated chapter.--The term ``local 
        affiliated chapter'' means an organization that--
                  [(A) is a nonprofit organization that is 
                described in section 501(c)(3) of the Internal 
                Revenue Code of 1986, and exempt from taxation 
                under section 501(a) of such Code (or shall 
                meet this criteria through affiliation with the 
                national organization described in paragraph 
                (3));
                  [(B) is formed for the purpose of providing 
                educational scholarships and academic support 
                for residents of the local community served by 
                such organization;
                  [(C) solicits broad-based community support 
                in its academic support and fund-raising 
                activities;
                  [(D) is broadly representative of the local 
                community in the structures of its volunteer-
                operated organization and has a board of 
                directors that includes leaders from local 
                neighborhood organizations and neighborhood 
                residents, such as school or college personnel, 
                parents, students, community agency 
                representatives, and representatives of the 
                business community;
                  [(E) awards scholarships without regard to 
                age, sex, marital status, race, creed, color, 
                religion, national origin or disability; and
                  [(F) gives priority in awarding scholarships 
                to students from low-income families in the 
                local community.
          [(3) National organization.--The term ``national 
        organization'' means an organization that--
                  [(A) has the capacity to create, develop and 
                sustain local affiliated chapters;
                  [(B) has the capacity to sustain newly 
                created local affiliated chapters in towns, 
                cities, and neighborhoods through ongoing 
                training and support programs;
                  [(C) is described in section 501(c)(3) of the 
                Internal Revenue Code of 1986, and exempt from 
                taxation under section 501(a) of such Code;
                  [(D) is a publicly supported organization 
                within the meaning of section 170(b)(1)(A)(vi) 
                of such Code;
                  [(E) ensures that each of its local 
                affiliated chapters meet the criteria described 
                in subparagraphs (C) and (D); and
                  [(F) has a program for or experience in 
                cooperating with secondary and postsecondary 
                institutions in carrying out its scholarship 
                and academic support activities.
          [(4) High-poverty area.--The term ``high-poverty 
        area'' means a community with a higher percentage of 
        children in poverty than the national average of such 
        percentage.
          [(5) Students from low-income families.--The term 
        ``students from low-income families'' means students 
        determined, pursuant to part F of title IV of the 
        Higher Education Act of 1965, to be eligible for a 
        Federal Pell Grant under subpart 1 of part A of title 
        IV of such Act.

[SEC. 524. PURPOSE; ENDOWMENT GRANT AUTHORITY.

  [(a) Purpose.--It is the purpose of this part to establish 
and support area program centers to enable such centers to 
foster the development of local affiliated chapters in high-
poverty areas that promote higher education goals for students 
from low-income families by--
          [(1) providing academic support, including guidance, 
        counseling, mentoring, tutoring, and recognition; and
          [(2) providing scholarship assistance for the pursuit 
        of postsecondary education.
  [(b) Endowment Grant Authority.--From the funds appropriated 
pursuant to the authority of section 527, the Secretary shall 
award an endowment grant, on a competitive basis, to a national 
organization to enable such organization to support the 
establishment or ongoing work of area program centers that 
foster the development of local affiliated chapters in high-
poverty areas to improve high school graduation rates and 
postsecondary attendance through the provision of academic 
support services and scholarship assistance for the pursuit of 
postsecondary education.

[SEC. 525. GRANT AGREEMENT AND REQUIREMENTS.

  [(a) In General.--The Secretary shall award the endowment 
grant described in section 524(b) pursuant to an agreement 
between the Secretary and the national organization. Such 
agreement shall--
          [(1) require the national organization to establish 
        an endowment fund in the amount of the grant, the 
        corpus of which shall remain intact and the interest 
        income from which shall be used to support the 
        activities described in paragraphs (2) and (3);
          [(2) require the national organization to use 25 
        percent of the interest income from the endowment fund 
        in any fiscal year to provide scholarships for students 
        from low-income families, which scholarships shall be 
        matched on a dollar-for-dollar basis from funds raised 
        by local affiliated chapters;
          [(3) require the national organization to use 75 
        percent of the interest income from the endowment fund 
        in any fiscal year to support the establishment or 
        ongoing work of area program centers to enable such 
        centers to work with local communities to establish 
        local affiliated chapters in high-poverty areas and 
        provide ongoing technical assistance, training 
        workshops, and other activities to help ensure the 
        ongoing success of the local affiliated chapters;
          [(4) require the area program centers supported by 
        the national organization to give priority to 
        establishing local affiliated chapters that serve high-
        poverty areas;
          [(5) require the national organization to submit, in 
        each fiscal year in which such organization uses the 
        interest from the endowment fund, a report to the 
        Secretary that contains--
                  [(A) a description of the programs and 
                activities supported by the interest on the 
                endowment fund;
                  [(B) the audited financial statement of the 
                national organization for the preceding fiscal 
                year;
                  [(C) a plan for the programs and activities 
                to be supported from the interest on the 
                endowment fund during the five succeeding 
                fiscal years;
                  [(D) an evaluation of the programs and 
                activities supported by the interest on the 
                endowment fund as the Secretary may require; 
                and
                  [(E) data indicating the number of students 
                from low-income families who received 
                scholarships from local affiliated chapters, 
                and the amounts of such scholarships;
          [(6) contain such assurances as the Secretary may 
        require with respect to the management and operation of 
        the endowment fund;
          [(7) require that, in order to continue using the 
        interest from the endowment fund, the national 
        organization will meet the continuing eligibility 
        requirements described in section 526; and
          [(8) contain an assurance that if the Secretary 
        determines that such organization is not in substantial 
        compliance with the provisions of this part, then the 
        national organization shall pay to the Secretary an 
        amount equal to the corpus of the endowment fund plus 
        any accrued interest on such fund that is available to 
        the national organization on the date of such 
        determination.
  [(b) Returned Funds.--All funds returned to the Secretary 
pursuant to subsection (a)(8) shall be available to the 
Secretary to carry out any scholarship or grant program 
assisted under title IV of the Higher Education Act of 1965.

[SEC. 526. CONTINUING ELIGIBILITY.

  [The national organization shall be eligible to continue to 
use the interest from the endowment fund in accordance with the 
provisions of this part in the third and each such succeeding 
fiscal year in which such organization uses such interest only 
if the local affiliated chapters associated with all area 
program centers supported under this part distribute to 
students from low-income families 80 percent of the total 
amount of funds raised by all such chapters in such year.

[SEC. 527. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated $10,000,000 for 
fiscal year 1996 to carry out this part.]
          * * * * * * *
                              ----------                              


 SECTION 941 OF THE EDUCATIONAL RESEARCH, DEVELOPMENT, DISSEMINATION, 
                      AND IMPROVEMENT ACT OF 1994

SEC. 941. ESTABLISHMENT WITHIN OFFICE OF EDUCATIONAL RESEARCH AND 
                    IMPROVEMENT.

  (a) In General.--
          * * * * * * *
  [(j) Teacher Research Dissemination Demonstration Program.--
          [(1) Findings.--The Congress finds that--
                  [(A) education research, including research 
                funded by the Office, is not having the impact 
                on the schools of the United States that such 
                research should;
                  [(B) relevant education research and 
                resulting solutions are not being adequately 
                disseminated to and used by the teachers that 
                need such research and solutions;
                  [(C) there are insufficient linkages between 
                the research and development centers assisted 
                under this section, the regional educational 
                laboratories described in subsection (h), the 
                National Diffusion Network State facilitators, 
                the Educational Resources Information Center 
                Clearinghouses, the comprehensive technical 
                assistance centers assisted under the 
                Elementary and Secondary Education Act of 1965, 
                and the public schools to ensure that research 
                on effective practice is disseminated and 
                technical assistance provided to all teachers;
                  [(D) the average teacher has little time to 
                plan or engage in a professional dialogue with 
                peers about strategies for improved learning;
                  [(E) teachers do not have direct access to 
                information systems or networks;
                  [(F) teachers have little control over what 
                inservice education teachers will be offered; 
                and
                  [(G) individual teachers are not encouraged 
                to move beyond the walls of their school 
                buildings to identify and use outside 
                resources.
          [(2) Establishment.--
                  [(A) In general.--The Secretary is authorized 
                to make grants to, and enter into contracts or 
                cooperative agreements with, public and private 
                agencies and organizations, including 
                institutions of higher education, the regional 
                education laboratories, and the research and 
                development centers, or consortia thereof--
                          [(i) to develop and carry out 
                        projects that demonstrate effective 
                        strategies for helping elementary and 
                        secondary education teachers, in both 
                        urban and rural areas, become 
                        knowledgeable about, assist in the 
                        design and use of, and use, education 
                        research, including education research 
                        carried out under this section; and
                          [(ii) to develop, implement, and 
                        evaluate models for creation of teacher 
                        research dissemination networks.
                  [(B) Priority.--In awarding grants and 
                entering into contracts and cooperative 
                agreements under subparagraph (A) the Secretary 
                shall give priority to entities that have 
                received Federal funds for research and 
                dissemination.
          [(3) Applications.--
                  [(A) In general.--An entity desiring to 
                receive assistance under this subsection shall 
                submit an application to the Secretary in such 
                form, at such time, and containing such 
                information and assurances as the Secretary may 
                require.
                  [(B) Contents.--Each such application shall 
                describe how the project described in the 
                application--
                          [(i) was developed with the active 
                        participation of elementary and 
                        secondary school teachers;
                          [(ii) will include the continuing 
                        participation of elementary and 
                        secondary school teachers in the 
                        management of the project;
                          [(iii) is organized around one or 
                        more significant research topics;
                          [(iv) will involve collaboration with 
                        entities that have received Federal 
                        funds for research and dissemination; 
                        and
                          [(v) will sustain over time teacher 
                        research dissemination networks after 
                        Federal funding for such networks 
                        terminates.
          [(4) Use of funds.--Funds provided under this 
        subsection may be used--
                  [(A) to train elementary and secondary 
                education teachers (particularly new teachers) 
                about the sources of education research 
                findings, including research findings available 
                through activities supported by the Office, and 
                how to access and use such findings to improve 
                the quality of instruction;
                  [(B) to develop simple formats, both 
                administrative and technological, that allow 
                elementary and secondary education teachers 
                easy access to and use of education research 
                findings;
                  [(C) to share strategies and materials;
                  [(D) to support professional networks;
                  [(E) to survey teacher needs in the areas of 
                research and development; and
                  [(F) for other activities designed to support 
                elementary and secondary education teachers in 
                becoming knowledgeable about, assisting in the 
                design of, and using, educational research.
          [(5) Stipends.--The Secretary may provide for the 
        payment of such stipends (including allowances for 
        subsistence and other expenses for elementary and 
        secondary teachers), as the Secretary determines to be 
        appropriate, to teachers participating in the projects 
        authorized under this subsection.
          [(6) Coordination.--Recipients of funds under this 
        subsection shall, to the greatest extent possible, 
        coordinate their activities with related activities 
        under the Elementary and Secondary Education Act of 
        1965.
          [(7) Report.--The Secretary shall, within 5 years of 
        the date of enactment of this Act, submit to the 
        Congress a report on the effectiveness of activities 
        assisted under this subsection.]
                              ----------                              


 SECTION 30402 OF THE VIOLENT CRIME CONTROL AND LAW ENFORCEMENT ACT OF 
                                  1994

[SEC. 30402. FAMILY AND COMMUNITY ENDEAVOR SCHOOLS 
            GRANT PROGRAM.
  [(a) Short Title.--This section may be cited as the ``Family 
and Community Endeavor Schools Act''.
  [(b) Purpose.--It is the purpose of this section to improve 
the overall development of at-risk children who reside in 
eligible communities as defined in subsection (l)(3).
  [(c) Program Authority.--The Secretary may award grants on a 
competitive basis to eligible local entities to pay for the 
Federal share of assisting eligible communities to develop and 
carry out programs in accordance with this section. No local 
entity shall receive a grant of less than $250,000 in a fiscal 
year. Amounts made available through such grants shall remain 
available until expended.
  [(d) Program Requirements.--
          [(1) Improvement programs.--A local entity that 
        receives funds under this section shall develop or 
        expand programs that are designed to improve academic 
        and social development by instituting a collaborative 
        structure that trains and coordinates the efforts of 
        teachers, administrators, social workers, guidance 
        counselors, parents, and school volunteers to provide 
        concurrent social services for at-risk students at 
        selected public schools in eligible communities.
          [(2) Optional activities.--A local entity that 
        receives funds under this section may develop a variety 
        of programs to serve the comprehensive needs of 
        students, including--
                  [(A) homework assistance and after-school 
                programs, including educational, social, and 
                athletic activities;
                  [(B) nutrition services;
                  [(C) mentoring programs;
                  [(D) family counseling; and
                  [(E) parental training programs.
  [(e) Eligible Community Identification.--The Secretary 
through regulation shall define the criteria necessary to 
qualify as an eligible community as defined in subsection 
(l)(3).
  [(f) Grant Eligibility.--To be eligible to receive a grant 
under this section, a local entity shall--
          [(1) identify an eligible community to be assisted;
          [(2) develop a community planning process that 
        includes--
                  [(A) parents and family members;
                  [(B) local school officials;
                  [(C) teachers employed at schools within the 
                eligible community;
                  [(D) public housing resident organization 
                members, where applicable; and
                  [(E) public and private nonprofit 
                organizations that provide education, child 
                protective services, or other human services to 
                low-income, at-risk children and their 
                families; and
          [(3) develop a concentrated strategy for 
        implementation of the community planning process 
        developed under paragraph (2) that targets clusters of 
        at-risk children in the eligible community.
  [(g) Applications.--
          [(1) Application required.--To be eligible to receive 
        a grant under this section, a local entity shall submit 
        an application to the Secretary at such time, in such 
        manner, and accompanied by such information, as the 
        Secretary may reasonably require, and obtain approval 
        of such application.
          [(2) Contents of application.--Each application 
        submitted under paragraph (1) shall--
                  [(A) contain a comprehensive plan for the 
                program that is designed to improve the 
                academic and social development of at-risk 
                children in schools in the eligible community;
                  [(B) provide evidence of support for 
                accomplishing the objectives of such plan 
                from--
                          [(i) community leaders;
                          [(ii) a school district;
                          [(iii) local officials; and
                          [(iv) other organizations that the 
                        local entity determines to be 
                        appropriate;
                  [(C) provide an assurance that the local 
                entity will use grant funds received under this 
                subsection to implement the program 
                requirements listed in subsection (d);
                  [(D) include an estimate of the number of 
                children in the eligible community expected to 
                be served under the program;
                  [(E) provide an assurance that the local 
                entity will comply with any evaluation 
                requested under subsection (k), any research 
                effort authorized under Federal law, and any 
                investigation by the Secretary;
                  [(F) provide an assurance that the local 
                entity shall prepare and submit to the 
                Secretary an annual report regarding any 
                program conducted under this section;
                  [(G) provide an assurance that funds made 
                available under this section shall be used to 
                supplement, not supplant, other Federal funds 
                that would otherwise be available for 
                activities funded under this section; and
                  [(H) provide an assurance that the local 
                entity will maintain separate accounting 
                records for the program.
          [(3) Priority.--In awarding grants to carry out 
        programs under this section, the Secretary shall give 
        priority to local entities which submit applications 
        that demonstrate the greatest effort in generating 
        local support for the programs.
  [(h) Peer Review Panel.--
          [(1) Establishment.--The Secretary shall establish a 
        peer review panel not to exceed 8 members that shall be 
        comprised of individuals with demonstrated experience 
        in designing and implementing programs to improve the 
        academic and social development of at-risk children.
          [(2) Functions.--Such panel shall make 
        recommendations to the Secretary regarding--
                  [(A) an illustrative model that effectively 
                achieves the program requirements indicated in 
                subsection (d) and a process whereby local 
                entities can request such model; and
                  [(B) a design for the evaluation of programs 
                assisted under this section.
  [(i) Investigations and Inspections.--The Secretary may 
conduct such investigations and inspections as may be necessary 
to ensure compliance with the provisions of this section.
  [(j) Federal Share.--
          [(1) Payments.--The Secretary shall, subject to the 
        availability of appropriations, pay to each local 
        entity having an application approved under subsection 
        (g) the Federal share of the costs of developing and 
        carrying out programs referred to in subsection (d).
          [(2) Federal share.--The Federal share of such costs 
        shall be 70 percent.
          [(3) Non-federal share.--
                  [(A) In general.--The non-Federal share of 
                such costs may be in cash or in kind, fairly 
                evaluated, including personnel, plant, 
                equipment, and services.
                  [(B) Special rule.--Not less than 15 percent 
                of the non-Federal share of such costs shall be 
                provided from private or nonprofit sources.
  [(k) Evaluation.--The Secretary shall require a thorough 
evaluation of the programs assisted under this section, which 
shallinclude an assessment of the academic and social 
achievement of children assisted with funds provided under this 
section.
  [(l) Definitions.--For purposes of this section--
          [(1) the term ``Secretary'' means the Secretary of 
        the Department of Education;
          [(2) the term ``local entity'' means--
                  [(A) a local educational agency, or
                  [(B) a community-based organization as 
                defined in section 1471(3) of the Elementary 
                and Secondary Education Act of 1965;
          [(3) the term ``eligible community'' means an area 
        which meets criteria with respect to significant 
        poverty and significant violent crime, and such 
        additional criteria, as the Secretary may by regulation 
        require; and
          [(4) the term ``public school'' means an elementary 
        school (as defined in section 1471(8) of the Elementary 
        and Secondary Education Act of 1965 (20 U.S.C. 
        2891(8))) and a secondary school (as defined in section 
        1471(21) of that Act).]

           SECTION 601 OF THE GOALS 2000: EDUCATE AMERICA ACT

SEC. 601. INTERNATIONAL EDUCATION PROGRAM.

  (a) * * *
  [(b) Assessment and Information.--The Secretary shall award 
grants for the study, evaluation, and analysis of education 
systems in other nations, particularly Great Britain, France, 
Germany and Japan. Such studies shall focus upon a comparative 
analysis of curriculum, methodology, and organizational 
structure, including the length of the school year and school 
day. In addition, the studies shall provide an analysis of 
successful strategies employed by other nations to improve 
student achievement, with a specific focus upon application to 
schooling and the National Education Goals.]
                              ----------                              


                  HIGHER EDUCATION AMENDMENTS OF 1992

          * * * * * * *

        TITLE XV--RELATED PROGRAMS AND AMENDMENTS TO OTHER LAWS

          * * * * * * *

                     [PART E--OLYMPIC SCHOLARSHIPS

[SEC. 1543. OLYMPIC SCHOLARSHIPS.

  [(a) Scholarships Authorized.--
          [(1) In general.--The Secretary of Education is 
        authorized to provide financial assistance to the 
        United States Olympic Education Center or the United 
        States Olympic Training Center to enable such centers 
        to provide financial assistance to athletes who are 
        training at such centers and are pursuing postsecondary 
        education at institutions of higher education (as such 
        term is defined in section 481(a) of the Higher 
        Education Act of 1965).
          [(2) Award determination.--The amount of financial 
        assistance provided to athletes described in paragraph 
        (1) shall be determined in accordance with such 
        athlete's financial need as determined in accordance 
        with part F of title IV of the Higher Education Act of 
        1965.
  [(b) Eligibility.--The Secretary of Education shall ensure 
that financial assistance provided under this part is available 
to both full-time and part-time students who are athletes at 
centers described in subsection (a).
  [(c) Application.--Each center desiring financial assistance 
under this section shall submit an application to the Secretary 
of Education at such time, in such manner and accompanied by 
such information as the Secretary may reasonably require.
  [(d) Authorization of Appropriations.--There are authorized 
to be appropriated $5,000,000 for fiscal year 1993 and such 
sums as may be necessary for each of the 4 succeeding fiscal 
years to carry out this section.]
          * * * * * * *
                              ----------                              


                       REHABILITATION ACT OF 1973

          * * * * * * *

             TITLE III--TRAINING AND DEMONSTRATION PROJECTS

    Part A--Training Programs and Community Rehabilitation Programs

          * * * * * * *

                                training

  Sec. 302. (a) * * *
          * * * * * * *
  [(e)(1) In carrying out subsection (a), the Commissioner 
shall award two grants to States, public or nonprofit private 
agencies and organizations, and institutions of higher 
education to support the formation of consortia or partnerships 
of public or nonprofit private entities for the purpose of 
providing opportunities for career advancement or competency-
based training to current employees of public or nonprofit 
private agencies that provide services to individuals with 
disabilities. Such opportunities shall include certificate or 
degree granting programs in vocational rehabilitation services 
and related services.
  [(2) An entity that receives a grant under paragraph (1) may 
use the grant for purposes including--
          [(A) establishing a program with an institution of 
        higher education to develop creative new programs and 
        courseworkoptions, or to expand existing programs, 
concerning the fields of vocational rehabilitation services and related 
services, including--
                  [(i) providing release time for faculty and 
                staff for curriculum development; and
                  [(ii) paying for instructional costs and 
                startup and other program development costs;
          [(B) establishing a career development mentoring 
        program using faculty and professional staff members of 
        participating agencies as role models, career sponsors, 
        and academic advisors for experienced State, city, and 
        county employees, and volunteers, who--
                  [(i) have demonstrated a commitment to 
                working in the fields described in clause (i); 
                and
                  [(ii) are enrolled in a program relating to 
                such a field at an institution of higher 
                education;
          [(C) supporting a wide range of programmatic and 
        research activities aimed at increasing opportunities 
        for career advancement and competency-based training in 
        such fields; and
          [(D) identifying existing public or private agency 
        and labor union personnel policies and benefit programs 
        that may facilitate the ability of employees to take 
        advantage of higher education opportunities, such as 
        leave time and tuition reimbursement.
  [(3) In making grants for projects under paragraph (1), the 
Commissioner shall ensure that the projects shall be 
geographically distributed throughout the United States in 
urban and rural areas.
  [(4) The Commissioner shall, for the purpose of providing 
technical assistance to States or entities receiving grants 
under paragraph (1), enter into a cooperative agreement through 
a separate competition with an entity that has successfully 
demonstrated the capacity and expertise in the education, 
training, and retention of employees to serve individuals with 
disabilities through the use of consortia or partnerships 
established for the purpose of retraining the existing work 
force and providing opportunities for career enhancement.
  [(5) The Commissioner may conduct an evaluation of projects 
funded under this subsection.
  [(6) During the period in which an entity is receiving 
financial assistance under paragraph (1), the entity may not 
receive financial assistance under paragraph (4).]
          * * * * * * *

 [vocational rehabilitation services for individuals with disabilities

  [Sec. 303. (a) For the purpose of making grants and entering 
into contracts under this section, there are authorized to be 
appropriated such sums as may be necessary for each of the 
fiscal years 1993 through 1997.
  [(b)(1) The Commissioner is authorized to make grants to 
States and public or nonprofit organizations and agencies to 
pay up to 90 per centum of the cost of projects for providing 
vocational rehabilitation services or employment support 
services to individuals with disabilities, especially those 
with the most severe disabilities, in public or nonprofit 
community rehabilitation programs.
  [(2)(A) For purposes of this section, vocational 
rehabilitation services shall include--
          [(i) training with a view toward career advancement;
          [(ii) training (including on-the-job training) in 
        occupational skills; and
          [(iii) services, including rehabilitation technology 
        services, personal assistance services, and supported 
        employment services and extended services, that--
                  [(I) are related to training described in 
                clause (i) or (ii); and
                  [(II) are required by the individual to 
                engage in such training.
  [(B) Pursuant to regulations, payment of weekly allowances 
may be made to individuals receiving vocational rehabilitation 
services and related services under this section. Such 
allowances may not be paid to any individual for any period in 
excess of two years. In determining the amount of such 
allowances for any individual, consideration shall be given to 
the individual's need for such an allowance, including any 
expenses reasonably attributable to receipt of vocational 
rehabilitation services, the extent to which such an allowance 
will help assure entry into and satisfactory completion of 
training, and such other factors, specified by the 
Commissioner, as will promote such individual's capacity to 
engage in competitive employment.
  [(3) The Commissioner may make a grant for a project pursuant 
to this subsection only if the Commissioner determines that (A) 
the purpose of such project is to prepare individuals with 
disabilities, especially those with the most severe 
disabilities, for competitive employment, or to place or retain 
such individual in competitive employment, including supported 
employment; (B) the individuals to receive vocational 
rehabilitation services under such project will include only 
those who have been determined to be in need of such vocational 
rehabilitation services by the State agency or agencies 
designated as provided in section 101(a)(1) of the State in 
which the community rehabilitation program is located; (C) the 
full range of vocational rehabilitation services will be made 
available to each such individual, to the extent of that 
individual's need for such services; and (D) the project, 
including the participating community rehabilitation program 
and the vocational rehabilitation services provided, meets such 
other requirements as the Commissioner may prescribe in 
regulations for carrying out the purposes of this subsection.
  [(c) The Commissioner is also authorized to make grants, upon 
applications approved by the designated State agency, to public 
or nonprofit agencies, institutions, or organizations to assist 
them in meeting the cost of planning community rehabilitation 
programs, the cost of the services to be provided by such 
programs, and initial staffing costs of such programs.
  [(d)(1) The Commissioner is authorized to make grants to 
public or nonprofit community rehabilitation programs, or to an 
organization or combination of such programs, to pay the 
Federal shareof the cost of projects to analyze, improve, and 
increase their professional services to individuals with disabilities, 
their management effectiveness, or any other part of their operations 
affecting their capacity to provide employment and services for such 
individuals.
  [(2) No part of any grant made pursuant to this subsection 
may be used to pay costs of acquiring, constructing, expanding, 
remodeling, or altering any building.

         [loan guarantees for community rehabilitation programs

  [Sec. 304. (a) It is the purpose of this section to assist 
and encourage the provision of needed community rehabilitation 
programs for individuals with disabilities primarily served by 
State rehabilitation programs.
  [(b) The Commissioner may, under special circumstances and in 
accordance with this section and subject to section 306, 
guarantee the payment of principal and interest on loans made 
to nonprofit private entities by non-Federal lenders and by the 
Federal Financing Bank for the construction of facilities for 
community rehabilitation programs, including equipment used in 
their operation.
  [(c) In the case of a guarantee of any loan to a nonprofit 
private entity under this section, the Commissioner shall pay, 
to the holder of such loan and for and on behalf of the project 
for which the loan was made, amounts sufficient to reduce by 2 
percent per annum the net effective interest rate otherwise 
payable on such loan. Each holder of a loan which is guaranteed 
under this section shall have a contractual right to receive 
from the United States interest payments required by the 
preceding sentence.
  [(d) The cumulative total of the principal of the loans 
outstanding at any time with respect to which guarantees have 
been issued, or which have been directly made, may not exceed 
$100,000,000.
  [(e)(1) The Commissioner may not approve a loan guarantee for 
a project under this section unless the Commissioner determines 
that (A) the terms, conditions, security (if any), and schedule 
and amount of repayments with respect to the loan are 
sufficient to protect the financial interests of the United 
States and are otherwise reasonable, including a determination 
that the rate of interest does not exceed such per centum per 
annum on the principal obligation outstanding as the 
Commissioner determines to be reasonable, taking into account 
the range of interest rates prevailing in the private market 
for similar loans and the risks assumed by the United States, 
and (B) the loan would not be available on reasonable terms and 
conditions without the guarantee under this section.
  [(2)(A) The United States shall be entitled to recover from 
the applicant for a loan guarantee under this section the 
amount of any payment made pursuant to such guarantee, unless 
the Commissioner for good cause waives such right of recovery. 
Upon making any such payment, the United States shall be 
subrogated to all of the rights of the recipient of the 
payments with respect to which the guarantee was made.
  [(B) To the extent permitted by subparagraph (C), any terms 
and conditions applicable to a loan guarantee under this 
section (including terms and conditions imposed under paragraph 
(1)) may be modified by the Commissioner to the extent 
considered consistent with the interests of the United States.
  [(C) Any loan guarantee made by the Commissioner under this 
section shall be incontestable (i) in the hands of an applicant 
on whose behalf such guarantee is made unless the applicant 
engaged in fraud or misrepresentation in securing such 
guarantee, and (ii) as to any person (or a successor in 
interest) who makes or contracts to make a loan to such 
applicant in reliance thereon unless such person (or a 
successor in interest) engaged in fraud or misrepresentation in 
making or contracting to make such loan.
  [(D) Guarantees of loans under this section shall be subject 
to such further terms and conditions as the Commissioner 
considers necessary to assure that the purposes of this section 
will be achieved.
  [(f)(1) There is established in the Treasury a loan guarantee 
fund (hereinafter in this subsection referred to as the 
``fund'') which shall be available to the Commissioner without 
fiscal year limitation, in such amounts as may be specified 
from time to time in appropriation Acts--
          [(A) to enable the Commissioner to discharge the 
        responsibilities under loan guarantees issued under 
        this section; and
          [(B) for payment of interest under subsection (c) on 
        loans guaranteed under this section.
There are authorized to be appropriated such amounts as may be 
necessary to provide the sums required for the fund. There 
shall also be deposited in the fund amounts received by the 
Commissioner in connection with loan guarantees under this 
section and other property or assets derived by the 
Commissioner from operations respecting such loan guarantees, 
including any money derived from the sale of assets.
  [(2)(A) If at any time the sums in the fund are insufficient 
to enable the Commissioner--
          [(i) to make payments of interest under subsection 
        (c); or
          [(ii) to otherwise comply with guarantees under this 
        section of loans to nonprofit private entities;
the Commissioner is authorized to issue to the Secretary of the 
Treasury notes or other obligations in such forms and 
denominations, bearing such maturities, and subject to such 
terms and conditions, as may be prescribed by the Commissioner 
with the approval of the Secretary of the Treasury.
  [(B) Such notes or other obligations shall bear interest at a 
rate determined by the Secretary of the Treasury, taking into 
consideration the current average market yield on outstanding 
marketable obligations of the United States of comparable 
maturities during the month preceding the issuance of the notes 
or other obligations.
  [(C) The Secretary of the Treasury shall purchase any notes 
and other obligations issued under this paragraph, and for that 
purpose the Secretary may use as a public debt transaction the 
proceeds from the sale of any securities issued under the 
Second Liberty Bond Act. The purposes for which securities may 
be issued under that Act are extended to include any purchase 
of such notes and obligations. The Secretary of the Treasury 
may at any time sellany of the notes or other obligations 
acquired by the Secretary under this paragraph. All redemptions, 
purchases, and sales by the Secretary of the Treasury of such notes or 
other obligations shall be treated as a public debt transaction of the 
United States.
  [(D) Sums borrowed under this paragraph shall be deposited in 
the fund and redemption of such notes and obligations shall be 
made by the Commissioner from the fund.

                 [comprehensive rehabilitation centers

  [Sec. 305. (a)(1) In order to provide a focal point in 
communities for the development and delivery of services 
designed primarily for individuals with disabilities, the 
Commissioner may make grants to any designated State unit to 
establish and operate comprehensive rehabilitation centers. The 
centers shall be established in order to provide a broad range 
of services to individuals with disabilities, including 
information and referral services, counseling services, and job 
placement, health, educational, social, and recreational 
services, as well as to provide facilities for recreational 
activities.
  [(2) To the maximum extent practicable, such centers shall 
provide, upon request, to local governmental units and other 
public and private nonprofit entities located in the area such 
information and technical assistance (including support 
personnel such as interpreters for individuals who are deaf) as 
may be necessary to assist those entities in complying with 
this Act, particularly the requirements of section 504.
  [(b) No grant may be made under this section unless an 
application therefor has been submitted to and approved by the 
Commissioner. The Commissioner may not approve an application 
for a grant unless the application--
          [(1) contains assurances that the designated State 
        unit will use funds provided by such grant in 
        accordance with subsections (c) and (d); and
          [(2) contains such other information, and is 
        submitted in such form and in accordance with such 
        procedures, as the Commissioner may require.
  [(c)(1) The designated State unit may--
          [(A) in accordance with subsection (e) make grants to 
        units of general purpose local government or to other 
        public or nonprofit private agencies or organizations 
        and may make contracts with any agency or organization 
        to pay not to exceed 80 percent of the cost of--
                  [(i) leasing facilities to serve as 
                comprehensive rehabilitation centers;
                  [(ii) expanding, remodeling, or altering 
                facilities to the extent necessary to adapt 
                them to serve as comprehensive rehabilitation 
                centers;
                  [(iii) operating such centers; or
                  [(iv) carrying out any combination of the 
                activities specified in this subparagraph; and
          [(B) directly carry out the activities described in 
        subparagraph (A), except that not more than 80 percent 
        of the costs of providing any comprehensive 
        rehabilitation center may be provided from funds under 
        this section.
  [(2) Funds made available to any designated State unit under 
this section for the purpose of assisting in the operation of a 
comprehensive rehabilitation center may be used to compensate 
professional and technical personnel required to operate the 
center and to deliver services in the center, and to provide 
equipment for the center.
  [(d)(1) The designated State unit may approve a grant or 
enter into a contract under subsection (c) only if the 
application for such grant or contract meets the requirements 
specified in paragraphs (1), (2), (4), and (5) of section 
306(b) and if the application contains assurances that any 
center assisted by such grant or contract shall be in 
reasonably close proximity to the majority of individuals 
eligible to use the comprehensive rehabilitation center.
  [(2) Any designated State unit which directly provides for 
comprehensive rehabilitation centers under subsection (c)(1)(B) 
shall use funds under this section in the same manner as any 
other grant recipient is required to use such funds.
  [(e) If within 20 years after the completion of any 
construction project for which funds have been paid under this 
section--
          [(1) the owner of the facility ceases to be a public 
        or nonprofit private agency or organization, or
          [(2) the facility ceases to be used for the purposes 
        for which it was leased or constructed (unless the 
        Commissioner determines, in accordance with 
        regulations, that there is good cause for releasing the 
        applicant or other owner from the obligation to do so),
the United States shall be entitled to recover from the grant 
recipient or other owner of the facility an amount which bears 
the same ratio to the value of the facility (or so much thereof 
as constituted an approved project or projects) at the time the 
United States seeks recovery as the amount of such Federal 
funds bore to the cost of renovating the facility under 
subsection (c)(1)(A)(ii). Such value shall be determined by 
agreement of the parties or by action brought in the United 
States district court for the district in which such facility 
is situated.
  [(f) The requirements of section 306 shall not apply to funds 
allotted under this section, except that subsections (g) and 
(h) of such section shall be applicable with respect to such 
funds.
  [(g) There are authorized to be appropriated to carry out 
this section such sums as may be necessary for each of the 
fiscal years 1993 through 1997.]
          * * * * * * *

          Part B--Special Projects and Supplementary Services

          * * * * * * *

                     special demonstration programs

  Sec. 311. (a) * * *
  [(b)(1) The Commissioner may make grants to public and 
nonprofit agencies and organizations to pay part or all of the 
costs of special projects and demonstrations including research 
and evaluation for youths who are individuals with disabilities 
to provide job training and prepare them for entry into the 
labor force. Suchprojects shall be designed to demonstrate 
cooperative efforts between local educational agencies, business and 
industry, vocational rehabilitation programs, and organizations 
representing labor and organizations responsible for promoting or 
assisting in local economic development.
  [(2) Services under this subsection may include--
          [(A) jobs search assistance;
          [(B) on-the-job training;
          [(C) job development including worksite modification 
        and use of advanced learning technology for skills 
        training;
          [(D) dissemination of information on program 
        activities to business and industry; and
          [(E) followup services for individuals placed in 
        employment.
  [(3) The Commissioner shall assure that projects shall be 
coordinated with other projects assisted under section 626 of 
the Individuals with Disabilities Education Act.]
          * * * * * * *
  [(e)(1) The Commissioner may make grants to public or private 
institutions to pay for the cost of developing special projects 
and demonstration projects to address the general education, 
counseling, vocational training, work transition, supported 
employment, job placement, followup, and community outreach 
needs of individuals who are either low-functioning and deaf or 
low-functioning and hard-of-hearing. Such projects shall 
provide educational and vocational rehabilitation services that 
are not otherwise available in the region involved and shall 
maximize the potential of such individuals, including 
individuals who are deaf and have additional severe 
disabilities.
  [(2) The Commissioner shall monitor the activities of the 
recipients of grants under this subsection to ensure that the 
recipients carry out the projects in accordance with paragraph 
(1), that the recipients coordinate the projects as described 
in paragraph (3), and that information about innovative methods 
of service delivery developed by such projects is disseminated.
  [(3) The Commissioner shall prepare and submit an annual 
report to Congress that includes an assessment of the manner in 
which the recipients carrying out the projects coordinate the 
projects with projects carried out by other public or nonprofit 
agencies serving individuals who are deaf, to expand or improve 
services for such individuals.]
          * * * * * * *

             [reader services for individuals who are blind

  [Sec. 314. (a) The Commissioner may award grants to States or 
to private nonprofit agencies or organizations of national 
scope (as so determined by the Commissioner) to--
          [(1) provide reading services to individuals who are 
        blind and who are not otherwise eligible for such 
        services through other State or Federal programs; and
          [(2) expand the quality and scope of reading services 
        available to individuals who are blind, and to assure 
        to the maximum extent possible that the reading 
        services provided under this Act will meet the reading 
        needs of such individuals attending institutions 
        providing elementary, secondary, or post-secondary 
        education, and will be adequate to assist such 
        individuals to obtain and continue in employment.
Any State which receives a grant under this section shall 
administer the reading services for which such grant is awarded 
through the designated State unit of the State.
  [(b) No grant shall be awarded under this section unless the 
applicant has submitted an application to the Secretary in such 
form, at such time, and containing such information as the 
Secretary may require.
  [(c) For purposes of this section, the term ``reading 
services'' means--
          [(1) the employment of persons who, by reading aloud, 
        can afford individuals who are blind ready access to 
        printed information;
          [(2) the transcription of printed information into 
        braille or sound recordings if such transcription is 
        performed pursuant to individual requests from 
        individuals who are blind for such services;
          [(3) the storage and distribution of braille 
        materials and sound recordings;
          [(4) the purchase, storage, and distribution of 
        equipment and materials necessary for the production, 
        duplication, and reproduction of braille materials and 
        sound recordings;
          [(5) the purchase, storage, and distribution of 
        equipment to individuals who are blind to provide them 
        with individual access to printed materials by 
        mechanical or electronic means; and
          [(6) radio reading services for individuals who are 
        blind.

           [interpreter services for individuals who are deaf

  [Sec. 315. (a) The Commissioner may make grants to designated 
State units to establish within each State a program of 
interpreter services (including interpreter referral services) 
which shall be made available to individuals who are deaf and 
to any public agency or private nonprofit organization involved 
in the delivery of assistance or services to individuals who 
are deaf.
  [(b) No grant may be made under this section unless an 
application therefor is submitted to the Commissioner in such 
form, at such times, and in accordance with such procedures as 
the Commissioner may require. Such application shall--
          [(1) provide assurances that the program to be 
        conducted under this section will be operated in areas 
        within the State which are specifically selected to 
        provide convenient locations for the provision of 
        services to the maximum feasible number of individuals 
        who are deaf;
          [(2) include a plan which describes, in sufficient 
        detail, the manner in which interpreter referral 
        services will be coordinated with the information and 
        referral programs required under section 101(a)(22);
          [(3) provide assurances that the program will seek to 
        enter into contractual or other arrangements, to the 
        extent appropriate, with private nonprofit 
        organizations comprised of primarily hearing-impaired 
        individuals (or private nonprofit organizations which 
        have the primary purpose of providing assistance or 
        services to hearing-impaired individuals) for the 
        operation of such programs;
          [(4) provide that any interpreter participating in 
        the program shall be required to meet minimum standards 
        established by the Commissioner; and
          [(5) contain such other information as the Secretary 
        may require.
  [(c) Any designated State unit receiving funds under this 
section may provide interpreter services, without cost, for a 
period of not to exceed one year to any public agency or 
private nonprofit organization which provides assistance to 
individuals who are deaf. At the end of such period, agencies 
or organizations receiving such services through referrals 
shall reimburse the designated State unit for the costs of such 
services. Funds may also be used for the purchase or rental of 
equipment necessary to provide assistance or services to 
individuals who are deaf.
  [(d) Funds provided to any designated State unit for any 
program under this section shall not be used for any 
administrative or related costs, nor shall such funds be used 
for assistance to individuals who are deaf and who are 
receiving rehabilitation services under any other provision of 
this Act.]
          * * * * * * *

  TITLE VI--EMPLOYMENT OPPORTUNITIES FOR INDIVIDUALS WITH DISABILITIES

          * * * * * * *

  Part A--Community Service Employment Pilot Programs for Individuals 
                           With Disabilities

                    [establishment of pilot program

  [Sec. 611. (a) In order to promote useful opportunities in 
community service activities for individuals with disabilities 
who have poor employment prospects, the Secretary of Labor 
(hereinafter in this part referred to as the ``Secretary'') is 
authorized to establish a community service employment pilot 
program for individuals with disabilities. For purposes of this 
part, the term ``eligible individuals'' means persons who are 
individuals with disabilities (as defined in section 7(8)(A) of 
this Act) and who are referred to programs under this part by 
designated State units.
  [(b)(1) The Secretary may enter into agreements with public 
or private nonprofit agencies or organizations, including 
national organizations, agencies of a State government or a 
political subdivision of a State (having elected or duly 
appointed governing officials), or a combination of such 
political subdivisions, or tribal organizations in order to 
carry out the pilot program referred to in subsection (a). Such 
agreements may include provisions consistent with subsection 
(c) for the payment of the costs of projects developed by such 
organizations and agencies in cooperation with the Secretary. 
No payment shall be made by the Secretary toward the cost of 
any such project unless the Secretary determines that:
          [(A) Such project will provide employment only for 
        eligible individuals, except that if eligible 
        individuals are not available to serve as technical, 
        administrative, or supervisory personnel for a project 
        then such personnel may be recruited from among other 
        individuals.
          [(B) Such project will provide employment for 
        eligible individuals in the community in which such 
        individuals reside, or in nearby communities.
          [(C) Such project will employ eligible individuals in 
        services related to publicly owned and operated 
        facilities and projects, or projects sponsored by 
        organizations, other than political parties, exempt 
        from taxation under section 501(c)(3) of the Internal 
        Revenue Code of 1954, except for projects involving the 
        construction, operation, or maintenance of any facility 
        used or to be used as a place for sectarian religious 
        instruction or worship.
          [(D) Such project will contribute to the general 
        welfare of the community in which eligible individuals 
        are employed under such project.
          [(E) Such project (i) will result in an increase in 
        employment opportunities over those opportunities which 
        would otherwise be available, (ii) will not result in 
        any displacement of currently employed workers 
        (including partial displacement, such as a reduction in 
        the hours of nonovertime work or wages or employment 
        benefits), and (iii) will not impair existing contracts 
        or result in the substitution of Federal funds for 
        other funds in connection with work that would 
        otherwise be performed.
          [(F) Such project will not employ any eligible 
        individual to perform work which is the same or 
        substantially the same as that performed by any other 
        person who is on layoff from employment with the agency 
        or organization sponsoring such project.
          [(G) Such project will utilize methods of recruitment 
        and selection (including the listing of job vacancies 
        with the State agency units designated under section 
        101(a)(2)(A) to administer vocational rehabilitation 
        services under this Act) which will assure that the 
        maximum number of eligible individuals will have an 
        opportunity to participate in the project.
          [(H) Such project will provide for (i) such training 
        as may be necessary to make the most effective use of 
        the skills and talents of individuals who are 
        participating in the project, and (ii) during the 
        period of such training, a reasonable subsistence 
        allowance for such individuals and the payment of any 
        other reasonable expenses related to such training.
          [(I) Such project will provide safe and healthy 
        working conditions for any eligible individual employed 
        under such project and will pay any such individual at 
        a rate of pay not lower than the rate of pay described 
        in paragraph (2).
          [(J) Such project will be established or administered 
        with the advice of (i) persons competent in the field 
        of service in which employment is being provided, and 
        (ii) persons who are knowledgeable with regard to the 
        needs of individuals with disabilities.
          [(K) Such project will pay any reasonable costs for 
        work-related expenses, transportation, and personal 
        assistance services incurred by eligible individuals 
        employed under such project in accordance with 
        regulations prescribed by the Secretary.
          [(L) Such project will provide appropriate placement 
        services for employees under the project to assist them 
        in locating unsubsidized employment when the Federal 
        assistance for the project terminates.
  [(2) The rate of pay referred to in subparagraph (I) of 
paragraph (1) is the highest of the following:
          [(A) the prevailing rate of pay for persons employed 
        in similar occupations by the same employer.
          [(B) The minimum wage which would be applicable to 
        the employee under the Fair Labor Standards Act of 1938 
        if such employee were not exempt from such Act under 
        section 13 thereof.
          [(C) The State or local minimum wage for the most 
        nearly comparable covered employment.
The Department of Labor shall not issue any certificate of 
exemption under section 14(c) of the Fair Labor Standards Act 
of 1938 with respect to any person employed in a project under 
this section.
  [(c)(1) The Secretary may pay not to exceed 90 percent of the 
cost of any project which is the subject of an agreement 
entered into under subsection (b). Notwithstanding the 
preceding sentence, the Secretary may pay all of the costs of 
any such project which is (A) an emergency or disaster project, 
or (B) a project located in an economically depressed area, as 
determined by the Secretary in consultation with the Secretary 
of Commerce and the Director of the Community Services 
Administration.
  [(2) The non-Federal share of any project under this part may 
be in cash or in kind. In determining the amount of the non-
Federal share, the Secretary may attribute fair market value to 
services and facilities contributed from non-Federal sources.
  [(d) Payments under this part may be made in advance or by 
way of reimbursement, and in such installments as the Secretary 
may determine.]
          * * * * * * *

   [Part D--Business Opportunities for Individuals With Disabilities.

       [business opportunities for individuals with disabilities

  [Sec. 641. (a) The Commissioner, in consultation with the 
Secretary of Labor and the Secretary of Commerce, may make 
grants to, or enter into contracts with, individuals with 
disabilities to enable them to establish or operate commercial 
or other enterprises to develop or market their products or 
services. Within ninety days after the effective date of this 
section, the Commissioner shall promulgate regulations to carry 
out this section, including regulations specifying (1) the 
maximum amount of money which may be provided under this 
section to any participant, and (2) procedures 
forcertification, by designated State units, of individuals eligible to 
participate in any program under this section.
  [(b) There are authorized to be appropriated to carry out 
this section such sums as may be necessary for each of the 1993 
through 1997 fiscal years.]
          * * * * * * *

        TITLE VIII--SPECIAL DEMONSTRATIONS AND TRAINING PROJECTS

          * * * * * * *

SEC. 802. DEMONSTRATION ACTIVITIES.

  [(a) Transportation Services Grants.--
          [(1) Grants.--The Commissioner shall make grants to 
        States and to public or nonprofit agencies and 
        organizations for the purpose of providing 
        transportation services to individuals with 
        disabilities who--
                  [(A)(i) are employed or seeking employment; 
                or
                  [(ii) are receiving vocational rehabilitation 
                services from public or private organizations; 
                and
                  [(B) reside in geographic areas in which 
                fixed route public transportation or comparable 
                paratransit service is not available.
          [(2) Use of grant.--The Commissioner may make a grant 
        under this subsection only if the applicant involved 
        agrees that transportation services under this 
        subsection will be provided on a regular and continuing 
        basis between--
                  [(A) the home of the individual; and
                  [(B) the place of employment of the 
                individual, the place where the individual is 
                seeking employment, or the place where the 
                individual is receiving vocational 
                rehabilitation services.
          [(3) Charges.--The Commissioner may make a grant 
        under paragraph (1) only if the applicant involved 
        agrees that, in providing transportation services under 
        this subsection--
                  [(A) a charge for the transportation will be 
                imposed on each employed eligible individual 
                who uses the transportation; and
                  [(B) the amount of the charge for an instance 
                of use of the transportation for the distance 
                involved will be in a fair and reasonable 
                amount that is consistent with fees for 
                comparable services in comparable geographic 
                areas.
          [(4) Report.--The Commissioner may make a grant under 
        this subsection only if the applicant involved agrees 
        to prepare and submit to the Commissioner, not later 
        than December 31 of the fiscal year following the 
        fiscal year for which the grant is made, a report 
        containing--
                  [(A) a description of the goals of the 
                program carried out with the grant;
                  [(B) a description of the activities and 
                services provided under the program;
                  [(C) a description of the number of eligible 
                individuals served under the program;
                  [(D) a description of methods used to ensure 
                that the program serves the eligible 
                individuals most in need of the transportation 
                services provided under the program; and
                  [(E) such additional information as the 
                Commissioner may require.
          [(5) Construction.--Nothing in this subsection may be 
        construed as limiting the rights or responsibilities of 
        any individual under any other provision of this Act, 
        under the Americans with Disabilities Act of 1990, or 
        under any other provision of law.
  [(b) Projects To Achieve High Quality Placements.--
          [(1) Special projects and demonstrations.--The 
        Commissioner shall make grants to public or nonprofit 
        community rehabilitation programs, designated State 
        units, and other public or nonprofit agencies and 
        organizations to pay for the cost of developing special 
        projects and demonstrations related to vocational 
        rehabilitation outcomes. Such projects and 
        demonstrations may include activities providing 
        alternatives to case closure practice and identifying 
        and implementing appropriate incentives to vocational 
        rehabilitation counselors to achieve high quality 
        placements for individuals with the most severe 
        disabilities.
          [(2) Certain requirements.--Each recipient of such a 
        grant shall--
                  [(A) identify, develop, and test exemplary 
                models that can be replicated; and
                  [(B) identify innovative methods, such as 
                weighted case closures, to evaluate the 
                performance of vocational rehabilitation 
                counselors that in no way impede the 
                accomplishment of the purposes and policy of 
                serving, among others, those individuals with 
                the most severe disabilities.
  [(c) Early Intervention Demonstration Programs.--
          [(1) Grants.--The Commissioner shall make grants to 
        public or nonprofit agencies and organizations to carry 
        out demonstration programs designed to demonstrate the 
        utility of early intervention in furnishing vocational 
        evaluation, training, and counseling services to 
        working adults recently determined to have chronic and 
        progressive diseases that may be severely disabling, 
        such as multiple sclerosis.
          [(2) Grant activities.--In carrying out a 
        demonstration program under paragraph (1), an eligible 
        entity shall conduct a program intended to demonstrate 
        the effectiveness of such early intervention in 
        improving the job retention of the working adults or in 
        facilitating the entry of the working adults to new 
        careers and employment. The demonstration program shall 
        test a number of alternative service systems, including 
        an employer assistance program, a system involving 
        early intervention by State vocational rehabilitation 
        agencies, and a private nonprofit agency joint venture 
        with an employer or State vocational rehabilitation 
        agency.
  [(d) Transition Demonstration Projects.--
          [(1) Grants.--The Commissioner may make grants to 
        public or nonprofit agencies and organizations to pay 
        part or all of the costs of special projects and 
        demonstration projects to support models for providing 
        community-based, coordinated services to facilitate the 
        transition of individuals with disabilities from 
        rehabilitation hospital or nursing home programs or 
        comparable programs, to programs providing independent 
        living services in the community, including services 
        such as personal assistance services, health 
        maintenance services, counseling, and social and 
        vocational services.
          [(2) Application.--To be eligible to receive a grant 
        under this subsection, an agency or organization shall 
        submit an application to the Commissioner at such time, 
        in such manner, and containing such information as the 
        Commissioner may require.
          [(3) Evaluation.--An agency or organization that 
        receives a grant under this subsection shall evaluate 
        the effectiveness of such models and prepare and submit 
        to the Commissioner a report containing the evaluation.
  [(e) Barriers to Successful Rehabilitation Outcomes for 
Minorities.--The Commissioner may award grants to public or 
nonprofit agencies and organizations--
          [(1) to conduct a study to examine the factors that 
        have created barriers to successful rehabilitation 
        outcomes for individuals with disabilities from 
        minority backgrounds, and develop and evaluate policy, 
        research, and training strategies for overcoming the 
        barriers;
          [(2) to conduct a study to examine the factors that 
        have created significant underrepresentation of 
        individuals from minority backgrounds in the 
        rehabilitation professions, including such 
        underrepresentation among researchers, and develop and 
        evaluate policy, research, and training strategies for 
        overcoming the underrepresentation; and
          [(3) to conduct a study to examine the factors that 
        have created barriers to successful rehabilitation 
        outcomes for individuals with neurological or other 
        related disorders, and examine how the hidden or 
        episodic nature of the disability affects eligibility 
        and the provision of services.
  [(f) Studies, Special Projects, and Demonstration Projects To 
Study Management and Service Delivery.--
          [(1) Grants.--The Commissioner may make grants to 
        public or nonprofit agencies and organizations to pay 
        part or all of the costs of conducting studies, special 
        projects, or demonstration projects relating to the 
        management and service delivery systems of the 
        vocational rehabilitation programs authorized under 
        this Act.
          [(2) Application.--To be eligible to receive a grant 
        under this subsection, an agency or organization shall 
        submit an application to the Commissioner at such time, 
        in such manner, and containing such information as the 
        Commissioner may require.]
          * * * * * * *
  [(h) National Commission on Rehabilitation Services.--
          [(1) Establishment.--
                  [(A) In general.--Subject to the availability 
                of appropriations, there is hereby established 
                a National Commission on Rehabilitation 
                Services (referred to in this section as the 
                ``National Commission'') for the purpose of 
                studying the nature, quality, and adequacy of 
                vocational rehabilitation, independent living, 
                supported employment, research, training, and 
                other programs authorized under this Act, and 
                submitting to the President and to Congress 
                recommendations that will further the 
                successful employment outcomes, independence, 
                and integration of individuals with 
                disabilities into the workplace and community.
                  [(B) Composition.--
                          [(i) Qualifications.--The National 
                        Commission shall consist of 15 members 
                        who are recognized by knowledge, 
                        experience, and education as experts in 
                        the field of rehabilitation. At least a 
                        majority of the members of the National 
                        Commission shall be individuals with 
                        disabilities representing a cross-
                        section of individuals with different 
                        types of disabilities.
                          [(ii) Appointment.--Members of the 
                        National Commission shall be appointed 
                        as follows:
                                  [(I) Presidential 
                                appointees.--Five members shall 
                                be appointed by the President, 
                                or, if the President delegates 
                                the authority to make the 
                                appointment, by the Secretary 
                                of Education.
                                  [(II) Senate appointees.--
                                Five members shall be appointed 
                                by the president pro tempore of 
                                the Senate, with the advice and 
                                approval of the Majority Leader 
                                and Minority Leader of the 
                                Senate.
                                  [(III) House of 
                                representatives appoint- ees.--
                                Five members shall be appointed 
                                by the Speaker of the House of 
                                Representatives with the  
                                advice  and  approval  of  the  
                                Majority Leader and Minority 
                                Leader of the House of 
                                Representatives.
                  [(C) Term.--Members shall be appointed for 
                the life of the National Commission.
                  [(D) Vacancies.--Any vacancy in the National 
                Commission shall not affect its powers, but 
                shall be filled in the same manner as the 
                original appointment.
                  [(E) Chairperson.--The National Commission 
                shall select a Chairperson from among its 
                members.
                  [(F) Meetings.--The National Commission shall 
                meet at the call of the Chairperson, but not 
                less often than four times each year.
                  [(G) Quorum.--Ten members of the National 
                Commission shall constitute a quorum.
                  [(H) Committees.--The Chairperson, upon 
                approval by the National Commission, may 
                establish such committees as the Chairperson 
                determines to be necessary to fulfill the 
                duties of the National Commission.
          [(2) Duties.--
                  [(A) Studies and analyses.--The National 
                Commission shall conduct studies and analyses 
                with respect to--
                          [(i) the effectiveness of vocational 
                        rehabilitation and independent living 
                        services in enhancing the employment 
                        outcomes of individuals with 
                        disabilities;
                          [(ii) the adequacy of research and 
                        training activities in fostering 
                        innovative approaches that further the 
                        employment of individuals with 
                        disabilities;
                          [(iii) the capacity of supported 
                        employment and independent living 
                        services in promoting the integration 
                        of individuals with disabilities into 
                        the workplace and community;
                          [(iv) methods for enhancing access to 
                        services authorized under this Act by 
                        minorities who are individuals with 
                        disabilities and individuals with 
                        disabilities who are members of 
                        populations that have traditionally 
                        been unserved or underserved by 
                        programs under this Act that provide 
                        such vocational rehabilitation services 
                        and independent living services;
                          [(v) means for enhancing interagency 
                        coordination among Federal and State 
                        agencies to promote the maximization of 
                        employment-related programs, services, 
                        and benefits on behalf of individuals 
                        with disabilities; and
                          [(vi) such other issues as the 
                        National Commission may identify as 
                        relevant to promoting the employment, 
                        independence, and integration of 
                        individuals with disabilities.
                  [(B) Policy analyses.--The National 
                Commission shall conduct policy analyses to--
                          [(i) develop options for improving 
                        fiscal equity in the allotment of 
                        grants under section 110;
                          [(ii) provide guidance on 
                        implementing the order of selection 
                        described in section 101(a)(5)(A); and
                          [(iii) address the shortage of 
                        rehabilitation professionals.
                  [(C) Reports.--
                          [(i) Interim report.--Not later than 
                        January 30, 1995, the National 
                        Commission shall prepare and issue a 
                        comprehensive interim report to the 
                        President, the Committee on Education 
                        and Labor of the House of 
                        Representatives, and the Committee on 
                        Labor and Human Resources of the 
                        Senate, containing the results of the 
                        studies and analyses described in 
                        subparagraphs (A) and (B) and specific 
                        recommendations for amendments to this 
                        Act needed to promote the provision of 
                        comprehensive vocational rehabilitation 
                        and independent living services on 
                        behalf of individuals with 
                        disabilities.
                          [(ii) Final report.--Not later than 
                        January 30, 1997, the National 
                        Commission shall prepare and issue a 
                        comprehensive final report to the 
                        President, the Committee on Education 
                        and Labor of the House of 
                        Representatives, and the Committee on 
                        Labor and Human Resources of the 
                        Senate, containing the results and 
                        recommendations described in clause 
                        (i).
          [(3) Powers.--
                  [(A) Hearings.--The National Commission may 
                hold such hearings, sit and act at such times 
                and places, take such testimony, and receive 
                such evidence as the National Commission 
                determines to be necessary to carry out its 
                functions.
                  [(B) Information.--
                          [(i) Federal entities.--The National 
                        Commission may secure directly from any 
                        Federal department or agency such 
                        information (including statistics) as 
                        the National Commission considers 
                        necessary to carry out the functions of 
                        the National Commission. Upon request 
                        of the Chairperson of the National 
                        Commission, the head of such department 
                        or agency shall furnish such 
                        information to the National Commission.
                          [(ii) Other entities.--The National 
                        Commission may secure, directly or by 
                        contract or other means, such 
                        additional information as the National 
                        Commission determines to be necessary 
                        from universities, research 
                        institutions, foundations, State and 
                        local agencies, and other public or 
                        private agencies.
                  [(C) Consultation.--The National Commission 
                is authorized to consult with--
                          [(i) any organization representing 
                        individuals with disabilities;
                          [(ii) public or private service 
                        providers;
                          [(iii) Federal, State, and local 
                        agencies;
                          [(iv) individual experts;
                          [(v) institutions of higher education 
                        involved in the preparation of 
                        vocational rehabilitation services 
                        personnel; and
                          [(vi) such other entities and persons 
                        as will aid the National Commission in 
                        carrying out its duties.
          [(4) Compensation and travel expenses.--
                  [(A) Compensation.--Each member of the 
                National Commission who is not an officer or 
                full-time employee of the Federal Government 
                shall receive a payment of $150 for each day 
                (including travel time) during which the member 
                is engaged in the performance of duties for the 
                National Commission. Members of the National 
                Commission who are officers or full-time 
                employees of the United States shall serve 
                without compensation in addition to 
                compensation received for their services as 
                officers or employees of the United States.
                  [(B) Travel expenses.--Each member of the 
                National Commission may receive travel 
                expenses, including per diem in lieu of 
                subsistence, as authorized by section 5703 of 
                title 5, United States Code, for employees 
                serving intermittently in the Government 
                service, for each day the member is engaged in 
                the performance of duties away from the home or 
                regular place of business of the member.
          [(5) Staff.--
                  [(A) Appointment.--
                          [(i) Staff director.--The Chairperson 
                        of the National Commission may, without 
                        regard to provisions of title 5, United 
                        States Code, governing appointments in 
                        the competitive service, appoint and 
                        terminate a staff director of the 
                        National Commission. The employment of 
                        the staff director shall be subject to 
                        confirmation by the National 
                        Commission. The staff director shall be 
                        appointed from among individuals who 
                        are experienced in the planning, 
                        administration, or operation of 
                        vocational rehabilitation and 
                        independent living services or 
                        programs.
                          [(ii) Additional personnel.--The 
                        staff director of the National 
                        Commission may, without regard to 
                        provisions of title 5, United States 
                        Code, governing appointments in the 
                        competitive service, appoint and 
                        terminate such additional personnel as 
                        may be necessary, but not more than ten 
                        full-time equivalent positions, to 
                        enable the National Commission to carry 
                        out its duties.
                  [(B) Compensation.--The Chairperson of the 
                National Commission may fix the compensation of 
                the staff director, and the staff director may 
                fix the compensation of the additional 
                personnel, without regard to the provisions of 
                chapter 51 and subchapter III of chapter 53 of 
                title 5, United States Code, relating to 
                classification and General Schedule pay rates, 
                except that the rate of pay for the staff 
                director and other personnel may not exceed the 
                rate of pay for level 4 of the Senior Executive 
                Service Schedule under section 5382 of title 5, 
                United States Code.
          [(6) Cooperation.--The heads of all Federal agencies 
        are, to the extent not prohibited by law, directed to 
        cooperate with the National Commission in carrying out 
        its duties. The National Commission may utilize the 
        services, personnel, information, and facilities of 
        other Federal, State, local, and private agencies with 
        or without reimbursement, upon the consent of the heads 
        of such agencies.
          [(7) Detail of government employees.--Any Federal 
        Government employee may be detailed to the National 
        Commission without reimbursement, and such detail shall 
        be without interruption or loss of civil service status 
        or privilege.
          [(8) Termination.--The National Commission shall 
        terminate not later than 90 days following the 
        submission of the final report as described in 
        paragraph (2)(C)(ii).
  [(i) Model Personal Assistance Services Systems.--The 
Commissioner may award grants to public or nonprofit agencies 
and organizations to establish model personal assistance 
services systems and other innovative service programs to 
maximize the full inclusion and integration into society, 
employment, independent living, and economic and social self-
sufficiency of individuals with disabilities.
  [(j) Demonstration Projects To Upgrade Worker Skills.--
          [(1) Grants.--Consistent with the purposes of section 
        621, the Commissioner may make grants to partnerships 
        or consortia that include private business concerns or 
        industries to pay for the Federal share of developing 
        and carrying out model demonstration projects for 
        workers with disabilities who need new or upgraded 
        skills to adapt to emerging technologies, work methods, 
        and markets and to ensure that such individuals possess 
        the knowledge and skills necessary to compete in the 
        workplace.
          [(2) Period.--Grants made under this subsection shall 
        be for 3-year periods.
          [(3) Application.--Any partnership or consortia 
        desiring to receive a grant under this subsection shall 
        submit an application to the Commissioner at such time, 
        in such manner, and containing such information and 
        assurances as the Commissioner may require, including--
                  [(A) information identifying at least one 
                member of the partnership or consortium that is 
                a private business concern or industry; and
                  [(B) assurances that--
                          [(i) each member of the eligible 
                        partnership or consortium will pay a 
                        portion of the non-Federal share of the 
                        cost of developing and carrying out the 
                        project;
                          [(ii) the partnership or consortium 
                        will carry out all of the activities 
                        described in subparagraphs (A) through 
                        (E) of section 621(a)(2);
                          [(iii) the partnership or consortium 
                        will disseminate information on the 
                        model program conducted;
                          [(iv) the partnership or consortium 
                        will utilize, if available, job skill 
                        standards established jointly by 
                        management and labor to assist in 
                        evaluating the job skills of an 
                        individual and assessing the skills 
                        that are needed for the individual to 
                        compete in the workplace;
                          [(v) the partnership or consortium 
                        will prepare and submit an evaluation 
                        report containing data specified by the 
                        Commissioner at the end of each project 
                        year; and
                          [(vi) the partnership or consortium 
                        will take such steps as are necessary 
                        to continue the activities of the 
                        project after the period for which 
                        Federal assistance is sought.
          [(4) Definition.--For the purposes of this 
        subsection, the term ``workers with disabilities'' 
        shall mean individuals with disabilities who are 
        working in competitive employment and who need new or 
        upgraded skills to improve their employment and career 
        advancement opportunities.
  [(k) Model Systems Regarding Severe Disabilities.--The 
Commissioner may award grants to public or nonprofit agencies 
and organizations to establish model systems of comprehensive 
service delivery to individuals with severe disabilities, other 
than spinal cord injuries, requiring a multidisciplinary system 
of providing vocational and other rehabilitation services, 
where the Commissioner determines that the development of such 
systems is needed.]

[SEC. 803. TRAINING ACTIVITIES.

  [(a) Distance Learning Through Telecommunications.--
          [(1) Grants.--The Commissioner shall award at least 
        three grants to eligible institutions of higher 
        education, to support the formation of regional 
        partnerships with other public or private entities for 
        the purpose of developing and implementing in-service 
        training programs, including certificate or degree 
        granting programs concerning vocational rehabilitation 
        services and related services, for vocational 
        rehabilitation professionals through the use of 
        telecommunications.
          [(2) Applications.--Any eligible entity that desires 
        to receive a grant under this subsection shall submit 
        an application at such time, in such manner, and 
        containing such information and assurances as the 
        Commissioner may require, including--
                  [(A) a detailed explanation of how the 
                applicant will utilize interactive audio, 
                video, and computer technologies between 
                distant locations to provide in-service 
                training programs to the region;
                  [(B) a description of how the applicant 
                intends to utilize and build upon existing 
                telecommunications networks within the region 
                to be served;
                  [(C) a copy of all agreements governing the 
                division of functions within the partnership, 
                including an assurance that all States within 
                the region will be served;
                  [(D) a copy of a binding commitment entered 
                into between the partnership and each entity 
                that is legally permitted to provide, and from 
                which the partnership is to obtain, the 
                telecommunications services and facilities 
                required for the project, that stipulates that 
                if the partnership receives the grant the 
                entity will provide such telecommunications 
                services and facilities in the area to be 
                served within a reasonable time and at a charge 
                that is in accordance with State law;
                  [(E) a description of the curriculum to be 
                provided, frequency of providing service, and 
                sites of service;
                  [(F) a description of the need to purchase or 
                lease--
                          [(i) computer hardware and software;
                          [(ii) audio and video equipment;
                          [(iii) telecommunications terminal 
                        equipment; or
                          [(iv) interactive video equipment;
                  [(G) an assurance that the partnership will 
                use not less than 75 percent of the amount of 
                the grant for instructional curriculum 
                development and programming; and
                  [(H) a description of the means by which the 
                project will be evaluated.
          [(3) Award of grants.--In awarding grants under 
        paragraph (1), the Commissioner shall take into 
        consideration the sparsity of State populations in the 
        region to be served.
          [(4) Definitions.--For the purposes of this 
        subsection:
                  [(A) Eligible entity.--The term ``eligible 
                entity'' means any institution of higher 
                education with demonstrated experience in the 
                area of continuing education for vocational 
                rehabilitation personnel.
                  [(B) Interactive video equipment.--The term 
                ``interactive video equipment'' means equipment 
                used to produce and prepare video and audio 
                signals for transmission between distant 
                locations so that individuals at such locations 
                can see and hear each other, and related 
                equipment.
                  [(C) Region.--The  term  ``region''  means  
                one  of  the ten regions served by the 
                Rehabilitation Services Administration.
                  [(D) Rehabilitation professionals.--The term 
                ``rehabilitation professionals'' means 
                personnel described in section 301(a)(1).]
          * * * * * * *
  [(d) Training Regarding Impartial Hearing Officers.--The 
Commissioner may award grants to public or nonprofit agencies 
and organizations to provide training designed to provide 
impartial hearing officers with the skills necessary to fairly 
decide appeals under this Act.
  [(e) Recruitment and Retention of Urban Personnel.--The 
Commissioner may award grants to public or nonprofit agencies 
and organizations to develop and demonstrate innovative methods 
to attract and retain professionals to serve in urban areas in 
the rehabilitation of individuals with disabilities, including 
individuals with severe disabilities.]
          * * * * * * *
                              ----------                              


            THE STEWART B. MCKINNEY HOMELESS ASSISTANCE ACT

          * * * * * * *

    TITLE VII--EDUCATION, TRAINING, AND COMMUNITY SERVICES PROGRAMS

             [Subtitle A--Adult Education for the Homeless

[SEC. 701. STATE LITERACY INITIATIVES.

  [(a) General Authority.--
          [(1) Grants.--The Secretary of Education is 
        authorized to make grants to State educational agencies 
        to enable each such agency to implement, either 
        directly or through contracts and grants, a program of 
        literacy training and academic remediation for adult 
        homeless individuals within the State, which program 
        shall--
                  [(A) include outreach activities; and
                  [(B) be coordinated with other agencies or 
                organizations, such as community-based 
                organizations, nonprofit literacy-action 
                organizations, and recipients of funds under 
                the Adult Education Act, title II of the Job 
                Training Partnership Act, the Youth Fair Chance 
                program under part H of title IV of the Job 
                Training Partnership Act, the Volunteers in 
                Service to America program under part A of 
                title I of the Domestic Volunteer Service Act 
                of 1973, part C ofthis title, or the Job 
Opportunity and Basic Skills program under part F of title IV of the 
Social Security Act.
          [(2) Estimates and amounts.--The Secretary of 
        Education, in awarding grants under this section, shall 
        give special consideration to the estimates submitted 
        in the application submitted under subsection (b) and 
        make such awards in whatever amounts such Secretary 
        determines will best serve the purposes of this 
        section.
  [(b) Application.--Each State educational agency desiring to 
receive a grant under this section shall submit to the 
Secretary of Education an application at such time, in such 
manner, and containing such information as the Secretary may 
reasonably require. Each such application shall include an 
estimate of the number of homeless individuals in the State and 
the number of such individuals expected to be served.
  [(c) Authorization of Appropriations.--For the purpose of 
carrying out the adult literacy training and academic 
remediation programs authorized by this section, there are 
authorized to be appropriated such sums as may be necessary for 
each of the fiscal years 1995 through 1999.
  [(d) Definition.--As used in this section, the term ``State'' 
means each of the 50 States, the District of Columbia, the 
Commonwealth of Puerto Rico, the Virgin Islands, Guam, American 
Samoa, the Commonwealth of the Northern Mariana Islands, and 
Palau (until the effective date of the Compact of Free 
Association with the Government of Palau).]
          * * * * * * *

TECHNOLOGY-RELATED ASSISTANCE FOR INDIVIDUALS WITH DISABILITIES ACT OF 
                                  1988

          * * * * * * *

              TITLE II--PROGRAMS OF NATIONAL SIGNIFICANCE

          * * * * * * *

            [Subtitle B--Training and Demonstration Projects

[SEC. 211. TRAINING.

  [(a) Technology Training.--
          [(1) General authority.--The Secretary shall make 
        grants to, or enter into contracts or cooperative 
        agreements with, appropriate public or private agencies 
        and organizations, including institutions of higher 
        education and community-based organizations, for the 
        purposes of--
                  [(A) conducting training sessions;
                  [(B) developing, demonstrating, 
                disseminating, and evaluating curricula, 
                materials, and methods used to train 
                individuals regarding the provision of 
                technology-related assistance, to enhance 
                opportunities for independence, productivity, 
                and inclusion of individuals with disabilities; 
                and
                  [(C) providing training to develop awareness, 
                skills, and competencies of service providers, 
                consumers, and volunteers, who are located in 
                rural areas, to increase the availability of 
                technology-related assistance in community-
                based settings for rural residents who are 
                individuals with disabilities.
          [(2) Eligible activities.--Activities conducted under 
        grants, contracts, or cooperative agreements described 
        in paragraph (1) may address the training needs of 
        individuals with disabilities and their family members, 
        guardians, advocates, and authorized representatives, 
        individuals who work for public agencies, or for 
        private entities (including insurers), that have 
        contact with individuals with disabilities, educators 
        and related services personnel, technology experts 
        (including engineers), employers, and other appropriate 
        individuals.
          [(3) Uses of funds.--An agency or organization that 
        receives a grant or enters into a contract or 
        cooperative agreement under paragraph (1) may use 
        amounts made available through the grant, contract, or 
        agreement to--
                  [(A) pay for a portion of the cost of courses 
                of training or study related to technology-
                related assistance; and
                  [(B) establish and maintain scholarships 
                related to such courses of training or study, 
                with such stipends and allowances as the 
                Secretary may determine to be appropriate.
          [(4) Application.--
                  [(A) In general.--To be eligible to receive a 
                grant or enter into a contract or cooperative 
                agreement under paragraph (1), an agency or 
                organization shall submit an application to the 
                Secretary at such time, in such manner, and 
                containing such information as the Secretary 
                may require.
                  [(B) Strategies.--At a minimum, any such 
                application shall include a detailed 
                description of the strategies that the agency 
                or organization will use to recruit and train 
                persons to provide technology-related 
                assistance, in order to--
                          [(i) increase the extent to which 
                        such persons reflect the diverse 
                        populations of the United States; and
                          [(ii) increase the number of 
                        individuals with disabilities, and 
                        individuals who are members of minority 
                        groups, who are available to provide 
                        such assistance.
          [(5) Priorities.--
                  [(A) In general.--Beginning in fiscal year 
                1994, the Secretary shall--
                          [(i) establish priorities for 
                        activities carried out with assistance 
                        under this subsection;
                          [(ii) publish such priorities in the 
                        Federal Register for the purpose of 
                        receiving public comment; and
                          [(iii) publish such priorities in the 
                        Federal Register in final form not 
                        later than the date on which the 
                        Secretary publishes announcements for 
                        assistance provided under this 
                        subsection.
                  [(B) Explanation of determination of 
                priorities.--Concurrent with the publications 
                required by subparagraph (A), the Secretary 
                shall publish in the Federal Register an 
                explanation of the manner in which the 
                priorities were determined.
  [(b) Technology Careers.--
          [(1) In general.--
                  [(A) Grants.--The Secretary shall make grants 
                to assist public or private agencies and 
                organizations, including institutions of higher 
                education, to prepare students and faculty 
                working in specific fields for careers relating 
                to the provision of assistive technology 
                devices and assistive technology services.
                  [(B) Fields.--The specific fields described 
                in subparagraph (A) may include--
                          [(i) engineering;
                          [(ii) industrial technology;
                          [(iii) computer science;
                          [(iv) communication disorders;
                          [(v) special education and related 
                        services;
                          [(vi) rehabilitation; and
                          [(vii) social work.
          [(2) Priority.--In awarding grants under paragraph 
        (1), the Secretary shall give priority to the 
        interdisciplinary preparation of personnel who provide 
        or who will provide technical assistance, who 
        administer programs, or who prepare other personnel, in 
        order to--
                  [(A) support the development and 
                implementation of consumer-responsive 
                comprehensive statewide programs of technology-
                related assistance to individuals with 
                disabilities; and
                  [(B) enhance the skills and competencies of 
                individuals involved in the provision of 
                technology-related assistance, including 
                assistive technology devices and assistive 
                technology services, to individuals with 
                disabilities.
          [(3) Uses of funds.--An agency or organization that 
        receives a grant under paragraph (1) may use amounts 
        made available through the grant to--
                  [(A) pay for a portion of the cost of courses 
                of training or study related to technology-
                related assistance; and
                  [(B) establish and maintain scholarships 
                related to such courses of training or study, 
                with such stipends and allowances as the 
                Secretary may determine to be appropriate.
          [(4) Application.--
                  [(A) In general.--To be eligible to receive a 
                grant under this section, an agency or 
                organization shall submit an application to the 
                Secretary at such time, in such manner, and 
                containing such information as the Secretary 
                may require.
                  [(B) Strategies.--At a minimum, any such 
                application shall include a detailed 
                description of the strategies that the agency 
                or organization will use to recruit and train 
                persons to provide technology-related 
                assistance, in order to--
                          [(i) increase the extent to which 
                        such persons reflect the diverse 
                        populations of the United States; and
                          [(ii) increase the number of 
                        individuals with disabilities, and 
                        individuals who are members of minority 
                        groups, who are available to provide 
                        such assistance.
  [(c) Grants to Historically Black Colleges.--In exercising 
the authority granted in subsections (a) and (b), the Secretary 
shall reserve an adequate amount for grants to historically 
black colleges and universities and other institutions of 
higher education whose minority student enrollment is at least 
50 percent.

[SEC. 212. TECHNOLOGY TRANSFER.

  [The Secretary shall enter into an agreement with an 
organization whose primary function is to promote technology 
transfer from, and cooperation among, Federal laboratories (as 
defined in section 4(6) of the Stevenson-Wydler Technology 
Innovation Act of 1980 (15 U.S.C. 3703(6))), under which funds 
shall be provided to promote technology transfer that will spur 
the development of assistive technology devices.

[SEC. 213. DEVICE AND EQUIPMENT REDISTRIBUTION INFORMATION SYSTEMS AND 
                    RECYCLING CENTERS.

  [(a) In General.--The Secretary shall make grants to, or 
enter into contracts or cooperative agreements with, public 
agencies, private entities, or institutions of higher education 
for the purpose of developing and establishing recycling 
projects.
  [(b) Project Activities.--Such recycling projects may 
include--
          [(1) a system for accepting, on an unconditional gift 
        basis, assistive technology devices, including a 
        process for valuing the devices and evaluating their 
        use and potential;
          [(2) a system for storing and caring for such 
        devices;
          [(3) an information system (including computer 
        databases) by which local educational agencies, 
        rehabilitation entities, local community-based 
        organizations, independent living centers, and other 
        entities, would be informed, on a periodic and timely 
        basis, about the availability and nature of the devices 
        currently held; and
          [(4) a system that makes such devices available to 
        consumers and the entities listed in paragraph (3), and 
        provides for tracking each device throughout the useful 
        life of the device.
  [(c) Multiple Providers.--
          [(1) In general.--With respect to activities funded 
        under this section, an agency, entity, or institution 
        may utilize a single service provider or may establish 
        a system of service providers.
          [(2) Assurances.--If an agency, entity, or 
        institution uses multiple providers, the agency, 
        entity, or institution shall assure that--
                  [(A) all consumers within a State will 
                receive equal access to services, regardless of 
                the geographic location or socioeconomic status 
                of the consumers; and
                  [(B) all activities of the providers will be 
                coordinated and monitored by the agency, 
                entity, or institution.
  [(d) Other Laws.--Nothing in this section shall affect the 
provision of services or devices pursuant to title I of the 
Rehabilitation Act of 1973 (29 U.S.C. 720 et seq.) or part B of 
the Individuals with Disabilities Education Act (20 U.S.C. 1411 
et seq.).
  [(e) Existing Programs.--Public agencies, private entities, 
or institutions of higher education that have established 
recycling programs prior to receiving assistance under this 
section may use funds made available under this section to 
extend and strengthen such programs through grants, contracts, 
or agreements under this section.

[SEC. 214. BUSINESS OPPORTUNITIES FOR INDIVIDUALS WITH DISABILITIES.

  [The Secretary may make grants to individuals with 
disabilities to enable the individuals to establish or operate 
commercial or other enterprises that develop or market 
assistive technology devices or assistive technology services.

[SEC. 215. PRODUCTS OF UNIVERSAL DESIGN.

  [The Secretary may make grants to commercial or other 
enterprises and institutions of higher education for the 
research and development of products of universal design. In 
awarding such grants, the Secretary shall give preference to 
enterprises that are owned or operated by individuals with 
disabilities.

[SEC. 216. GOVERNING STANDARDS FOR ACTIVITIES.

  [Persons and entities that carry out activities pursuant to 
this subtitle shall--
          [(1) be held to the same consumer-responsive 
        standards as the persons and entities carrying out 
        programs under title I;
          [(2) make available to individuals with disabilities 
        and their family members, guardians, advocates, and 
        authorized representatives information concerning 
        technology-related assistance in a form that will allow 
        such individuals with disabilities to effectively use 
        such information;
          [(3) in preparing such information for dissemination, 
        consider the media-related needs of individuals with 
        disabilities who have sensory and cognitive limitations 
        and consider the use of auditory materials, including 
        audio cassettes, visual materials, including video 
        cassettes and video discs, and braille materials; and
          [(4) coordinate their efforts with the consumer-
        responsive comprehensive statewide program of 
        technology-related assistance for individuals with 
        disabilities in any State in which the activities are 
        carried out.]
          * * * * * * *
                              ----------                              


                     NATIONAL LITERACY ACT OF 1991

                   TITLE III--INVESTMENT IN LITERACY

          * * * * * * *

[SEC. 304. FAMILY LITERACY PUBLIC BROADCASTING PROGRAM.

  [(a) Program Authorized.--(1) The Secretary is authorized, 
subject to the availability of appropriations, to enter into a 
contract with the Corporation for Public Broadcasting to 
arrange for the production and dissemination of family literacy 
programming and accompanying materials which would assist 
parents in improving family literacy skills and language 
development. In producing and developing such programming, the 
Corporation for Public Broadcasting shall work in cooperation 
with local public broadcasting stations to avoid duplication of 
efforts.
  [(2) After the program described in paragraph (1) is 
produced, the Corporation for Public Broadcasting shall arrange 
to have audio and video instructional media materials for 
distribution at sites chosen from among--
          [(A) State and local libraries operating literacy 
        programs, and
          [(B) nonprofit entities serving hard-to-serve 
        populations as defined in section 304(b)(2), including 
        community-based organizations, volunteer organizations 
        and other nongovernmental entities.
  [(3) The audio and video instructional media materials 
described in paragraph (2) shall be used at sites described in 
paragraph (2), and on a loan basis, distributed to families.
  [(4) One year after distribution of the audio and video 
instructional media materials, the Corporation for Public 
Broadcasting shall report to the Congress on the distribution 
and use of the audio and video instructional media materials 
produced pursuant to this subsection and such audio and video 
instructional media materials' contribution in promoting 
literacy.
  [(b) Authorization of Appropriations.--There are authorized 
to be appropriated $2,000,000 for fiscal year 1992 to carry out 
the provisions of subsection (i), of which $100,000 shall be 
reserved for reproducing and distributing programming or audio 
and video instructional media materials.]

                             MINORITY VIEWS

    We commend President Clinton for his leadership on 
children's literacy and his recognition of the need to involve 
community-based organizations and volunteers in the goal of 
increased literacy for children. The President's ``America 
Reads'' legislation calls for the expansion of community 
partnerships among schools, libraries, community organizations, 
and businesses to supplement classroom instruction in reading. 
The bill provides additional literacy assistance to children 
after school, on weekends, and during the summer with the goal 
of ensuring that all children can read independently by the end 
of the third grade.
    On May 1, 1997, the President's bill was introduced by 
Representatives Clay, Martinez, Miller, and thirty-seven other 
House Democrats. Shortly after the introduction of the America 
Reads legislation, the President and Congressional Leaders 
including in the budget agreement funding of $260 million for a 
literacy initiative consistent with the ``goals and concepts'' 
of the President's America Reads initiative.
    By combining America Reads with the Majority's initiatives, 
we have produced a bill that will positively impact the efforts 
of our country's educators to teach children to read. This 
legislation, through both efforts to improve professional 
development of teachers in reading and the utilization of 
community-based organizations in mobilizing volunteer tutors, 
will ensure that children read independently by the end of the 
third grade.
    Before we can offer unqualified support for this bill, 
however, our concerns regarding Tutorial Assistance Grants (TAG 
grants) must be resolved. Under the bill, state literacy 
partnerships would be required to distribute funds to local 
education agencies (LEAs) that have schools in empowerment 
zones or enterprise communities. In the event that a State has 
no areas with such designation, state literacy partnerships 
would distribute funds to LEAs which have at least one school 
designated for ``school improvement.'' LEAs that receive these 
grants would be required to create a list of tutorial 
assistance providers from which parents could then select.
    We are concerned that this provision lacks accountability 
for both academic results and the expenditure of Federal 
dollars. The money that would flow to school districts under 
this proposal would cause a great of political pressure to put 
an unqualified provider on the list, regardless of provisions 
of the bill that require experience in providing tutorial 
assistance based on reliable, replicable research. This dynamic 
would clearly lead to a large and completely arbitrary list of 
providers being developed--further complicating the process 
parents would have to maneuver to ensure that their children 
get the help they need.
    In addition, we are concerned that these TAG grants are 
largely unconnected with the activities and purposes of the 
rest of the bill. Under the larger local reading improvement 
subgrant, funds would be provided to LEAs, which in turn would 
use funding primarily to provide professional development, 
family literacy programs, assistance to children not ready to 
transition to the 1st grade, and additional support for 
students during non-instructional time (before and after 
school, on weekends, and during the summer). All of these 
activities closely connect the learning experiences of children 
with the school and the instructional methods used in the 
school. By contrast, the TAG grants would utilize non-school 
providers that may employ reading strategies inconsistent with 
the school.
    We note that an analysis prepared by the Department of 
Education shows the provision of tutorial assistance under the 
bill to be nearly four times the cost of similar assistance 
under the larger local reading improvement subgrant. The 
Department estimated that it would cost $2,150 per child to 
provide tutoring to children under the tutorial assistance 
grant structure, but only $593 per child under the larger local 
reading improvement subgrant. We cannot support such an 
expensive, uncoordinated approach to reading assistance.
    Because of these concerns, Representative Martinez offered 
an amendment at the markup to strike the tutorial assistance 
grant provision from the bill. In the interests of recognizing 
the policy goals of the Majority, Representative Martinez 
proposed that Democrats and Republicans reach a mutually 
agreeable resolution to their differences on this issue prior 
to floor consideration of the bill. At the markup, the 
following comments represented the agreement between Mr. 
Martinez and Chairman Goodling:

          Mr. Martinez. Before we go to the next amendment * * 
        * Am I to understand that we will come to some kind of 
        mutual agreement [on TAG grants] before we come to the 
        floor with this?
          Chairman Goodling. Right, you are to understand that.

    In addition to the Martinez amendment, the Committee 
adopted an amendment offered by Representative Payne. This 
amendment replaced the joint Peer Review/Secretarial and State 
evaluations of the programs funded by this Act with one less 
costly and more effective national evaluation. While the 
subsequent Riggs amendment restored the State evaluation 
section from the original bill, the national evaluation 
provisions of the Payne amendment remain, ensuring that the 
Secretary will have the ability to conduct unilaterally 
evaluations of programs funded under this Act.
    Despite the acceptance of this Riggs amendment, we are 
still concerned about the duplicative impact of both State and 
National evaluations and will work to resolve these 
differences.
    We also commend Representative Kildee for the two 
amendments which he offered to improve the role of libraries in 
this legislation. These amendments, which allow library 
representatives as optional participants on the State reading 
and literacy partnerships, and give priority status to 
applications which demonstrate a contractual association with 
one or more public libraries, both passed the Committee by 
voice vote.
    We are committed to ensuring that the tutorial assistance 
grant provision is reflective of both our policy objectives and 
those of the Majority. With the modification of the TAG grant 
provision, this bill will give parents, teachers, students, and 
educators a powerful new tool to enhance reading achievement.

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

                            DISSENTING VIEW

    Congress is considering creating yet another 
unconstitutional, ineffective federal education program by 
passing the Reading Excellence Act (H.R. 2614). The supporters 
of this bill claim that by passing the Reading Excellence Act, 
the federal government will ``enable every child to learn to 
read.'' Now this is certainly a noble goal, but before Congress 
creates yet another federal program, perhaps we should consider 
that over the past sixty years Congress has created a plethora 
of social programs--each one promising to bring an end to some 
social ill. These programs have not only failed to create the 
promised utopia but, in many cases, worsened the very problems 
they were created to solve.
    Nowhere is the federal government's failure to improve the 
lives of the American people through the welfare state more 
dramatically illustrated than in education. In 1963, when 
federal spending on education was less than nine hundred 
thousand dollars, the average Scholastic Achievement Test (SAT) 
score was approximately 980. Thirty years later, when federal 
education spending ballooned to 19 billion dollars, the average 
SAT scores fell to 902. Furthermore, according to the National 
Assessment of Educational Progress (NAEP) 1992 Survey, only 37% 
of America's 12th graders were actually able to read at a 12th 
grade level.
    Despite this history of failed federal programs, Congress 
is once again planning to solve a social problem through an 
increase in federal power. It is ironic that the reason we are 
considering this bill is because the budget agreement, which 
was supposed to end ``the era of big government,'' calls for 
the creation of a federal literacy program. Obviously, the 
budget deal does not end big government, but preserves and 
expands unconstitutional nanny-state-interference in areas 
where government has neither legitimacy nor competence.
    Rather than returning money and authority to the states and 
the people, commensurate with the 10th amendment, this bill, 
creates another complex bureaucratic process, laden with rules, 
regulations and state mandates. Under this bill, states 
receiving a literacy grant must establish a Reading and 
Literacy Partnership, the makeup of which is dictated by the 
federal government. The partnership must then apply for a grant 
to the Secretary of Education, explaining how they would comply 
with all of the bill's mandates. The grants are then approved 
by a Peer Review Panel, a group of ``experts'' chosen by the 
National Institute for Literacy and other federally-funded 
organizations. States receiving grants under this program would 
then have to distribute those grants to Local Education 
Agencies (LEAs), who submit a plan to the States' Reading and 
Literacy Partnership. Among the information that states would 
be required to submit is a description of how subgrants made by 
the partnership would achieve the goals of the Act, a 
description of how the partnership would evaluate subgrantees, 
and a description of how states will guarantee that a portion 
of the funds will be used to provide tutorial assistance 
grants.
    Those receiving federal literacy funds may only use them 
for federally-defined purposes. Thus, this legislation creates 
another bureaucratized program rooted in pseudo-federalism, 
whereby states have the right to spend money on federally-
defined goals and within the limitations set by Congress--
provided, of course, they jump through all the Congressionally-
constructed federal hoops.
    Recipients of federal literacy funds must base their 
programs on ``reliable, replicable research,'' defined as 
research meeting scientific standards of peer-review. While 
none question the value of research into various educational 
methodologies it is doubtful that the best way to teach reading 
can be totally determined through laboratory experiments. 
Learning to read is a complex process, involving many 
variables, not the least of which are the skills and abilities 
of the individual child. Many effective techniques may not be 
readily supported by ``reliable, replicable research.'' 
Therefore, this program may end up preventing the use of many 
effective means of reading instruction. The requirement that 
recipients of federal funds use only those reading techniques 
based on ``reliable, replicable research,'' which in practice 
means those methods approved by the federally-funded 
``experts'' on the Peer Review Panel, ensures that a limited 
number of reading methodologies will, in essence, be ``stamped 
with federal approval.''
    Furthermore, this bill mandates that schools participating 
in the federal literacy programs must make available to parents 
assurance of teacher qualifications. It is probably a good idea 
that local schools make this information available to parents, 
but it is not the role of the federal government to dictate 
local schools implement everything we in Congress think is a 
good idea. In addition, this provision seems to have been 
motivated by a desire to start Congress down the road to 
establishing a national system to certify teachers.
    Due to the unfortunate influence of the federal government, 
the teaching methodologies funded under this program will 
become the methodologies used in every classroom in the nation. 
Thus, this bill represents another step toward imposing a 
national curriculum. Supporters of this bill will respond that 
the federal government is merely encouraging the use of sound 
instructional techniques. Setting aside the question of whether 
or not techniques based on ``reliable, replicable research'' 
can really lead one to discover the best means of educating 
children, the Constitution prohibits the federal government 
from any interference in the methodologies by which children 
are educated. The Constitutional prohibition on federal 
interference in education contains no exception for techniques 
based on ``reliable, replicable, research.''
    Another indication that this bill will move America toward 
a national curriculum is that the bill creates a federal 
definition of reading, thus making compliance with federal 
standards the goal of education.
    Furthermore, the Reading Excellence Act requires each 
grantee to evaluate the success of their programs. Of course, 
the most effective way to evaluate the success of the various 
literacy projects reviewing federal funds is to administer a 
uniform test to the students participating in those programs. 
Thus, despite the overwhelming congressional rejection of 
national testing just last month, Congress is now considering 
authorizing the creation of a de facto national reading exam.
    Another reason to oppose this bill is that it increases 
federal support for so-called ``family literacy services.'' One 
of the hallmarks of totalitarianism is state-control of child 
rearing. Despite the language that participation in these 
programs is ``voluntary,'' these programs enable government-
funded social workers to subtly coerce parents to cede control 
of their child to the state.
    In conclusion, the Reading Excellence Act represents 
another unconstitutional intrusion on the rights of states, 
local communities, and parents to educate children free from 
federal interference. It also takes several large steps down 
the dangerous road toward a national curriculum. Therefore, 
Congress should reject this bill, and instead support measures 
such as educational tax credits that will empower parents to 
provide effective literacy instruction for their children.

                                                          Ron Paul.

                                
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