[House Report 105-710]
[From the U.S. Government Publishing Office]



105th Congress                                                   Report
                        HOUSE OF REPRESENTATIVES

 2d Session                                                     105-710
_______________________________________________________________________


 
                      DOLLARS TO THE CLASSROOM ACT

_______________________________________________________________________


 September 14, 1998.--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

                     Dissenting and Minority Views

                        [To accompany H.R. 3248]

      [Including cost estimate of the Congressional Budget Office]

  The Committee on Education and the Workforce, to whom was 
referred the bill (H.R. 3248) to provide dollars to the 
classroom, 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 ``Dollars to the Classroom Act''.

       TITLE I--IMPROVEMENT OF CLASSROOM SERVICES AND ACTIVITIES

SEC. 101. GRANTS TO STATES.

  The Secretary is authorized to award grants in accordance with this 
title to States for use by States and local educational agencies to 
improve classroom services and activities for students.

SEC. 102. GRANT AWARD.

  (a) Reservation of Funds.--From the amount appropriated to carry out 
this title for any fiscal year, the Secretary shall reserve--
          (1) \1/2\ of 1 percent for the outlying areas, to be 
        distributed among the outlying areas on the basis of their 
        relative need, as determined by the Secretary in accordance 
        with the purposes of this section; and
          (2) \1/2\ of 1 percent for the Secretary of the Interior for 
        programs under this title in schools operated or funded by the 
        Bureau of Indian Affairs.
  (b) State Allocations.--Funds appropriated to carry out this title 
for any fiscal year, which are not reserved under subsection (a), shall 
be allocated among the States as follows:
          (1) Hold harmless.--If the amount of funds appropriated to 
        carry out this title in any fiscal year equals or exceeds the 
        aggregate amount all States received in fiscal year 1998 
        under--
                  (A) title III of the Goals 2000: Educate America Act 
                (20 U.S.C. 5881 et seq.);
                  (B) section 1002(g)(2) of the Elementary and 
                Secondary Education Act of 1965 (20 U.S.C. 6302(g));
                  (C) section 1502 of the Elementary and Secondary 
                Education Act of 1965 (20 U.S.C. 6492);
                  (D) part B of title II of the Elementary and 
                Secondary Education Act of 1965 (20 U.S.C. 6641 et 
                seq.);
                  (E) section 3132 of the Elementary and Secondary 
                Education Act of 1965 (20 U.S.C. 6842 et seq.);
                  (F) title VI of the Elementary and Secondary 
                Education Act of 1965 (20 U.S.C. 7311 et seq.); and
                  (G) part B of title VII of the Stewart B. McKinney 
                Homeless Assistance Act (42 U.S.C. 11421 et seq.),
        as such provisions were in effect on the day preceding the date 
        of the enactment of this Act, the Secretary shall allocate to 
        each State the aggregate amount such State received for fiscal 
        year 1998 under such provisions.
          (2) Insufficient funds.--If the amount of appropriations to 
        carry out this title for any fiscal year is insufficient to pay 
        the full amounts that all States are eligible to receive under 
        paragraph (1) for such year, the Secretary shall ratably reduce 
        such amounts for such year.
          (3) Remaining funds.--If funds remain after meeting the 
        requirements of paragraph (1), such remaining funds shall be 
        allocated among the States in the following manner:
                  (A) 50 percent of such remaining funds shall be 
                allocated to States in proportion to their grants under 
                part A of title I of the Elementary and Secondary 
                Education Act of 1965 for the preceding fiscal year; 
                and
                  (B) 50 percent of such remaining funds shall be 
                allocated to States in proportion to the number of 
                children ages 5 through 17, inclusive, according to the 
                most recent available data that are satisfactory to the 
                Secretary.
  (c) Definition of State.--For purposes of this section, the term 
``State'' includes the 50 States, the District of Columbia, and the 
Commonwealth of Puerto Rico.
  (d) Definition of Outlying Area.--For purposes of this section, the 
term ``outlying area'' includes American Samoa, Guam, the United States 
Virgin Islands, and the Commonwealth of the Northern Mariana Islands.
  (e) Payments.--Funds awarded to a State under this section shall be 
paid to the individual or entity in the State that is responsible for 
the State administration of Federal education funds pursuant to State 
law.
  (f) Use of State Awards.--
          (1) In general.--From the amount made available to a State 
        under subsection (b) for a fiscal year, the State--
                  (A) shall use not more than 5 percent of the total 
                amount to support programs or activities, for children 
                ages 5 through 17, that the State determines 
                appropriate, of which the State shall distribute 20 
                percent of the 5 percent to local educational agencies 
                in the State to pay the administrative expenses of the 
                local educational agencies that are associated with the 
                activities and services assisted under this section; 
                and
                  (B) shall distribute, pursuant to section 103(a), not 
                less than 95 percent of the amount to local educational 
                agencies in the State for the fiscal year to enable the 
                local educational agencies to pay the costs of 
                activities or services provided in the classroom, for 
                children ages 5 through 17, that the local educational 
                agencies determine appropriate subject to the 
                requirements of section 103(b).
          (2) Administrative expenses.--For the purpose of paragraph 
        (1)(B), the costs of activities and services provided in the 
        classroom exclude the administrative expenses associated with 
        the activities and services.
  (g) Supplement Not Supplant.--A State or local educational agency 
shall use funds received under this title only to supplement the amount 
of funds that would, in the absence of such Federal funds, be made 
available from non-Federal sources for the education of pupils 
participating in programs assisted under this title, and not to 
supplant such funds.
  (h) Annual Reports.--
          (1) In general.--Each State receiving assistance under this 
        part shall issue a report on an annual basis, not later than 
        April 1 of each year beginning the year after the date of the 
        enactment of this Act, to the Secretary, the Committee on 
        Education and the Workforce of the House of Representatives, 
        the Committee on Labor and Human Resources of the Senate, and 
        the Committees on Appropriations of the Senate and the House of 
        Representatives that describes how funds under this title have 
        been used to improve student performance in that State.
          (2) Certification.--The report must also include a 
        certification by the State that 95 percent of funding provided 
        under this title during the preceding fiscal year has been 
        expended by local educational agencies within that State for 
        classroom activities and services pursuant to subsection 
        (f)(1)(B).
          (3) Measures of performance.--In determining student academic 
        performance within the State, the State shall use such measures 
        of student academic performance as it deems appropriate. The 
        State may disaggregate data by poverty, subject area, race, 
        gender, geographic location, or other criteria as the State 
        deems appropriate.
          (4) Availability of report.--Each State shall make the report 
        described in this subsection available to parents and members 
        of the public throughout that State.

SEC. 103. LOCAL AWARDS.

  (a) Determination of Amount of Funds.--
          (1) In general.--The individual or entity in the State that 
        is responsible for the State administration of Federal 
        education funds pursuant to State law of each State receiving 
        assistance under this title, in consultation with the Governor 
        of such State, the chief State school officer of such State, 
        representatives from the State legislature, and representatives 
        from local educational agencies within such State, shall 
        develop a formula for the allocation of funds described in 
        section 102, to local educational agencies, taking into 
        consideration--
                  (A) poverty rates within each local educational 
                agency;
                  (B) children living in sparsely populated areas;
                  (C) an equitable distribution of funds among urban, 
                rural, and suburban areas;
                  (D) children whose education imposes a higher than 
                average cost per child; and
                  (E) such other factors as considered appropriate.
          (2) Hold harmless.--No local educational agency shall receive 
        an award under this subsection for any fiscal year in an amount 
        that is less than the amount the local educational agency 
        received to carry out programs or activities for fiscal year 
        1998 for title III of the Goals 2000: Educate America Act (20 
        U.S.C. 5881 et seq.), part B of title II of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 6641 et seq.), 
        section 3132 of the Elementary and Secondary Education Act of 
        1965 (20 U.S.C. 6842 et seq.), title VI of the Elementary and 
        Secondary Education Act of 1965 (20 U.S.C. 7311 et seq.), and 
        part B of title VII of the Stewart B. McKinney Homeless 
        Assistance Act (42 U.S.C. 11421 et seq.) as in effect on the 
        day preceding the date of the enactment of this Act plus 
        amounts the local educational agency is eligible to receive 
        during fiscal years 1999 through 2003 pursuant to all multiyear 
        awards made prior to the date of enactment of this Act under 
        any program that is repealed by section 107 that is not listed 
        in this sentence.
          (3) Insufficient funds.--If the amount allocated to a State 
        to carry out this title for any fiscal year is insufficient to 
        pay the full amounts that all local educational agencies in 
        such State are eligible to receive under paragraph (2) for such 
        year, the State shall ratably reduce such amounts for such 
        year.
  (b) Local Uses of Funds.--Funds made available under this section to 
a local educational agency shall be used for the following classroom 
services and activities:
          (1) Programs for the acquisition and use of instructional and 
        educational materials, including library services and materials 
        (including media materials), assessments, reference materials, 
        and other curricular materials which are tied to high academic 
        standards and which will be used to improve student achievement 
        and which are part of an overall education reform program.
          (2) Professional development for instructional staff.
          (3) Programs to improve the higher order thinking skills of 
        disadvantaged elementary and secondary school students and to 
        prevent students from dropping out of school.
          (4) Efforts to lengthen the school day or the school year.
          (5) Programs to combat illiteracy in the student population.
          (6) Programs to provide for the educational needs of gifted 
        and talented children.
          (7) Promising education reform projects that are tied to 
        State student content and performance standards.
          (8) Carrying out comprehensive school reform programs that 
        are based on reliable research.
          (9) Programs for homeless children and youth.
          (10) Programs that are built upon partnerships between local 
        educational agencies and institutions of higher education, 
        educational service agencies, libraries, businesses, regional 
        educational laboratories, or other educational entities, for 
        the purpose of providing educational services consistent with 
        this section.
          (11) The acquisition of books, materials and equipment, 
        payment of compensation of instructional staff, and 
        instructional activities that are necessary for the conduct of 
        programs in magnet schools.
          (12) Programs to promote academic achievement among women and 
        girls.
          (13) Programs to provide for the educational needs of 
        children with limited English proficiency or who are American 
        Indian, Alaska Native, or Native Hawaiian.
          (14) Activities to provide the academic support, enrichment, 
        and motivation to enable all students to reach high State 
        standards.
          (15) Efforts to reduce the pupil-teacher ratio.
          (16) Projects and programs which assure the participation in 
        mainstream settings in arts and education programs of 
        individuals with disabilities.
          (17) Projects and programs to integrate arts education into 
        the regular elementary and secondary school curriculum.
          (18) Programs designed to educate students about the history 
        and principles of the Constitution of the United States, 
        including the Bill of Rights, and to foster civic competence 
        and responsibility.
          (19) Mathematics and science education instructional 
        materials.
          (20) Programs designed to improve the quality of student 
        writing and learning and the teaching of writing as a learning 
        process.
          (21) Technology related to the implementation of school-based 
        reform programs, including professional development to assist 
        teachers and other school officials regarding how to 
        effectively use such equipment and software.
          (22) Computer software and hardware for instructional use.
          (23) Developing, adapting, or expanding existing and new 
        applications of technology.
          (24) Acquiring connectivity linkages, resources, and 
        services, including the acquisition of hardware and software, 
        for use by teachers, students, and school library media 
        personnel in the classroom or in school library media centers, 
        in order to improve student learning.
          (25) After-school programs designed to engage children in a 
        constructive manner and to promote their academic, 
        developmental, and personal growth;
          (26) Developing, constructing, acquiring, maintaining, 
        operating, and obtaining technical assistance in the use of 
        telecommunications audio and visual facilities and equipment 
        for use in the classroom.
          (27) Developing, acquiring, and obtaining technical 
        assistance in the use of educational and instructional video 
        programming for use in the classroom.
  (c) Parent Involvement.--Each local educational agency receiving 
assistance under this section shall involve parents and members of the 
public in planning for the use of funds provided under this section.

SEC. 104. PARTICIPATION OF CHILDREN ENROLLED IN PRIVATE SCHOOLS.

  Each local educational agency that receives funds under this title 
shall provide for the participation of children enrolled in private 
schools, and their teachers or other educational personnel, in the 
activities and services assisted under such section in the same manner 
as private school children, and their teachers or other educational 
personnel, participate in activities and services under the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) pursuant 
to sections 14503, 14504, 14505, and 14506 of such Act (20 U.S.C. 8893, 
8894, 8895, and 8896).

SEC. 105. DEFINITIONS.

  In this title--
          (1) the term ``local educational agency'' has the meaning 
        given the term in section 14101 of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8801);
          (2) the term ``educational service agency'' has the meaning 
        given the term in section 14101 of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8801);
          (3) the term ``Secretary'' means the Secretary of Education; 
        and
          (4) except as otherwise provided, the term ``State'' means 
        each of the several States of the United States, the District 
        of Columbia, the Commonwealth of Puerto Rico, Guam, American 
        Samoa, the Commonwealth of the Northern Mariana Islands, and 
        the United States Virgin Islands.

SEC. 106. GENERAL PROVISIONS.

  (a) Rule of Construction.--Nothing in this title shall be construed 
to authorize an officer or employee of the Federal Government to 
require, direct, or control a State, local educational agency or 
school's specific instructional content of pupil performance standards 
and assessments, curriculum, or program of instruction as a condition 
of eligibility to receive funds under this title.
  (b) State and Local Determination.--
          (1) In general.--The Secretary shall not issue any regulation 
        regarding the type of classroom activities or services that may 
        be assisted under this title.
          (2) Instructional method and setting.--No local educational 
        agency shall be required to provide services under this title 
        through a particular instructional method or in a particular 
        instructional setting in order to receive funding under this 
        title.

SEC. 107. REPEALS.

  The following provisions are repealed:
          (1) Title III of the Goals 2000: Educate America Act (20 
        U.S.C. 5881 et seq.).
          (2) Title IV of the Goals 2000: Educate America Act (20 
        U.S.C. 5911 et seq.).
          (3) Title VI of the Goals 2000: Educate America Act (20 
        U.S.C. 5951).
          (4) Titles II, III, and IV of the School-to-Work 
        Opportunities Act of 1994 (20 U.S.C. 6121 et seq., 6171 et 
        seq., and 6191 et seq.).
          (5) Section 1502 of the Elementary and Secondary Education 
        Act of 1965 (20 U.S.C. 6492).
          (6) Section 1503 of the Elementary and Secondary Education 
        Act of 1965 (20 U.S.C. 6493).
          (7) Section 1002(g)(2) of the Elementary and Secondary 
        Education Act of 1965.
          (8) Part A of title II of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 6621 et seq.).
          (9) Part B of title II of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 6641 et seq.).
          (10) Title III of the Elementary and Secondary Education Act 
        of 1965 (20 U.S.C. 6801 et seq.).
          (11) Part A of title V of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 7201 et seq.).
          (12) Part B of title V of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 7231 et seq.).
          (13) Title VI of the Elementary and Secondary Education Act 
        of 1965 (20 U.S.C. 7311 et seq.).
          (14) Part B of title IX of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 7901 et seq.).
          (15) Part C of title IX of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 7931 et seq.).
          (16) Part A of title X of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8001 et seq.).
          (17) Part B of title X of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8031 et seq.).
          (18) Part D of title X of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8091 et seq.).
          (19) Part F of title X of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8141 et seq.).
          (20) Part G of title X of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8161 et seq.).
          (21) Part I of title X of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8241 et seq.).
          (22) Part J of title X of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8271 et seq.).
          (23) Part K of title X of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8331 et seq.).
          (24) Part L of title X of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8351 et seq.).
          (25) Part A of title XIII of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8621 et seq.).
          (26) Part C of title XIII of the Elementary and Secondary 
        Education Act of 1965 (20 U.S.C. 8671 et seq.).
          (27) Subtitle B of title VII of the Stewart B. McKinney 
        Homeless Assistance Act (42 U.S.C. 11421 et seq.).

SEC. 108. AUTHORIZATION OF APPROPRIATIONS.

  There are authorized to be appropriated to carry out this title, 
$2,740,000,000 for fiscal year 1999; $2,800,000,000 for fiscal year 
2000; $2,870,000,000 for fiscal year 2001; $2,940,000,000 for fiscal 
year 2002; and $3,001,000,000 for fiscal year 2003.

                   TITLE II--MISCELLANEOUS PROVISIONS

SEC. 201. EXPANSION OF ED-FLEX DEMONSTRATIONS.

  (a) Waiver Authority.--
          (1) In general.--Except as provided in subsection (c), the 
        Secretary may waive any statutory or regulatory requirement 
        applicable to any program or Act described in subsection (b) 
        for a State educational agency, local educational agency, or 
        school if--
                  (A) and only to the extent that, the Secretary 
                determines that such requirement impedes the ability of 
                the State, or of a local educational agency or school 
                in the State, to carry out the State or local 
                improvement plan;
                  (B) the State educational agency has waived, or 
                agrees to waive, similar requirements of State law;
                  (C) in the case of a statewide waiver, the State 
                educational agency--
                          (i) provides all local educational agencies 
                        and parent organizations in the State with 
                        notice and an opportunity to comment on the 
                        State educational agency's proposal to seek a 
                        waiver; and
                          (ii) submits the local educational agencies' 
                        comments to the Secretary; and
                  (D) in the case of a local educational agency waiver, 
                the local educational agency provides parents, 
                community groups, and advocacy or civil rights groups 
                with the opportunity to comment on the proposed waiver.
          (2) Application.--(A)(i) To request a waiver under paragraph 
        (1), a local educational agency or school that receives funds 
        under this title, or a local educational agency or school shall 
        transmit an application for such a waiver to the State 
        educational agency. The State educational agency then shall 
        submit approved applications for waivers under paragraph (1) to 
        the Secretary.
          (ii) A State educational agency may request a waiver under 
        paragraph (1) by submitting an application for such waiver to 
        the Secretary.
          (B) Each application submitted to the Secretary under 
        subparagraph (A) shall--
                  (i) identify the statutory or regulatory requirements 
                that are requested to be waived and the goals that the 
                State educational agency or local educational agency or 
                school intends to achieve;
                  (ii) describe the action that the State educational 
                agency has undertaken to remove State statutory or 
                regulatory barriers identified in the application of 
                local educational agencies;
                  (iii) describe the goals of the waiver and the 
                expected programmatic outcomes if the request is 
                granted;
                  (iv) describe the numbers and types of students to be 
                impacted by such waiver;
                  (v) describe a timetable for implementing a waiver; 
                and
                  (vi) describe the process the State educational 
                agency will use to monitor, on a biannual basis, the 
                progress in implementing a waiver.
          (3) Timeliness.--The Secretary shall act promptly on a 
        request for a waiver under paragraph (1) and shall provide a 
        written statement of the reasons for granting or denying such 
        request.
          (4) Duration.--Each waiver under paragraph (1) shall be for a 
        period not to exceed 4 years. The Secretary may extend such 
        period if the Secretary determines that the waiver has been 
        effective in enabling the State or affected local educational 
        agencies to carry out reform plans.
  (b) Included Programs.--The statutory or regulatory requirements 
subject to the waiver authority of this section are any such 
requirements under the following programs or Acts:
          (1) Title I of the Elementary and Secondary Education Act of 
        1965.
          (2) Part A of title II of the Elementary and Secondary 
        Education Act of 1965.
          (3) Part A of title V of the Elementary and Secondary 
        Education Act of 1965.
          (4) Title VIII of the Elementary and Secondary Education Act 
        of 1965.
          (5) Part B of title IX of the Elementary and Secondary 
        Education Act of 1965.
          (6) The Carl D. Perkins Vocational and Applied Technology 
        Education Act.
  (c) Waivers Not Authorized.--The Secretary may not waive any 
statutory or regulatory requirement of the programs or Acts described 
in subsection (b)--
          (1) relating to--
                  (A) maintenance of effort;
                  (B) comparability of services;
                  (C) the equitable participation of students and 
                professional staff in private schools;
                  (D) parental participation and involvement; and
                  (E) the distribution of funds to States or to local 
                educational agencies; and
          (2) unless the underlying purposes of the statutory 
        requirements of each program or Act for which a waiver is 
        granted continue to be met to the satisfaction of the 
        Secretary.
  (d) Termination of Waivers.--The Secretary shall periodically review 
the performance of any State, local educational agency, or school for 
which the Secretary has granted a waiver under subsection (a)(1) and 
shall terminate the waiver if the Secretary determines that the 
performance of the State, the local educational agency, or the school 
in the area affected by the waiver has been inadequate to justify a 
continuation of the waiver.
  (e) Flexibility Demonstration.--
          (1) Short title.--This subsection may be cited as the 
        ``Education Flexibility Partnership Demonstration Act''.
          (2) Program authorized.--
                  (A) In general.--The Secretary may carry out an 
                education flexibility demonstration program under which 
                the Secretary authorizes not more than 50 State 
                educational agencies serving eligible States to waive 
                statutory or regulatory requirements applicable to 1 or 
                more programs or Acts described in subsection (b), 
                other than requirements described in subsection (c), 
                for the State educational agency or any local 
                educational agency or school within the State.
                  (B) Award rule.--In carrying out subparagraph (A), 
                the Secretary shall select for participation in the 
                demonstration program described in subparagraph (A) 
                three State educational agencies serving eligible 
                States that each have a population of 3,500,000 or 
                greater and three State educational agencies serving 
                eligible States that each have a population of less 
                than 3,500,000, determined in accordance with the most 
                recent decennial census of the population performed by 
                the Bureau of the Census.
                  (C) Designation.--Each eligible State participating 
                in the demonstration program described in subparagraph 
                (A) shall be known as an ``Ed-Flex Partnership State''.
          (3) Eligible state.--For the purpose of this subsection the 
        term ``eligible State'' means a State that waives State 
        statutory or regulatory requirements relating to education 
        while holding local educational agencies or schools within the 
        State that are affected by such waivers accountable for the 
        performance of the students who are affected by such waivers.
          (4) State application.--(A) Each State educational agency 
        desiring to participate in the education flexibility 
        demonstration program under this subsection shall submit an 
        application to the Secretary at such time, in such manner, and 
        containing such information as the Secretary may reasonably 
        require. Each such application shall demonstrate that the 
        eligible State has adopted an educational flexibility plan for 
        the State that includes--
                  (i) a description of the process the State 
                educational agency will use to evaluate applications 
                from local educational agencies or schools requesting 
                waivers of--
                          (I) Federal statutory or regulatory 
                        requirements described in paragraph (2)(A); and
                          (II) State statutory or regulatory 
                        requirements relating to education; and
                  (ii) a detailed description of the State statutory 
                and regulatory requirements relating to education that 
                the State educational agency will waive.
          (B) The Secretary may approve an application described in 
        subparagraph (A) only if the Secretary determines that such 
        application demonstrates substantial promise of assisting the 
        State educational agency and affected local educational 
        agencies and schools within such State in carrying out 
        comprehensive educational reform, after considering--
                  (i) the comprehensiveness and quality of the 
                educational flexibility plan described in subparagraph 
                (A);
                  (ii) the ability of such plan to ensure 
                accountability for the activities and goals described 
                in such plan;
                  (iii) the significance of the State statutory or 
                regulatory requirements relating to education that will 
                be waived; and
                  (iv) the quality of the State educational agency's 
                process for approving applications for waivers of 
                Federal statutory or regulatory requirements described 
                in paragraph (2)(A) and for monitoring and evaluating 
                the results of such waivers.
          (5) Local application.--(A) Each local educational agency or 
        school requesting a waiver of a Federal statutory or regulatory 
        requirement described in paragraph (2)(A) and any relevant 
        State statutory or regulatory requirement from a State 
        educational agency shall submit an application to the State 
        educational agency at such time, in such manner, and containing 
        such information as the State educational agency may reasonably 
        require. Each such application shall--
                  (i) indicate each Federal program affected and the 
                statutory or regulatory requirement that will be 
                waived;
                  (ii) describe the purposes and overall expected 
                results of waiving each such requirement;
                  (iii) describe for each school year specific, 
                measurable, educational goals for each local 
                educational agency or school affected by the proposed 
                waiver; and
                  (iv) explain why the waiver will assist the local 
                educational agency or school in reaching such goals.
          (B) A State educational agency shall evaluate an application 
        submitted under subparagraph (A) in accordance with the State's 
        educational flexibility plan described in paragraph (4)(A).
          (C) A State educational agency shall not approve an 
        application for a waiver under this paragraph unless--
                  (i) the local educational agency or school requesting 
                such waiver has developed a local reform plan that is 
                applicable to such agency or school, respectively; and
                  (ii) the waiver of Federal statutory or regulatory 
                requirements described in paragraph (2)(A) will assist 
                the local educational agency or school in reaching its 
                educational goals.
          (6) Monitoring.--Each State educational agency participating 
        in the demonstration program under this subsection shall 
        annually monitor the activities of local educational agencies 
        and schools receiving waivers under this subsection and shall 
        submit an annual report regarding such monitoring to the 
        Secretary.
          (7) Duration of federal waivers.--(A) The Secretary shall not 
        approve the application of a State educational agency under 
        paragraph (4) for a period exceeding 5 years, except that the 
        Secretary may extend such period if the Secretary determines 
        that such agency's authority to grant waivers has been 
        effective in enabling such State or affected local educational 
        agencies or schools to carry out their local reform plans.
          (B) The Secretary shall periodically review the performance 
        of any State educational agency granting waivers of Federal 
        statutory or regulatory requirements described in paragraph 
        (2)(A) and shall terminate such agency's authority to grant 
        such waivers if the Secretary determines, after notice and 
        opportunity for hearing, that such agency's performance has 
        been inadequate to justify continuation of such authority.
  (f) Accountability.--In deciding whether to extend a request for a 
waiver under subsection (a)(1), or a State educational agency's 
authority to issue waivers under subsection (e), the Secretary shall 
review the progress of the State educational agency, local educational 
agency, or school affected by such waiver or authority to determine if 
such agency or school has made progress toward achieving the desired 
results described in the application submitted pursuant to subsection 
(a)(2)(B)(iii) or (e)(5)(A)(ii).
  (g) Publication.--A notice of the Secretary's decision to grant 
waivers under subsection (a)(1) and to authorize State educational 
agencies to issue waivers under subsection (e) shall be published in 
the Federal Register and the Secretary shall provide for the 
dissemination of such notice to State educational agencies, interested 
parties, including educators, parents, students, advocacy and civil 
rights organizations, other interested parties, and the public.

SEC. 202. EXPANSION OF SCHOOLWIDE PROGRAMS.

  Section 1114(a)(1) of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6314) is amended by striking ``if, for the initial year 
of the schoolwide program'' and all that follows through the end and 
inserting a period.

                                Summary

    H.R. 3248 consolidates and streamlines 31 elementary and 
secondary education programs into a single formula grant to the 
states. No state will lose money under the bill. H.R. 3248 
permits schools and school districts to continue to use the new 
grant money for the same purposes as under the 31 programs. At 
the same time, a structure is implemented which shifts power 
from the hands of Washington bureaucrats, to state and local 
decision-makers. State and local decision-makers are given 
broad authority to develop their own formula for how to 
distribute Federal education funds within the state, taking 
into account poverty rates within school districts, children 
living in sparsely populated areas, geographic equity factors, 
and children whose education imposes a higher than average cost 
per child. H.R. 3248 also requires ninety-five (95) cents of 
every dollar be directed to the classroom. The bill extends the 
broad ``ed-flex'' statutory and regulatory waiver authority---
currently provided to only twelve states---to all 50 states. 
Finally, H.R. 3248 removes the 50% threshold requirement for a 
school to participate in a Title I schoolwide project under the 
Elementary and Secondary Education Act.

                                Purpose

    The purpose of the Dollars to the Classroom Act is to 
consolidate and streamline 31 Federal elementary and secondary 
education programs; to give state and local decision-makers 
increased authority and flexibility in the use of Federal 
education dollars; and, to send more dollars to the classroom. 
This bill will provide local schools with more resources to 
implement strategies to improve academic achievement in a more 
effective and efficient manner, and thereby strengthen schools 
across the Nation.

                            Committee Action

    During the first session of the 105th Congress, Congressman 
Joseph Pitts (R-PA), Congressman Roy Blunt (R-MO), Congressman 
Lindsey Graham (R-SC) and Congressman Peter Hoekstra (R-MI) 
introduced House Resolution 139, ``The Dollars to the Classroom 
Resolution.'' H. Res. 139 expressed the sense of the House of 
Representatives that Congress, the U.S. Department of 
Education, States and school districts should work toward the 
goal of getting 90 percent of U.S. Department of Education 
elementary and secondary education program funds into the 
classroom.
    The Subcommittee on Early Childhood, Youth and Families 
favorably reported H. Res. 139, with amendments, to the full 
Committee on Education and the Workforce on June 12, 1997 by a 
voice vote. On June 25, 1997, the full Committee on Education 
and the Workforce favorably reported H. Res. 139, with 
amendments, by a vote of 20 to 16. On October 29, 1997, H. Res. 
139 passed the House of Representatives under suspension of the 
rules by a vote of 310 to 99. A similar resolution passed the 
Senate as an amendment offered by Senator Tim Hutchinson (R-AR) 
to H.R. 2646, the ``Education Savings and School Excellence Act 
of 1998'' by a vote of 99 to 0.
    Congressman Joseph Pitts (R-PA) introduced H.R. 3248, the 
``Dollars to the Classroom Act'' on February 24, 1998. H.R. 
3248, through the changes it makes in statutory law, builds 
upon the underlying intent expressed in H. Res. 139, the 
Dollars to the Classroom resolution.

                                Hearings

    The full Committee on Education and the Workforce, as well 
as the Subcommittee on Oversight and Investigations, have each 
held a hearing on the extent to which Federal education dollars 
actually make it to the classroom. Both hearings consisted of 
expert witnesses representing many different dimensions of the 
education community. Witnesses testified about the many 
hindrances faced by educators in getting dollars into the 
classroom and improving academic achievement of students. 
Witnesses also offered suggestions to the Committee on easing 
the Federal burden placed on schools and teachers.
    On May 8, 1997, the Subcommittee on Oversight and 
Investigations of the Committee on Education and the Workforce 
held a hearing in Washington, D.C. on the extent to which 
Federal education dollars actually make it into the classroom. 
At the hearing, the Subcommittee received testimony from the 
Honorable Joseph Pitts of Pennsylvania; the Honorable Roy Blunt 
of Missouri; the Honorable Lindsey Graham of South Carolina; 
Christine Olson, Heritage Foundation Policy Analyst; Dr. 
Barbara Stock Nielsen, State Superintendent of Education in 
South Carolina; Dr. Charles Garris, Superintendent of 
Unionville-Chadds Ford School District in Pennsylvania; and 
Helen Martin, a Unionville High School Teacher. This hearing 
focused on the lack of existing information to document how 
much money is currently reaching the classroom and how much 
gets siphoned-off by the Washington bureaucracy and other non-
classroom personnel. The Subcommittee also examined the 
potential for improvements in teaching strategies and academic 
achievement so that more Federal education dollars could reach 
the classroom.
    On May 5, 1998, the full Committee on Education and the 
Workforce held a hearing in Washington, D.C. on H.R. 3248, the 
Dollars to the Classroom Act. At the hearing, the Committee 
received testimony from the Honorable Joseph Pitts of 
Pennsylvania; the Honorable Tim Hutchinson of Arkansas; the 
Honorable John Tierney of Massachusetts; the Honorable Rosa 
DeLauro of Connecticut; Linda Schrenko, State Superintendent of 
Schools in Georgia; Frank Brogan, Commissioner of Education in 
Florida; Paul Sousa, Superintendent of Mobile County Schools in 
Alabama; Edward Spang, Principal of Unionville High School in 
Kennett Square, Pennsylvania; Brian Waltman, Cultural Geography 
Teacher at Smith Middle School in Pennsylvania; and Dr. Robert 
Bartman, Commissioner of Education in Missouri. The hearing 
focused on the positive impact H.R. 3248 would have upon local 
schools and the improvement of academic achievement among 
students.
    Testimony on the paperwork and bureaucracy burdens 
associated with participation in Federal education programs has 
also been received in the context of the twelve field hearings 
held as a part of the ``Education at a Crossroads: What Works? 
What's Wasted?'' oversight project initiated by the 
Subcommittee on Oversight and Investigations during 1997. The 
``Education at a Crossroads'' project has involved meetings and 
hearings with numerous Americans from all walks of life about 
what they think is working in education and what is not.

                           Legislative Action

    The Committee on Education and the Workforce considered 
H.R. 3248 in legislative session on June 24, 1998. The bill was 
favorably reported, as amended, by a vote of 19 to 18. 
Congressman Mike Castle (R-DE) offered two amendments, which 
were adopted by voice vote. The first amendment added `after 
school programs' to the list of uses of funds explicitly 
authorized by the legislation. The second amendment clarified 
the authorization of appropriations section to include figures 
for Fiscal Year 1999 through 2003, which include a cost of 
living inflationary adjustment. A third amendment, offered by 
Congressman Fred Upton (R-MI), and adopted by voice vote 
guarantees that school districts which have received a multi-
year competitive grant prior to the date of enactment, will 
continue to receive a commensurate level of funding for such 
award through 2003.

                            Committee Views

    For over thirty years, Federal involvement in education has 
largely consisted of an entrenched structure of top-down, 
Washington-controlled, categorical grant education programs. It 
is a structure which concentrates power in the hands of 
bureaucrats at all levels, rather than parents, teachers, 
principals and others at the state and local levels. It is a 
system that substitutes the judgment of Washington bureaucrats 
for that of state and local decision-makers. It is a system 
with a one-size-fits-all mentality. It is a system that has 
become sluggish and resistant to change. It is a system that 
provides little flexibility to those at the local level who 
best know the education needs of their communities. It is a 
system in need of change.

Consolidation and local flexibility

    H.R. 3248, the Dollars to the Classroom Act, offers a break 
from the past--a fresh start. It consolidates and streamlines 
31 of the 760 Federal education programs into a single, 
flexible $2.74 billion education grant to the states. Through 
consolidation, the process for distribution of Federal 
education dollars is greatly simplified. Rather than requiring 
state and local officials to submit 31 separateapplications for 
Federal education dollars, states will receive one single allocation 
based upon a formula grant. Under the state formula grant, one half of 
the funds would go to the states based upon the 5-17 year old 
population and one half of the funds would go out based upon Title I of 
the Elementary and Secondary Education Act. Each state's allocation is 
then distributed within the state to school districts based upon a 
separate within-state formula that state and local education decision-
makers develop, taking into account poverty rates within school 
districts, children living in sparsely populated areas, geographic 
equity factors, and children whose education imposes a higher than 
average cost per child.
    The Dollars to the Classroom Act represents a step forward 
in deregulating 31 tightly restricted Federal education 
programs, some of which have had applications that have taken 
up to 487 steps to process at the Federal level alone. 
Interestingly, this does not even include the extra time and 
money spent by officials at the state and local levels to fill 
out applications for grants. Through deregulation and 
simplification, state and local decision-makers will no longer 
be required to spend multiple man-hours filling out mounds of 
paperwork associated with the 31 separate Federal programs. In 
testimony on May 5, 1998 before the Committee on Education and 
the Workforce, Frank Brogan, the Florida Commissioner of 
Education and Chairman of the Education Leaders Council, a 
national organization of reform-minded state education chiefs, 
spoke of the extent of the Federal regulatory burden. He said,

          We at the state and local level feel the crushing 
        burden caused by too many federal regulations, 
        procedures and mandates. Florida spends millions of 
        dollars every year to administer inflexible, 
        categorical federal programs that divert precious 
        dollars away from the classroom and fulfilling our most 
        important purpose, improving student achievement.

    Consolidation represents a big step toward eliminating 
these burdens. The programs which would be consolidated and 
their FY1998 funding levels are:

                             FY1998 funding

                              [In millions]

Goals 2000 State Grants.................................            $466
Goals 2000 Parental Assistance..........................              25
International Education Exchange........................               5
School to Work..........................................             400
Comprehensive School Reform.............................             120
Eisenhower Professional Development State Grants........             335
Eisenhower Professional Development National Programs...            23.3
Technology Literacy Challenge Fund......................             425
Technology Innovation Grants............................             106
Regional Technology Consortia...........................              10
Star Schools............................................              34
Ready to Learn Television...............................               7
Telecommunications Demonstration Project................               2
Magnet Schools..........................................             101
Women's Educational Equity..............................               3
Title VI (Chapter 2) Block Grants.......................             350
Native Hawaiians........................................              18
Alaska Native Education.................................               8
Fund for the Improvement of Education...................             108
Gifted and Talented Education...........................             6.5
21st Century Community Learning Centers.................              40
Comprehensive Regional Assistance Centers...............              27
Eisenhower Math and Science Regional Consortia..........              15
Education for Homeless Children.........................            28.8
Arts in Education.......................................            10.5
Civics Education........................................             5.5
Close-Up................................................             1.5
National Writing Project................................               5
Urban and Rural Education Assistance....................        unfunded
Extended Time for Learning..............................        unfunded
Innovative Elementary School Transition Projects........        unfunded

Total: 31 Programs; $2.68 billion.

    The authorization level in the bill for the Dollars to the 
Classroom grant is $2.74 billion. This represents the $2.68 
billion funding level in FY1998 for the 31 programs plus an 
inflation factor adjustment.
    As earlier alluded to, the Dollars to the Classroom Act 
shifts power from Washington to teachers, principals, parents 
and others at the state and local levels who know best the 
education needs of their communities. State and local decision-
makers will not only determine a formula of how to distribute 
funds within their own states, but local decision-makers will 
also make the decisions on how to spend the funds among 
competing uses of funds. These local decision-makers may use 
the funds for any of the uses of funds under the 31 programs 
that were consolidated. For example, funds could be used for 
instructional materials, library services, assessments, 
standards, professional development for instructional staff, 
efforts to lengthen the school day or year, education reform, 
programs for homeless children and youth, academic enrichment 
programs, reduction of pupil to teacher ratios, technology, 
computer software, computer hardware, and many other purposes.
    The beauty of such flexibility is that state and local 
decision-makers may target resources toward the particular 
needs of their states and communities. Needs vary from state to 
state and community to community. What receives priority in one 
state may or may not be what receives priority in another 
state. Such an approach wisely recognizes the unique features 
and advantages of power sharing between Federal, State and 
local governments.
    While the Dollars to the Classroom Act does represent a 
break with the past, the $2.74 billion that would go into the 
consolidated grant represents only one percent (1%) of all 
education spending--Federal, State and local. The current 
Washington education establishment and other naysayers who 
argue that the bill will wreak havoc upon all of public 
education ignore this fact. One can only conclude that they do 
not trust state and local decision-makers with how Federal 
education dollars should be used or distributed within states. 
The fact is these proponents of the status quo have no desire 
to share power with state and local decision-makers. They wish 
to keep the power in Washington. Yet, we all know that local 
educators and parents are better equipped than Washington to 
make funding decisions about their students.
    Frank Brogan, the Florida Commissioner of Education, noted 
the extent of the command and control approach of Washington 
bureaucrats. In testimony on May 5, 1998, he stated,

          In practice, most federal education programs typify 
        the misguided, one size fits all command and control 
        approach that we in the states are abandoning. Most 
        have the requisite focus on inputs like more 
        regulation, increasing budgets and fixed options and 
        processes. Conceptualized in Washington, with all good 
        intentions, federal education programs often get 
        translated into the growing bureaucratic thicket and 
        prove counterproductive.

    Brogan further noted that in Florida, because of Federal 
requirements, there are 297 state employees to oversee and 
administer approximately $1 billion in Federal funds. By 
contrast, 374 state-funded positions oversee and administer 
over $8 billion in state funds. Thus, six (6) times as many 
people are required to administer a Federal dollar as a state 
dollar.
    Georgia is similar. Georgia State Superintendent Linda 
Schrenko, who has spent eighteen (18) years as a public school 
teacher and principal, testified about the excessive 
administrative requirements of Federal programs. She noted that 
about 6.4 percent of the $9.45 billion total education budget 
in Georgia (from all sources--Federal, state and local) in 
1996-97 came from the Federal government. In that same year, 
the Georgia Department of Education had 322 employees, of whom 
93 worked full-time filling out paperwork and administering the 
federal programs. In effect, this amounted to 29 percent of 
their employees administering the 6.4 percent of funds that 
came from Washington.

95% of Federal education dollars to the classroom

    Another way in which H.R. 3248 breaks with the past is it 
ensures that ninety-five percent (95%) of all the Federal 
dollars a school district receives under this bill will be 
spent on children in the classroom, just as the title to the 
bill suggests. It is the teachers, rather than the bureaucrats 
and administrators, who interact with childrendirectly on a 
daily basis and know the children by name. Accordingly, H.R. 3248 
directs 95 cents of each Federal dollar to the classroom---to those who 
best understand their students' backgrounds and educational needs and 
can respond to them. For too long, money has been siphoned off by non-
classroom activities and personnel. Information from the Congressional 
Research Service, the General Accounting Office, the Heritage 
Foundation, the U.S. Department of Education, and other finance experts 
indicates that less than ninety (90) cents of every Federal education 
dollar is currently reaching the classroom. H.R. 3248 brings change, by 
making sure that substantially all Federal education dollars under this 
bill make it to the classroom.
    The testimony of Edward Spang, a principal from Unionville 
High School in Kennett Square, Pennsylvania speaks of the need 
for more Federal dollars to actually get into the classroom. At 
a hearing of the Committee on Education and the Workforce on 
May 5, 1998 he said,

          We do not need several layers of state and regional 
        control removing portions of the money meant for 
        teachers and students. * * * I encourage you to develop 
        a system which drastically increases the percentage of 
        monies allocated to schools for teachers and/or 
        supplies which will benefit the children in the 
        classroom.

    Furthermore, classrooms across America will receive over 
$400 more per classroom under the bill, according to estimates 
based upon Congressional Research Service analysis. The reason 
for the increase is that the legislation lifts scores of 
restrictions that have kept many school districts from even 
applying for grants in the existing 31 programs. And of the 
$2.68 billion tied to the 31 grant programs, as much as $800 
million never made its way into the classroom.

Education at a crossroads: What works? What's wasted?

    H.R. 3248's threefold emphasis upon consolidation, local 
flexibility, and getting ninety-five percent (95%) of every 
Federal dollar into the classroom is independently supported by 
the findings of the ``Education at a Crossroads: What Works? 
What's Wasted?'' oversight project. Under the direction of Rep. 
Peter Hoekstra (R-MI), Chairman of the Subcommittee on 
Oversight and Investigations, this 18-month project has 
involved multiple hearings, testimony from more than 225 
witnesses, and travel to 15 states. Teachers, principals, 
parents and state and local school administrators from around 
the country recommended that a greater percentage of Federal 
education funds need to reach classrooms without burdensome 
requirements that hamper their ability to address the unique 
needs of their students.
    The Crossroads Project also researched the nature of the 
current Federal role in education. The Subcommittee found a 
system fraught with failure and bureaucracy. There is little 
evidence that children are benefiting by sending local tax 
dollars to Washington to fund ``one-size-fits-all'' Federal 
education programs. The Subcommittee has found little evidence 
proving the effectiveness of Federal programs, or that Federal 
programs are more effective than local efforts.
    The Subcommittee did, however, see examples of effective 
instruction in schools that focused on basic academics. The 
non-sectarian Marva Collins Prep School in Cincinnati has been 
described by many as a ``miracle school.'' Children at this 
school are primarily from disadvantaged backgrounds and are 99 
percent minority. And they score two to six grade levels above 
their entrance level scores.
    According to Mrs. Mims, the school's CEO, it should not be 
seen as a ``miracle'' when:
          Three and four-year olds know their multiplication 
        tables;
          Kindergartners read ``The Secret Garden''; and
          Third and fourth-graders read and understand Homer's 
        ``Odyssey.''
     One of the most successful stories the Subcommittee heard 
was that of Dr. Yvonne Chan, Principal of the Vaughn Learning 
Center in Los Angeles, California. In their first year as a 
charter school she saved $1.2 million by cutting waste and 
putting children first. Dr. Chan told us, ``Don't swamp us with 
the paperwork and we can have a lot more money going to the 
kids.''
     Dr. Chan concluded her testimony by saying, ``We are the 
poorest school in the district and yet the test scores continue 
to rise and there is almost perfect attendance.''
     Changing the way they spent their resources as a school 
was fundamental to turning Vaughn into a school that focused on 
children and learning. Eliminating waste and spending dollars 
on the classroom changed the climate of Vaughn into one of 
parental involvement and learning.
    More than 760 Federal education programs: For the first 
time in the history of Federal education funding, the 
Subcommittee assembled the most comprehensive list of Federal 
education programs to date. Using the Office of Management and 
Budget's definition of ``education programs,'' at least thirty-
nine (39) Federal agencies oversee more than 760 education 
programs, at a cost of $100 billion a year to taxpayers. The 
Congressional Research Service has confirmed that this number 
is accurate, and even added additional programs to the 760 
originally found by the committee.
    The leviathan of Federal education programs has actually 
led to a cottage industry in selling information on program 
descriptions, application deadlines and filing instructions for 
each of the myriad of Federal education programs. The Education 
Funding Research Council identifies potential sources of funds 
for local school districts, and sells a publication entitled a 
``Guide to Federal Funding for Education'' for almost $400 
dollars. The company promises to steer its subscribers to ``a 
wide range of Federal programs,'' and offers these subscribers 
timely updates on ``500 educationprograms.'' More recently, the 
``Aid for Education Report'' published by CD Publications advertised 
that ``huge sums are available * * * in the federal government alone, 
there are nearly 800 different education programs that receive 
authorization totaling almost a hundred billion dollars.''
    Burdensome Paperwork Requirements: Even after accounting 
for recent reductions, the U.S. Department of Education still 
requires over 48.6 million hours worth of paperwork per year--
or the equivalent of 25,000 employees working full-time.\1\ The 
Subcommittee attempted to quantify the number of pages required 
by recipients of Federal funds in order to qualify for 
assistance. Without fully accounting for all the attachments 
and supplemental submissions required with each application, 
the committee counted over 20,000 pages of applications states 
must fill out to receive Federal education funds each year.
---------------------------------------------------------------------------
    \1\ Marshall Smith, ``Paper Reduction Act Accomplishments and Plans 
for Future,'' U.S. Department of Education, October 31, 1996.
---------------------------------------------------------------------------
    Thousands of Federally-funded employees at the state level: 
The Department of Education is one of the smallest Federal 
agencies. Yet, to administer all the Federal education programs 
within the states, there are nearly three times as many 
Federally funded employees working in state education agencies, 
as there are within the Federal Department of Education itself. 
According to GAO, there are about 13,400 FTEs (full-time 
equivalents) funded with Federal dollars to administer these 
programs.\2\
---------------------------------------------------------------------------
    \2\ U.S. General Accounting Office, Education Finance: The Extent 
of Federal Funding in State Education Agencies GAO/HEHS-95-3, October 
1995, p. 11.
---------------------------------------------------------------------------
    Less than ninety (90) cents to the Classroom: Taking 
dollars from taxpayers and returning them in the form of 
Federal programs through several layers of bureaucracy means 
that there is less money overall for education. A recent study 
found that for every tax dollar sent to Washington for 
elementary and secondary education, eighty-five (85) cents is 
returned to local school districts. The remaining fifteen (15) 
cents is spent on bureaucracy and national and research 
programs of unknown effectiveness.\3\ The Department of 
Education has since released a study, which also found that 
about eighty-five (85) cents of certain Federal dollars reach 
school districts for use in the classroom.\4\
---------------------------------------------------------------------------
    \3\ Christine L. Olson, ``U.S. Department of Education Financing of 
Elementary and Secondary Education: Where the Money Goes,'' 
(Washington, DC: The Heritage Foundation), December 30, 1996.
    \4\ U.S. Department of Education, Planning and Evaluation Service, 
The Use of Federal Education Funds for Administrative Costs, 1998, p. 
28.
---------------------------------------------------------------------------
    Both of the above studies were limited in scope. To date, 
no comprehensive definitive study exists to enable us to 
determine what portion of Federal education dollars actually 
reach the classroom, or what schools and state education 
agencies must spend to apply for Federal education dollars and 
to comply with their requirements. However, audits of school 
district spending indicate just how little in general reaches 
the classroom. A recent audit of the New York City School 
District found that only forty-three (43%) percent of the 
district's total funds were spent on direct classroom 
expenditures.\5\
---------------------------------------------------------------------------
    \5\ Jacques Steinberg, ``NYC School System Budget Analysis Shows 
43% Goes to Classroom'' The New York Times, November 21, 1996. See 
also: Speakman, Cooper, Sampiere, May, Holsomback, Glass, Bringing 
Money to the Classroom: A systemic Resource Model Applied to the New 
York City Public Schools,'' in ``Where Does the Money Go? Resource 
Allocation in Elementary and Secondary Schools,'' Lawrence O. Picus and 
James L. Wattenberger, eds. (Thousand Oaks, CA: Corwin Press, 1995).
---------------------------------------------------------------------------
    The 487 Step Discretionary Grant Process: In 1993, Vice-
President Gore's National Performance Review discovered that 
the Department of Education's discretionary grant process 
lasted 26 weeks and took 487 steps from start to finish. It was 
not until three years later in 1996 that the Department finally 
took steps to begin ``streamlining'' their long and protracted 
grant review process, a process which has yet to be completed 
and fully implemented. After the streamlining is complete it 
will only take an average of twenty 20 weeks and 216 steps to 
complete a review.\6\
---------------------------------------------------------------------------
    \6\ U.S. Department of Education Report, ``A Redesigned 
Discretionary Grant Process''--Vice President Gore's National 
performance Review 1995. Redesignated process is due to be in place in 
1998.
---------------------------------------------------------------------------
    Programs for Every Problem: The massive array of Federal 
education programs was not created overnight, but developed 
slowly, as an attempt to address specific problems. Each 
program received minimal funding at the outset, and most have 
received additional funds from one year to the next. The 
current arrangement of Federal education funding is as follows: 
local tax dollars go to Washington, where they are allocated to 
a variety of purposes, usually to address what someone in the 
Federal government sees as a problem. The money is then 
returned to states and school districts in the form of 
categorical programs. This process puts smaller school 
districts at a disadvantage: States and local school districts 
are highly dependent on administrators and skilled grant 
writers to obtain these Federal dollars and comply with their 
requirements, which places a greater burden on poorer and 
smaller school systems. Consolidating discretionary grant 
programs, many of which grant a large portion of their funds to 
private organizations and associations, not schools, will allow 
for greater equity in the distribution of Federal funds.

More options for urban and rural districts

    In addition to the Crossroads findings, the Committee notes 
that the Dollars to the Classroom Act will give poor urban and 
rural districts more funding options. Districts that previously 
could only apply for a few of the categorical programs because 
of tight restrictions now have 31 programs open to them in one 
single grant. And the playing field is leveled. H.R. 3248 
enables urban and rural school districts to capture more 
Federal funds--funds that often are only available to districts 
that can afford to hire grant writers to apply for the multiple 
grants.

Hold harmless

    No state will lose money under H.R. 3248. The Dollars to 
the Classroom Act provides a 100 percent hold harmless for all 
States and school districts for the formula grant programs 
included in the block grant (Goals 2000; Comprehensive School 
Reform; Eisenhower Professional Development State Grants; Title 
VI (Chapter 2) Block Grant; Education Technology Challenge 
Grants; and Education for Homeless Children). Additional funds 
above the hold harmless level would be distributed to States 
based on a formula in which half of the funds would be sent out 
based upon the 5-17 year old population in the state and half 
of the funds would go out based on Title I formula factors 
(which include the most recent child poverty data as well as a 
state per pupil expenditure factor).
    The Committee has also included language to protect school 
districts that have successfully competed for and been awarded 
multi-year competitive grants under the 31 programs. School 
districts would continue to be able to receive funding at 
levels commensurate with the multi-year competitive grant 
awards through the year 2003.

Accountability

    The defenders of the status quo argue H.R. 3248 is weak on 
accountability. Yet, they conveniently ignore the fact that the 
last 30 years of top-down, Washington-controlled Federal 
education programs have, to a large extent, been unaccountable 
and lacking in solid academic results. While the accountability 
measures in the Dollars to the Classroom Act are not rigid and 
overbearing, the measures require states to report to the 
Secretary of Education, the Committee on Education and the 
Workforce of the House of Representatives, the Committee on 
Labor and Human Resources of the Senate, and the Committees on 
Appropriations of the House and Senate on how funds have been 
used to improve student performance. And the report must 
include a certification by the state that ninety-five percent 
(95%) of funding has been expended for classroom activities and 
services. By comparison, there has been no similar 
accountability for classroom dollars over the last 30 years.

Participation of children enrolled in private schools

    Under H.R. 3248, local educational agencies that receive 
funding under the grant are required to provide for the 
participation of private school children in the activities and 
services assisted under the bill in the same manner as 
currently provided under the Elementary and Secondary Education 
Act of 1965.

Education flexibility in all 50 States

    Separate from the grant that consolidates the 31 education 
programs, the Dollars to the Classroom Act also expands the 
waiver authority under the ``Education Flexibility Partnership 
Demonstration Act'' to all 50 states. Under the ``Education 
Flexibility Partnership Demonstration Act,'' the Department of 
Education, through ademonstration program, grants to State 
Educational Agencies in up to 12 states, ``blanket'' authority to waive 
certain statutory and regulatory requirements on behalf of school 
districts and schools in that state. This statewide waiver authority, 
frequently referred to as ``ed-flex'', was originally granted to a 
maximum of six states when first enacted in 1994. It was later expanded 
to a maximum of 12 states in 1996. The current 12 ed-flex states are 
Colorado, Illinois, Iowa, Kansas, Maryland, Massachusetts, Michigan, 
New Mexico, Ohio, Oregon, Texas, and Vermont.
    Opponents of H.R. 3248 argue that the ed-flex language 
eviscerates civil rights and health and safety protections. Not 
true. Civil rights and health and safety laws cannot be waived 
under ed-flex. The reason is that civil rights and health and 
safety laws are not a part of the programs to which the waiver 
applies, and therefore cannot be waived. They are independent 
free-standing statutes. Indeed, the exact language of what can 
and cannot be waived was enacted during a Democrat Congress in 
1994 and is preserved word-for-word in this bill. And under 
that language waiver authority only applies to the Title I 
compensatory education program, Federal activities under the 
Eisenhower Professional Development Program, the Magnet Schools 
Assistance Program, the Impact Aid program, the Native Hawaiian 
Education Act, and the Carl Perkins Vocational and Applied 
Technology Education Act. The only difference is that now 50 
states may participate, rather than just 12 states.
    A distinguishing feature of ed-flex is that the State 
educational agency, rather than the Federal Department of 
Education, is the entity provided with the authority to decide 
what shall be waived. Though the State educational agency makes 
the decision, there are other major requirements that must be 
met, such as: (1) the waivers may only apply to the Title I 
compensatory education program, Federal activities under the 
Eisenhower Professional Development Program, the Magnet Schools 
Assistance Program, the Impact Aid program, the Native Hawaiian 
Education Act, and the Carl Perkins Vocational and Applied 
Technology Education Act; and (2) the intent and purpose of the 
underlying Federal program would have to continue to be met 
through the waivers.
    Information on the 12 states currently participating in ed-
flex indicates waivers are most often sought for Title I school 
targeting, Title I schoolwide program eligibility, and 
Eisenhower professional development subject-area targeting 
requirements.
    The Committee finds it quite odd that while the President 
has endorsed extending ed-flex authority to all 50 states, the 
Department of Education has, on the other hand, recommended a 
veto of the very bill which would extend ed-flex authority to 
all states. On February 23, 1998, President Clinton, in a 
speech to the National Governors Association, advocated 
extending ed-flex authority to all 50 states. The President 
stated,

          * * * I will also send to Congress this year 
        legislation to expand the Ed-Flex program. * * * There 
        are I think a dozen of you now who are part of the Ed-
        Flex program. The legislation that I will send would 
        make every state in the country eligible to be a part 
        of it, which would dramatically reduce the regulatory 
        burden of the federal government on the states in the 
        area of education.

    No bill has yet been sent to Congress by the 
Administration. Furthermore, Secretary of Education Dick Riley, 
in a January 27, 1997 speech before the National School Boards 
Association endorsed ed-flex. He said ``Under Ed-Flex, I have 
given nine states the authority to waive burdensome federal 
regulations, and three more states will be added to the list. 
Everybody likes Ed-Flex. It improves education and it sounds 
like a very healthy exercise program, too.''
    Yet, just a few weeks ago on June 24, 1998, Secretary 
Riley, in a letter to Chairman Bill Goodling (R-PA) of the 
Committee on Education and the Workforce, recommended a veto of 
the very bill that would expand ed flex to all 50 states. 
Secretary Riley wrote, ``If H.R. 3248 were presented to the 
President, I would recommend that he veto it.''

Schoolwide projects under Title I of the Elementary and Secondary 
        Education Act

    In keeping with the overall theme of giving more 
flexibility to state and local decision-makers, section 202 of 
the committee bill lifts the 50% threshold requirement for a 
school to participate in a schoolwide program under Title I of 
the Elementary and Secondary Education Act.
    Under current law, schools must have at least 50% of their 
pupils from low-income families in order to be able to 
participate in a schoolwide program. Generally, schoolwide 
programs refer to the ability of schools to operate their Title 
I programs on a schoolwide basis to improve services and 
increase academic achievement for all pupils, rather than 
limiting services to particular pupils deemed to be the most 
disadvantaged at a given school. Schoolwide programs are also 
exempted from burdensome regulations under Title I and other 
federal programs, and may combine funds from various 
categorical grant programs, provided that the underlying intent 
and purposes of the programs are met.
    H.R. 3248 would remove the 50% requirement, and thus give 
all Title I schools more flexibility in deciding how to best 
utilize Federal education dollars, and free them from 
significant regulatory burdens so they can focus on increasing 
student achievement.

                               Conclusion

    Through program consolidation, the Dollars to the Classroom 
Act replaces an entrenched structure of 31 top-down, 
Washington-controlled, categorical programs with a single grant 
to the states. Power is shifted to parents, teachers, 
principals, and other state and local decision-makers. Dollars 
are moved into the classroom. And State and local decision-
makers are given broader flexibility in the administration of 
Federal education dollars. These are the things through which 
real change can come to elementary and secondary education.

Myth v. Reality

    As sometimes happens, misinformation and distortions about 
legislative proposals circulate widely. Such is the case with 
the Dollars to the Classroom Act. To ensure a clear record, the 
Committee has included in this report a list of the seven (7) 
most common myths about the bill, followed by responses to each 
myth.
    Myth #1: The Dollars to the Classroom Act is another back 
door attempt to cut funding to education and to eliminate the 
Department of Education.
    Reality: H.R. 3248 is not a cut. Nor is it a back door 
attempt to eliminate anything. It's a front door attempt to 
send $2.74 billion directly to local communities for public 
schools. Approximately $800 million more will be available for 
classroom activities and services under this bill than 
currently reaches the classroom. Those additional dollars mean 
$9,300 per school or $425 per classroom. Each state will 
receive increases ranging from $1.6 million to $89 million.
    Additionally, each of the last two Congresses have 
increased funding for education, and special education funding, 
in particular, has increased by $1.5 billion over the past two 
years.
    Myth #2: Poor children won't get services.
    Reality: Disadvantaged students will lose nothing under the 
bill. In fact, their classrooms and teachers will see more 
Federal funds. More money will go to the classroom and less to 
the bureaucracy. States will be required to develop within-
state funding formulas that take into account children living 
in poverty, children living in rural areas, and children who 
require more that the average expenditures to educate.
    Myth #3: Money won't really reach the classroom.
    Reality: More money will reach classrooms through this bill 
than under the current 31 programs where a third of the money 
is often tied up in bureaucracy, not in teaching and learning. 
Ninety-five percent (95%) of each dollar under the grant is 
required to be spent in the classroom. And at the end of the 
year, states are required to certify that ninety-five percent 
(95%) of the funds were indeed spent in this manner.
    Myth #4. There will be no accountability.
    Reality: The Washington education establishment and 
supporters of the status quo do not seem to trust state and 
local decision-makers with Federal education dollars. The 
Committee does. Local schools and school districts will be 
accountable to parents and communities for how funds are spent. 
And each state must certify that ninety-five percent (95%) of 
every dollar is being spent in the classroom. The fact is the 
last 30 years have had very little accountability. By cutting 
administrative costs and red tape, H.R. 3248 provides more 
money for targeting funds toward the most pressing needs.
    Myth #5: Existing programs are already flexible enough. The 
expansion of ed-flex is not needed.
    Reality: Unfortunately, current law only limits ed-flex to 
12 states. H.R. 3248 would expand ed-flex to all 50 states, 
thereby permitting all states to waive burdensome Federal 
requirements, and better meet the needs of their students.
    Myth #6: National education priorities set by Congress and 
the Administration will be eliminated.
    Reality: Such an argument falsely assumes that Washington 
knows best. The naysayers and supporters of the status quo do 
not seem to trust local educators to set their own priorities. 
The fact is the supporters of the status quo do not want to 
share power with state and local decision-makers. H.R. 3248 
puts power in the hands of those closest to the people--those 
in local communities who know the needs of their school 
districts. School districts will be able to continue to use 
funds for the same purposes as under the 31 separate programs.
    Myth #7: Programs are being repealed before they even get 
started.
    Reality: Substantially all of the 31 programs have been on 
the books for years. If school districts determine that they 
want to continue with the activities and services they carried 
out under the previous programs, such as comprehensive school 
reform, they can use the consolidated grant for these exact 
same purposes.

                           Section by Section

    Section 1 contains the short title of the bill.

       TITLE I--IMPROVEMENT OF CLASSROOM SERVICES AND ACTIVITIES

    Section 101 authorizes the Secretary to award grants under 
Title I to States for certain purposes.
    Section 102(a)(e) contains the formula for distribution by 
the Secretary of the U.S. Department of Education to States, 
including a hold harmless provision for formula grant programs.
    Section 102(f) requires States to distribute not less than 
95 percent of allotted funds to local educational agencies in 
the State.
    Section 102(g) requires States and local educational 
agencies to use funds under Title I to supplement and not to 
supplant funds from non-Federal sources.
    Section 102(h) requires States to issue an annual report to 
the Secretary of the U.S. Department of Education and Congress 
that accounts for the use of funds under Title I.
    Section 103(a) directs the States to consider certain 
factors when distributing funds within the State and contains a 
hold harmless provision for local educational agencies for the 
formula grant programs. It also includes a hold harmless 
provision for funds the LEA is eligible to receive during 
fiscal years 1999 through 2000, in accordance with multiyear 
awards that were made prior to the enactment of this Act.
    Section 103(b) contains a list of appropriate uses of funds 
made available under Title I, including the activity for which 
each program included in the block grant was designed.
    Section 103(c) requires local educational agencies to 
involve parents and members of the public in planning for the 
use of funds under Title I.
    Section 104 requires local educational agencies to include 
private schools in certain activities and services.
    Section 105 defines the terms, local educational agency, 
educational service agency, Secretary, and State.
    Section 106 contains general provisions that clarify 
limitations placed on federal governmental involvement.
    Section 107 repeals the following programs: GOALS 2000 
State Grants; GOALS 2000 Parental Assistance; International 
Education Exchange; School to Work; Comprehensive School 
Reform; Innovative Elementary School Transition Projects; 
Eisenhower Professional Development National Programs; 
Eisenhower Professional Development State Grants; Technology 
Literacy Challenge Fund; Technology Innovation Grants; Regional 
Technology Consortia; Star Schools; Ready to Learn Television; 
Telecommunications Demonstration Project; Magnet Schools; 
Women's Educational Equity; Chapter 2 Block Grants; Native 
Hawaiians; Alaska Native Education; Fund for the Improvement of 
Education; Gifted and Talented Education; Arts in Education; 
Civic Education; Allen J. Ellender Fellowship (Close-Up); 21st 
Century Community Learning Centers; Urban and Rural Education 
Assistance; National Writing Project; Extended Time for 
Learning; Comprehensive Regional Assistance Centers; Eisenhower 
Math and Science Regional Consortia; and, Education for 
Homeless Children.
    Section 108 authorizes funds for fiscal year 1999 through 
fiscal year 2003, including a cost of living adjustment.

                   TITLE II--MISCELLANEOUS PROVISIONS

    Section 201(a)(d) authorizes the Secretary of the U.S. 
Department of Education to waive statutory or regulatory 
requirements under certain conditions for specific programs.
    Section 201(e) authorizes the Education Flexibility 
Partnership Demonstration Act.
    Section 201(f) requires the Secretary of the U.S. 
Department of Education to review the progress of agencies or 
schools affected by waivers under Title II.
    Section 201(g) requires that the Secretary's decision to 
grant waivers be printed in the Federal Register and 
disseminated to certain State organizations and parties.
    Section 202 amends the Elementary and Secondary Education 
Act by eliminating the criteria a school is required to meet in 
order to use funds for school wide programs, thereby allowing 
all schools to be designated as school wide programs.

                       Explanation of Amendments

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

              Application of Law to the 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 consolidates and streamlines 31 elementary 
and secondary education programs into a single formula grant to 
the states. The bill does not prevent legislative branch 
employees from receiving the benefits of this legislation.

                   Constitutional Authority Statement

    The establishment of this block grant is within Congress's 
authority under the spending clause of the Constitution, 
Article I, section 8, clause 1.

                       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. This bill 
consolidates and streamlines 31 elementary and secondary 
education programs into a single formula grant to the states. 
This bill permits schools and school districts to continue to 
use the new grant money for the same purposes as under the 31 
programs. As such, the bill does not contain any unfunded 
mandates.

  Statement of Oversight Findings and Recommendations of the Committee

    In compliance with clause 2(l)(3)(A) of rule XI 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.

 Statement of Oversight Findings of the Committee on 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. 3248.

                           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 that would be incurred in carrying out 
H.R. 3248. 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.

     Budget Authority and Congressional Budget Office Cost Estimate

    With respect to the requirements 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 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. 3248 from the Director of the Congressional Budget 
Act:

                                     U.S. Congress,
                               Congressional Budget Office,
                                     Washington, DC, July 16, 1998.
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. 3248, the Dollars 
for the Classroom Act.
    If you wish further details on this estimate, we will be 
pleased to provide them. The CBO staff contact is Josh O'Harra.
            Sincerely,
                                         June E. O'Neill, Director.
    Enclosure.

H.R. 3248--Dollars for the Classroom Act

    Summary: H.R. 3248 would repeal 29 elementary and secondary 
education programs (3 of which did not receive appropriations 
in 1998) and replace them with a single block grant to states. 
This act would authorize appropriations of $2.7 billion in 
1999, $2.8 billion in 2000, $2.9 billion in 2001, $2.9 billion 
in 2002 and $3.0 billion in 2003. Most programs that would be 
repealed are currently authorized through 1999. The General 
Education Provisions Act (GEPA) extends authorizations through 
2000. CBO estimates that the bill would provide additional 
authorizations of $9.5 billion over the 1999-2003 period. 
Because H.R. 3248 would not affect direct spending or receipts, 
pay-as-you-go procedures would not apply.
    This bill contains no intergovernmental or private-sector 
mandates as defined in the Unfunded Mandates Reform Act (UMRA). 
Although the bill would impose requirements on states and local 
education agencies as a condition for receiving funding under 
the new block grant, these requirements would generally be 
similar to, or less stringent than, requirements under current 
law.
    Estimated cost to the Federal Government: The estimated 
budgetary impact of H.R. 3248 is shown in the following tables.

                           TABLE 1.--ESTIMATED BUDGETARY IMPACT OF H.R. 3248, SUMMARY                           
----------------------------------------------------------------------------------------------------------------
                                                                     By fiscal years, in million of dollars--   
                                                                 -----------------------------------------------
                                                                   1998    1999    2000    2001    2002    2003 
----------------------------------------------------------------------------------------------------------------
                                            SUBJECT TO APPROPRIATION                                            
                                                                                                                
                Without Adjustments for Inflation                                                               
                                                                                                                
Spending Under Current Law:                                                                                     
    Estimated Authorization Level \1\...........................   2,686   2,686   2,190       0       0       0
    Estimated Outlays...........................................   1,786   2,427   2,623   2,223     672     107
Proposed Changes:                                                                                               
    Estimated Authorization Levels..............................       0      54     610   2,870   2,940   3,001
    Estimated Outlays...........................................       0      -4      82     895   2,307   2,838
Total Spending Under H.R. 3248:                                                                                 
    Estimated Authorization Levels \1\..........................   2,686   2,740   2,800   2,870   2,940   3,001
    Estimated Outlays...........................................   1,786   2,423   2,705   3,118   2,980   2,945
                                                                                                                
                 With Adjustments for Inflation                                                                 
                                                                                                                
Spending Under Current Law:                                                                                     
    Estimated Authorization Level \1\...........................   2,686   2,745   2,291       0       0       0
    Estimated Outlays...........................................   1,786   2,430   2,667   2,303     700     112
Proposed Changes:                                                                                               
    Estimated Authorization Levels..............................       0      -5     509   2,870   2,940   3,001
    Estimated Outlays...........................................       0      -7      39     830   2,285   2,835
Total Spending Under H.R. 3248:                                                                                 
    Estimated Authorization Levels \1\..........................   2,686   2,740   2,800   2,870   2,940   3,001
    Estimated Outlays...........................................   1,786   2,423   2,706   3,134   2,985   2,946
----------------------------------------------------------------------------------------------------------------
\1\ The 1998 level is the amount appropriated for that year.                                                    
                                                                                                                
Note.--Components may not sum to totals due to rounding.                                                        


 TABLE 2.--ESTIMATED IMPACT OF H.R. 3248 ON SPENDING SUBJECT TO APPROPRIATION, WITHOUT ADJUSTMENTS FOR INFLATION
----------------------------------------------------------------------------------------------------------------
                                                                    By fiscal years, in millions of dollars--   
                                                               -------------------------------------------------
                                                                  1999      2000      2001      2002      2003  
----------------------------------------------------------------------------------------------------------------
Goals 2000: Educate America Act:                                                                                
    Title III--Systematic Reform Grants:                                                                        
        Estimated Authorization Levels........................      -466         0         0         0         0
        Estimated Outlays.....................................       -23      -303      -117       -23         0
    Title IV--Parental Assistance:                                                                              
        Estimated Authorization Levels........................       -25         0         0         0         0
        Estimated Outlays.....................................        -1       -16        -6        -1         0
    Title VI--International Education:                                                                          
        Estimated Authorization Levels........................        -5         0         0         0         0
        Estimated Outlays.....................................     (\1\)        -3        -1     (\1\)         0
School to Work Opportunity Act:                                                                                 
    Estimated Authorization Levels............................      -400      -400         0         0         0
    Estimated Outlays.........................................       -20      -260      -100       -20         0
Elementary and Secondary Education Act (ESEA):                                                                  
    Title I, Sec. 1502--Comprehensive School Reform:                                                            
        Estimated Authorization Levels........................      -120      -120         0         0         0
        Estimated Outlays.....................................        -6       -78       -30        -6         0
    Title II, Part A--Eisenhower Professional Development                                                       
     Program:                                                                                                   
        Estimated Authorization Levels........................       -23       -23         0         0         0
        Estimated Outlays.....................................        -3       -19       -20        -5     (\1\)
    Title II, Part B--Eisenhower Professional Development                                                       
     Program:                                                                                                   
        Estimated Authorization Levels........................      -335      -335         0         0         0
        Estimated Outlays.....................................       -17      -235      -302      -101       -17
    Title III, Section 3132--School Technology Resource                                                         
     Grants:                                                                                                    
        Estimated Authorization Levels........................      -541      -541         0         0         0
        Estimated Outlays.....................................       -27      -379      -487      -162       -27
    Title III, Part B--Star Schools                                                                             
        Estimated Authorization Levels........................       -34       -34         0         0         0
        Estimated Outlays.....................................        -2       -24       -31       -10        -2
    Title III, Part C--Ready-to-Learn Television:                                                               
        Estimated Authorization Levels........................        -7        -7         0         0         0
        Estimated Outlays.....................................     (\1\)        -5        -6        -2         0
    Title III, Part D--Telecommunications Project for Math:                                                     
        Estimated Authorization Levels........................        -2        -2         0         0         0
        Estimated Outlays.....................................     (\1\)        -1        -2        -1     (\1\)
    Title V, Part A--Magnet Schools:                                                                            
        Estimated Authorization Levels........................      -101      -101         0         0         0
        Estimated Outlays.....................................        -5       -71       -91       -30        -5
    Title V, Part B--Woman's Education Equity:                                                                  
        Estimated Authorization Levels........................        -3        -3         0         0         0
        Estimated Outlays.....................................     (\1\)        -2        -3        -1     (\1\)
    Title VI--Innovative Education Program Strategy:                                                            
        Estimated Authorization Levels........................      -350      -350         0         0         0
        Estimated Outlays.....................................       -18      -245      -315      -105       -18
    Title IX, Part B--Native Hawaiian Education:                                                                
        Estimated Authorization Levels........................       -18       -18         0         0         0
        Estimated Outlays.....................................        -1       -13       -16        -5        -1
    Title IX, Part C--Alaska Native Education:                                                                  
        Estimated Authorization Levels........................        -8        -8         0         0         0
        Estimated Outlays.....................................     (\1\)        -6        -7        -2         0
    Title X, Part A--Fund for the Improvement of Education:                                                     
        Estimated Authorization Levels........................      -108      -108         0         0         0
        Estimated Outlays.....................................        -5       -76       -97       -32        -5
    Title X, Part B--Javits Gifted and Talented Program:                                                        
        Estimated Authorization Levels........................        -7        -7         0         0         0
        Estimated Outlays.....................................        -1        -5        -6        -1     (\1\)
    Title X, Part D--Arts in Education:                                                                         
        Estimated Authorization Levels........................       -11       -11         0         0         0
        Estimated Outlays.....................................        -1        -7        -9        -3        -1
    Title X, Part F--Civic Education:                                                                           
        Estimated Authorization Levels........................        -6        -6         0         0         0
        Estimated Outlays.....................................        -1        -4        -5        -1         0
    Title X, Part G--Ellender Fellowships:                                                                      
        Estimated Authorization Levels........................        -2        -2         0         0         0
        Estimated Outlays.....................................     (\1\)        -1        -1     (\1\)     (\1\)
    Title X, Part I--21st Century Community Learning Centers:                                                   
        Estimated Authorization Levels........................       -40       -40         0         0         0
        Estimated Outlays.....................................        -5       -32       -34        -8        -1
    Title X, Part K--National Writing Project:                                                                  
        Estimated Authorization Levels........................        -5        -5         0         0         0
        Estimated Outlays.....................................        -1        -4        -4        -1     (\1\)
    Title XIII, Part A--Comprehensive Regional Assistance                                                       
     Centers:                                                                                                   
        Estimated Authorization Levels........................       -27       -27         0         0         0
        Estimated Outlays.....................................        -1       -19       -24        -8        -1
    Title XIII, Part C--Eisenhower Regional Consortium:                                                         
        Estimated Authorization Levels........................       -15       -15         0         0         0
        Estimated Outlays.....................................        -2       -12       -13        -3     (\1\)
McKinney Act:                                                                                                   
    Title VII--Education for Homeless Children:                                                                 
        Estimated Authorization Levels........................       -29       -29         0         0         0
        Estimated Outlays.....................................        -1       -20       -26        -9        -1
Block Grant:                                                                                                    
    Estimated Authorization Levels............................     2,740     2,800     2,870     2,940     3,001
    Estimated Outlays.........................................       137     1,921     2,649     2,850     2,919
Total Proposed Changes:                                                                                         
    Estimated Authorization Levels............................        54       610     2,870     2,940     3,001
    Estimated Outlays.........................................        -4        82       895     2,307     2,838
----------------------------------------------------------------------------------------------------------------
\1\ Less than $500,000.                                                                                         
                                                                                                                
Note.--Components may not sum to total due to rounding.                                                         


  TABLE 3.--ESTIMATED IMPACT OF H.R. 3248 ON SPENDING SUBJECT TO APPROPRIATION, WITH ADJUSTMENTS FOR INFLATION  
----------------------------------------------------------------------------------------------------------------
                                                                   By fiscal years, in millions of dollars--    
                                                              --------------------------------------------------
                                                                 1999      2000       2001      2002      2003  
----------------------------------------------------------------------------------------------------------------
Goals 2000: Educate America Act:                                                                                
    Title III--Systematic Reform Grants:                                                                        
        Estimated Authorization Levels.......................      -476         0          0         0         0
        Estimated Outlays....................................       -24      -310       -119       -24         0
    Title IV--Parental Assistance:                                                                              
        Estimated Authorization Levels.......................       -26         0          0         0         0
        Estimated Outlays....................................        -1       -17         -6        -1         0
    Title VI--International Education:                                                                          
        Estimated Authorization Levels.......................        -5         0          0         0         0
        Estimated Outlays....................................     (\1\)        -3         -1     (\1\)         0
    School to Work Opportunity Act:                                                                             
        Estimated Authorization Levels.......................      -409      -418          0         0         0
        Estimated Outlays....................................       -20      -257       -102       -20         0
Elementary and Secondary Education Act (ESEA):                                                                  
    Title I, Sec. 1502--Comprehensive School Reform:                                                            
        Estimated Authorization Levels.......................      -123      -126          0         0         0
        Estimated Outlays....................................        -6       -80        -31        -6         0
    Title II, Part A--Eisenhower Professional Development                                                       
     Program:                                                                                                   
        Estimated Authorization Levels.......................       -24       -24          0         0         0
        Estimated Outlays....................................        -3       -20        -21        -5     (\1\)
    Title II, Part B--Eisenhower Professional Development                                                       
     Program:                                                                                                   
        Estimated Authorization Levels.......................      -342      -350          0         0         0
        Estimated Outlays....................................       -17      -240       -313      -105       -18
    Title III, Section 3132--School Technology Resource                                                         
     Grants:                                                                                                    
        Estimated Authorization Levels.......................      -553      -566          0         0         0
        Estimated Outlays....................................       -28      -388       -506      -169       -28
    Title III, Part B--Star Schools:                                                                            
        Estimated Authorization Levels.......................       -35       -36          0         0         0
        Estimated Outlays....................................        -2       -24        -32       -11        -2
    Title III, Part C--Ready-to-Learn Television:                                                               
        Estimated Authorization Levels.......................        -7        -7          0         0         0
        Estimated Outlays....................................     (\1\)        -5         -7        -2     (\1\)
    Title III, Part D--Telecommunications Project for Math:                                                     
        Estimated Authorization Levels.......................        -2        -2          0         0         0
        Estimated Outlays....................................     (\1\)        -1         -2        -1     (\1\)
    Title VI, Part A--Magnet Schools:                                                                           
        Estimated Authorization Levels.......................      -103      -106          0         0         0
        Estimated Outlays....................................        -5       -72        -94       -32        -5
    Title V, Part B--Woman's Educational Equity:                                                                
        Estimated Authorization Levels.......................        -3        -3          0         0         0
        Estimated Outlays....................................     (\1\)        -2         -3        -1     (\1\)
    Title VI--Innovative Education Program Strategy:                                                            
        Estimated Authorization Levels.......................      -358      -366          0         0         0
        Estimated Outlays....................................       -18      -251       -327      -109       -18
    Title IX, Part B--Native Hawaiian Education:                                                                
        Estimated Authorization Levels.......................       -18       -19          0         0         0
        Estimated Outlays....................................        -1       -13        -17        -6        -1
    Title IX, Part C--Alaska Native Education:                                                                  
        Estimated Authorization Levels.......................        -8        -8          0         0         0
        Estimated Outlays....................................     (\1\)        -6         -7        -3         0
    Title X, Part A--Fund for the Improvement of Education:                                                     
        Estimated Authorization Levels.......................      -110      -113          0         0         0
        Estimated Outlays....................................        -6       -77       -101       -34        -6
    Title X, Part B--Javits Gifted and Talented Program:                                                        
        Estimated Authorization Levels.......................        -7        -7          0         0         0
        Estimated Outlays....................................        -1        -5         -6        -1     (\1\)
    Title X, Part D--Arts in Education:                                                                         
        Estimated Authorization Levels.......................       -11       -11          0         0         0
        Estimated Outlays....................................        -1        -8        -10        -3        -1
    Title X, Part F--Civic Education:                                                                           
        Estimated Authorization Levels.......................        -6        -6          0         0         0
        Estimated Outlays....................................        -1        -5         -5        -1     (\1\)
    Title X, Part G--Ellender Fellowships:                                                                      
        Estimated Authorization Levels.......................        -2        -2          0         0         0
        Estimated Outlays....................................     (\1\)        -1         -1     (\1\)     (\1\)
    Title X, Part I--21st Century Community Learning Centers:                                                   
        Estimated Authorization Levels.......................       -41       -42          0         0         0
        Estimated Outlays....................................        -5       -33        -36        -8        -1
    Title X, Part K--National Writing Project:                                                                  
        Estimated Authorization Levels.......................        -5        -5          0         0         0
        Estimated Outlays....................................        -1        -4         -4        -1     (\1\)
    Title XIII, Part A--Comprehensive Regional Assistance                                                       
     Centers:                                                                                                   
        Estimated Authorization Levels.......................       -28       -28          0         0         0
        Estimated Outlays....................................        -1       -19        -25        -8        -1
    Title XIII, Part C--Eisenhower Regional Consortium:                                                         
        Estimated Authorization Levels.......................       -15       -16          0         0         0
        Estimated Outlays....................................        -2       -12        -13        -3        -1
McKinney Act:                                                                                                   
    Title VII--Education for Homeless Children:                                                                 
        Estimated Authorization Levels.......................       -29       -30          0         0         0
        Estimated Outlays....................................        -1       -21        -26        -9        -2
Block Grant:                                                                                                    
        Authorization Levels.................................     2,740     2,800      2,870     2,940     3,001
        Estimated Outlays....................................       137     1,921      2,649     2,850     2,919
Total Proposed Changes:                                                                                         
        Estimated Authorization Levels.......................        -5       509      2,870     2,940     3,001
        Estimated Outlays....................................        -7        39        830     2,285     2,835
----------------------------------------------------------------------------------------------------------------
\1\ Less than $500,000.                                                                                         
                                                                                                                
Note 2.--Components may not sum to totals due to rounding.                                                      

    Basis of estimate: Under this bill, authorizations would 
amount to $2.7 billion for fiscal year 1999 and would total 
$14.3 billion over the 1999-2003 period. CBO estimates the 
authorization level of the block grant in 1999 would be $54 
million higher than the 1998 appropriation for the programs 
that would be repealed, but $5 million lower than the 
appropriations adjusted for inflation.
    Among the significant legislation that would be repealed by 
this bill are the School to Work Opportunities Act, various 
components of the Elementary and Secondary Education Act, and 
much of the Goals 2000: Educate America Act. Tables 2 and 3 
display the spending of the programs that would be repealed.
    In replacing the repealed programs with a block grant, H.R. 
3248 authorizes an additional $9.5 billion in new spending for 
the 1999-2003 period, relative to the current authorization 
without adjustments for inflation. The ends towards which these 
new funds would be applied are substantively similar to the 
goals of the programs H.R. 3248 would repeal.
    H.R. 3248 would establish explicit authorization levels of 
the block grant for each fiscal year from 1999 through 2003. 
CBO estimates that funds appropriated under this bill would be 
spent out at rates similar to the weighted average of the 
historical rates for the programs that the block grant would 
replace.
    The costs of this legislation fall within budget function 
500 (educational, training, employment, and social services).
    Pay-as-you-go considerations: None.
    Intergovernmental and private-sector impact: H.R. 3248 
contains no intergovernmental or private-sector mandates as 
defined in UMRA. The bill would consolidate 20 federal 
education programs into a single block grant for states. CBO 
estimates that states and local education agencies would 
receive $14.3 billion in grants for the 1999-2003 period, 
assuming the appropriation of the necessary funds. Under the 
new block grant, states would be required to distribute at 
least 95 percent of the funds to local education agencies, who 
could generally use them for the same purposes authorized by 
the programs being consolidated. By restricting funding to non-
classroom activities, including program administration, the 
bill could change how funds are allocated within a state. Other 
requirements imposed on states and local education agencies by 
the block grant would be similar to, or less stringent, than 
those in current law. Finally, the bill would extend to all 
states the opportunity to apply for the ED-FLEX program. This 
program currently allows 12 states to request the authority to 
waive many federal education requirements.
    Esimtate prepared by: Federal Cost: Josh O'Harra. Impact on 
State, Local, and Tribal Governments: Marc Nicole. Impact on 
the Private Sector: Kathyrn Rarick.
    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):

GOALS 2000: EDUCATE AMERICA ACT

           *       *       *       *       *       *       *


       [TITLE III--STATE AND LOCAL EDUCATION SYSTEMIC IMPROVEMENT

[SEC. 301. FINDINGS.

  [The Congress finds that--
          [(1) all students can learn and achieve to high 
        standards and must realize their potential if the 
        United States is to prosper;
          [(2) the reforms in education from 1977 through 1992 
        have achieved some good results, but such reform 
        efforts often have been limited to a few schools or to 
        a single part of the educational system;
          [(3) leadership must come from teachers, related 
        services personnel, principals, and parents in 
        individual schools, and from policymakers at the local, 
        State, tribal, and national levels, in order for 
        lasting improvements in student performance to occur;
          [(4) simultaneous top-down and bottom-up education 
        reform is necessary to spur creative and innovative 
        approaches by individual schools to help all students 
        achieve internationally competitive standards;
          [(5) strategies must be developed by communities and 
        States to support the revitalization of all local 
        public schools by fundamentally changing the entire 
        system of public education through comprehensive, 
        coherent, and coordinated improvement in order to 
        increase student learning;
          [(6) parents, teachers, and other local educators, 
        and business, community, and tribal leaders must be 
        involved in developing systemwide improvement 
        strategies that reflect the needs of their individual 
        communities;
          [(7) State and local education improvement efforts 
        must incorporate strategies for providing all students 
        and families with coordinated access to appropriate 
        social services, health care, nutrition, and early 
        childhood education, and child care to remove 
        preventable barriers to learning and enhance school 
        readiness for all students;
          [(8) States and local educational agencies, working 
        together, must immediately set about developing and 
        implementing such systemwide improvement strategies if 
        our Nation is to educate all children to meet their 
        full potential and achieve the National Education Goals 
        described in title I;
          [(9) State and local systemic improvement strategies 
        must provide all students with effective mechanisms and 
        appropriate paths to the work force as well as to 
        higher education;
          [(10) businesses should be encouraged--
                  [(A) to enter into partnerships with schools;
                  [(B) to provide information and guidance to 
                schools based on the needs of area businesses 
                for properly educated graduates in general and 
                on the need for particular workplace skills 
                that the schools may provide;
                  [(C) to provide necessary education and 
                training materials and support; and
                  [(D) to continue the lifelong learning 
                process throughout the employment years of an 
                individual;
          [(11) schools should provide information to 
        businesses regarding how the business community can 
        assist schools in meeting the purposes of this Act;
          [(12) institutions of higher education should be 
        encouraged to enter into partnerships with schools to 
        provide information and guidance to schools on the 
        skills and knowledge graduates need in order to enter 
        and successfully complete postsecondary education, and 
        schools should provide information and guidance to 
        institutions of higher education on the skills, 
        knowledge, and preservice training teachers need, and 
        the types of professional development educators need in 
        order to meet the purposes of this Act;
          [(13) the appropriate and innovative use of 
        technology, including distance learning, can be very 
        effective in helping to provide all students with the 
        opportunity to learn and meet high standards;
          [(14) Federal funds should be targeted to support 
        State and local initiatives, and to leverage State and 
        local resources for designing and implementing 
        systemwide education improvement plans;
          [(15) all students are entitled to participate in a 
        broad and challenging curriculum and to have access to 
        resources sufficient to address other education needs; 
        and
          [(16) quality education management services are being 
        utilized by local educational agencies and schools 
        through contractual agreements among local educational 
        agencies or schools and businesses providing quality 
        education management services.

[SEC. 302. PURPOSE.

  [(a) Purpose.--It is the purpose of this title to improve the 
quality of education for all students by improving student 
learning through a long-term, broad-based effort to promote 
coherent and coordinated improvements in the system of 
education throughout the Nation at the State and local levels.
  [(b) Congressional Intent.--This title provides new 
authorities and funding for the Nation's school systems without 
replacing or reducing funding for existing Federal education 
programs. It is the intention of the Congress that no State or 
local educational agency will reduce its funding for education 
or for education reform on account of receiving any funds under 
this title.

[SEC. 303. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated $400,000,000 for the 
fiscal year 1994, and such sums as may be necessary for each of 
the fiscal years 1995 through 1998, to carry out this title.

[SEC. 304. ALLOTMENT OF FUNDS.

  [(a) Reservations of Funds.--From funds appropriated under 
section 303, the Secretary--
          [(1) shall reserve a total of one percent to provide 
        assistance, in amounts determined by the Secretary--
                  [(A) to the outlying areas;
                  [(B) to the Secretary of the Interior to 
                benefit Indian students in schools operated or 
                funded by the Bureau; and
                  [(C) to the Alaska Federation of Natives in 
                cooperation with the Alaska Native Education 
                Council to benefit Alaska Native students; and
          [(2) may reserve a total of not more than 5 percent 
        for--
                  [(A) national leadership activities under 
                sections 313 and 314; and
                  [(B) the costs of peer review of State 
                improvement plans and applications under this 
                title.
  [(b) State Allotments.--From the amount appropriated under 
section 303 and not reserved under subsection (a) in each 
fiscal year the Secretary shall make allotments to State 
educational agencies as follows:
          [(1) 50 percent of such amount shall be allocated in 
        accordance with the relative amounts each State would 
        have received under chapter 1 of title I of the 
        Elementary and Secondary Education Act of 1965 for the 
        preceding fiscal year if funds under such chapter in 
        such preceding fiscal year were not reserved for the 
        outlying areas.
          [(2) 50 percent of such amount shall be allocated in 
        accordance with the relative amounts each State would 
        have received under part A of chapter 2 of title I of 
        the Elementary and Secondary Education Act of 1965 for 
        the preceding fiscal year if funds under such chapter 
        in such preceding fiscal year were not reserved for the 
        outlying areas.
  [(c) Reallotments.--If the Secretary determines that any 
amount of a State educational agency's allotment for any fiscal 
year under subsection (b) will not be needed for such fiscal 
year by the State, the Secretary shall reallot such amount to 
other State educational agencies that need additional funds, in 
such manner as the Secretary determines is appropriate.
  [(d) Maintenance of Effort.--Each recipient of funds under 
this title, in utilizing the proceeds of an allotment received 
under this title, shall maintain the expenditures of such 
recipient for the activities assisted under this title at a 
level equal to not less than the level of such expenditures 
maintained by such recipient for the fiscal year preceding the 
fiscal year for which such allotment is received, except that 
the Secretary may reduce, temporarily or permanently, the level 
of expenditures required by this subsection if the Secretary 
determines that such recipient has justifiable reasons for a 
reduction in the level of expenditures required by this 
subsection.
      [(e) Direct Grants to Local Educational Agencies.--
          [(1) In general.--Notwithstanding subsection (c), if 
        a State educational agency was not participating in the 
        program under this section as of October 20, 1995, and 
        the State educational agency approves, the Secretary 
        shall use all or a portion of the allotment that the 
        State would have received under this section for a 
        fiscal year to award grants to local educational 
        agencies in the State that have approved applications 
        under paragraph (2) for such fiscal year.
          [(2) Application.--Any local educational agency that 
        desires to receive a grant under this subsection shall 
        submit an application to the Secretary that is 
        consistent with the provisions of this Act and shall 
        notify the State educational agency of such application 
        in accordance with paragraph (1). The Secretary may 
        establish a deadline for the submission of such 
        applications.
          [(3) Award basis.--The Secretary may use the student 
        enrollment of a local educational agency or other 
        factors as a basis for awarding grants under this 
        subsection.

[SEC. 305. STATE APPLICATIONS.

  [(a) Application.--
          [(1) In general.--Each State educational agency that 
        desires to receive an allotment under this title shall 
        submit an application to the Secretary at such time and 
        in such manner as the Secretary may determine.
          [(2) Additional information.--In addition to the 
        information described in subsections (b) and (c), each 
        such application shall include--
                  [(A) an assurance that the State educational 
                agency will cooperate with the Secretary in 
                carrying out the Secretary's responsibilities 
                under section 312, and will comply with 
                reasonable requests of the Secretary for data 
                related to the State's progress in developing 
                and implementing its State improvement plan 
                under section 306;
                  [(B) an assurance that State law provides 
                adequate authority to carry out each component 
                of the State's improvement plan developed, or 
                to be developed under section 306, or that such 
                authority will be sought;
                  [(C) an assurance that the State content 
                standards and State student performance 
                standards developed for student achievement are 
                not less rigorous than such standards used 
                prior to the date of enactment of this Act;
                  [(D) an assurance that the State will provide 
                for broad public participation in the planning 
                process; and
                  [(E) such other assurances and information as 
                the Secretary may require.
  [(b) First Year.--A State educational agency's application 
for the first year of assistance under this title shall--
          [(1) describe the process by which the State 
        educational agency will develop a State improvement 
        plan that meets the requirements of section 306; and
          [(2) describe how the State educational agency will 
        use funds received under this title for such year, 
        including how such agency will make subgrants to local 
        educational agencies in accordance with section 309(a), 
        and how such agency will use funds received under this 
        title for education preservice programs and 
        professional development activities in accordance with 
        section 309(b).
  [(c) Subsequent Years.--A State educational agency's 
application for the second year of assistance under this title 
shall--
          [(1) cover the second through fifth years of the 
        State's participation;
          [(2) except in the case of a State educational agency 
        submitting the information described in section 
        306(n)(4), include a copy of the State's improvement 
        plan that meets the requirements of section 306, or if 
        the State improvement plan is not complete, a statement 
        of the steps the State will take to complete the plan 
        and a schedule for doing so; and
          [(3) include an explanation of how the State 
        educational agency will use funds received under this 
        title, including how such agency will make subgrants to 
        local educational agencies in accordance with section 
        309(a), and how such agency will use such funds 
        received under this title for education preservice 
        programs and professional development activities in 
        accordance with section 309(b).

[SEC. 306. STATE IMPROVEMENT PLANS.

  [(a) Basic Scope of Plan.--Except as provided in section 
305(c)(2) and consistent with the requirements of this section, 
any State educational agency that wishes to receive an 
allotment under this title after its first year of 
participation shall develop and implement a State improvement 
plan for the improvement of elementary and secondary education 
in the State.
      [(b) Plan Development.--A State improvement plan under 
this title shall be developed by a broad-based State panel in 
cooperation with the State educational agency and the Governor.
  [(c) Teaching, Learning, Standards, and Assessments.--Each 
State educational agency, with broad-based classroom teacher 
input, shall establish and include in its State improvement 
plan strategies for meeting the National Education Goals by 
improving teaching and learning and students' mastery of basic 
and advanced skills in core content areas, such as English, 
mathematics, science (including physics), history, geography, 
foreign languages, the arts, civics and government, and 
economics. Such strategies--
          [(1) shall include--
                  [(A) a process for developing or adopting 
                State content standards and State student 
                performance standards for all students, which 
                process shall include coordinating the 
                standards developed pursuant to section 115 of 
                the Carl D. Perkins Vocational and Applied 
                Technology Education Act;
                  [(B) a process for developing and 
                implementing valid, nondiscriminatory, and 
                reliable State assessments--
                          [(i) which assessments shall--
                                  [(I) be aligned with such 
                                State's content standards;
                                  [(II) involve multiple 
                                measures of student 
                                performance;
                                  [(III) provide for--
                                          [(aa) the 
                                        participation in such 
                                        assessments of all 
                                        students with diverse 
                                        learning needs; and
                                          [(bb) the adaptations 
                                        and accommodations 
                                        necessary to permit 
                                        such participation;
                                  [(IV) be consistent with 
                                relevant, nationally recognized 
                                professional and technical 
                                standards for such assessments;
                                  [(V) be capable of providing 
                                coherent information about 
                                student attainments relative to 
                                the State content standards; 
                                and
                                  [(VI) support effective 
                                curriculum and instruction; and
                          [(ii) which process shall provide for 
                        monitoring the implementation of such 
                        assessments and the impact of such 
                        assessments on improved instruction for 
                        all students;
                  [(C) a process for aligning State or local 
                curricula, instructional materials, and State 
                assessments with the State content standards 
                and State student performance standards; and
                  [(D) a process for familiarizing teachers 
                with the State content standards and State 
                student performance standards and developing 
                the capability of teachers to provide high 
                quality instruction within the content areas 
                described in the matter preceding paragraph (1) 
                of this subsection;
          [(2) may include strategies such as--
                  [(A) a process for providing assistance and 
                support to local educational agencies and 
                schools to strengthen the capacity of such 
                agencies and schools to provide all students 
                the opportunity to increase educational 
                achievement and meet State content standards 
                and State student performance standards;
                  [(B) assessing the effectiveness and equity 
                of the school finance program of the State to 
                identify disparities in the resources available 
                to each local educational agency and school in 
                such State and how such disparities affect the 
                ability of the State educational agency and 
                local educational agencies to develop and 
                implement plans under this title;
                  [(C) a process for developing, selecting, or 
                recommending instructional materials, including 
                gender equitable and multicultural materials, 
                and technology to support and assist local 
                educational agencies and schools to provide all 
                students the opportunity to meet State content 
                standards and State student performance 
                standards;
                  [(D) a process for providing appropriate and 
                effective professional development, including 
                the use of technology, distance learning, and 
                gender-equitable methods, necessary for 
                teachers, school administrators, and others to 
                help all students meet State content standards 
                and State student performance standards; and
                  [(E) a process for improving the State's 
                system of teacher and school administrator 
                preparation and licensure, and of continuing 
                professional development programs, including 
                the use of technology at both the State and 
                local levels, so that all teachers, related 
                services personnel, and administrators develop 
                the subject matter and pedagogical expertise 
                needed to prepare all students to meet State 
                content standards and State student performance 
                standards.
  [(e) Governance, Accountability and Management.--Each State 
improvement plan shall establish strategies for improved 
governance, accountability and management of the State's 
education system, such as--
          [(1) aligning responsibility, authority, and 
        accountability throughout the education system, so that 
        decisions regarding the means for achieving State 
        content standards and State student performance 
        standards are made closest to the learners; and
          [(2) creating an integrated and coherent approach to 
        recruiting, retaining and supporting the continued 
        professional development of teachers (including 
        vocational teachers), and other educators, giving 
        special attention to the recruitment into and retention 
        of qualified minorities in the education profession.
  [(f) Parental and Community Support and Involvement.--Each 
State improvement plan shall describe strategies for how the 
State educational agency will involve parents and other 
community representatives in planning, designing, and 
implementing the State improvement plan, including strategies 
such as--
          [(1) focusing public and private community resources 
        and public school resources on prevention and early 
        intervention to address the needs of all students by 
        identifying and removing unnecessary regulations and 
        obstacles to coordination; and
          [(2) increasing the access of all students to social 
        services, health care, nutrition, related services, and 
        child care services, and locating such services in 
        schools, cooperating service agencies, community-based 
        centers, or other convenient sites designed to provide 
        ``one-stop shopping'' for parents and students.
  [(g) Making the Improvements Systemwide.--To help provide all 
students throughout the State the opportunity to meet State 
standards, each State improvement plan shall describe 
strategies, such as strategies that--
          [(1) provide for the availability of curricular 
        materials, learning technologies, including distance 
        learning, and professional development in a manner that 
        ensures equal access by all local educational agencies 
        in the State; and
          [(2) develop partnerships with Indian tribes and 
        schools funded by the Bureau, where appropriate, to 
        improve consistency and compatibility in curriculum 
        among public elementary and secondary schools, and such 
        schools funded by the Bureau at all grade levels.
  [(h) Promoting Bottom-Up Reform.--Each State improvement plan 
shall include strategies for ensuring that comprehensive, 
systemic reform is promoted from the bottom up in communities, 
local educational agencies, and schools, as well as guided by 
coordination and facilitation from State leaders, including 
strategies such as--
          [(1) providing flexibility to individual schools and 
        local educational agencies to enable such schools and 
        agencies to adapt and integrate State content standards 
        into courses of study appropriate for individual 
        schools and communities; and
          [(2) facilitating the provision of waivers from State 
        rules and regulations that impede the ability of local 
        educational agencies or schools to carry out local 
        improvement plans.
  [(i) Dropout Strategies.--Each State improvement plan shall 
include strategies for assisting local educational agencies and 
schools to enable such agencies and schools--
          [(1) to meet the needs of school-aged children who 
        have dropped out of school;
          [(2) to bring such children into the education 
        system; and
          [(3) to help such students meet State content 
        standards and State student performance standards.
  [(j) Coordination With School-to-Work Programs.--If a State 
has received Federal assistance for the purpose of planning 
for, expanding, or establishing a school-to-work program, then 
a State shall include in the State improvement plan a 
description of how such school-to-work program will be 
incorporated into the school reform efforts of the State. In 
particular, the State improvement plan shall include a 
description of how secondary schools will be modified in order 
to provide career guidance, the integration of academic and 
vocational education, and work-based learning, if such programs 
are proposed in the State's school-to-work plan.
  [(k) Benchmarks and Timelines.--Each State improvement plan 
shall include specific benchmarks of improved student 
performance and of progress in implementing such plan, and 
timelines against which the progress of the State in carrying 
out such plan, including the elements described in subsections 
(c) through (j), can be measured.
  [(l) Coordinating Strategies.--Each State plan shall include 
strategies for coordinating the integration of academic and 
vocational instruction pursuant to the Carl D. Perkins 
Vocational and Applied Technology Education Act.
  [(m) Program Improvement and Accountability.--Each State 
improvement plan shall describe--
          [(1) how the State will monitor progress towards 
        implementing the State and local improvement plans; and
          [(2) procedures the State plans to use, consistent 
        with State law, to improve schools that are not meeting 
        the State content standards voluntarily adopted by the 
        State within the established timelines.
  [(n) Peer Review and Secretarial Approval.--
          [(1) In general.--(A) The Secretary shall review, 
        within a reasonable period of time, each State 
        improvement plan prepared under this section, and each 
        application submitted under section 305, through a peer 
        review process involving the assistance and advice of 
        State and local education policymakers, educators, 
        classroom teachers, related services personnel, experts 
        on educational innovation and improvement, parents, 
        advocates, and other appropriate individuals. Such peer 
        review process shall be representative of the diversity 
        of the United States with regard to geography, race, 
        ethnicity, gender and disability characteristics. Such 
        peer review process shall include at least 1 site visit 
        to each State, except during the period when a State 
        improvement plan is being developed.
          [(B) Notwithstanding the provisions of subparagraph 
        (A), in the first year that a State educational agency 
        submits an application for development of a State 
        improvement plan under this title the Secretary shall 
        not be required to--
                  [(i) review such application through a peer 
                review process; and
                  [(ii) conduct a site visit.
          [(2) Approval.--The Secretary shall approve a State 
        improvement plan if such plan is submitted to the 
        Secretary not later than 2 years after the date the 
        State educational agency receives its first allotment 
        under section 304(b), and when the Secretary 
        determines, after considering the peer reviewers' 
        comment, that such plan--
                  [(A) reflects a widespread commitment within 
                the State;
                  [(B) holds reasonable promise of helping all 
                students to achieve at the high levels called 
                for by this Act;
                  [(C) meets the requirements of subsections 
                (a) through (k); and
                  [(D) allows local schools, local educational 
                agencies and communities the flexibility to 
                implement local improvement plans in a manner 
                which reflects local needs and requirements in 
                order to promote a `bottom up' system of school 
                reform.
          [(3) Disapproval.--The Secretary shall not disapprove 
        a State improvement plan, or any State application 
        submitted under section 305, before offering the 
        State--
                  [(A) an opportunity to revise such plan or 
                application; and
                  [(B) a hearing.
          [(4) Alternative submission.--
                  [(A) In general.--Notwithstanding any other 
                provision of this title, any State educational 
                agency that wishes to receive an allotment 
                under this title after the first year such 
                State educational agency receives such an 
                allotment may, in lieu of submitting its State 
                improvement plan for approval by the Secretary 
                under this subsection and section 305(c)(2), or 
                submitting major amendments to the Secretary 
                under subsection (p), provide the Secretary, as 
                part of an application under section 305(c) or 
                as an amendment to a previously approved 
                application--
                          [(i) an assurance, from the Governor 
                        and the chief State school officer of 
                        the State, that--
                                  [(I) the State has a plan 
                                that meets the requirements of 
                                this section and that is widely 
                                available throughout the State; 
                                and
                                  [(II) any amendments the 
                                State makes to the plan will 
                                meet the requirements of this 
                                section; and
                          [(ii) the State's benchmarks of 
                        improved student performance and of 
                        progress in implementing the plan, and 
                        the timelines against which the State's 
                        progress in carrying out the plan can 
                        be measured.
                  [(B) Annual report.--Any State educational 
                agency that chooses to use the alternative 
                method described in paragraph (1) shall 
                annually report to the public summary 
                information on the use of funds under this 
                title by the State and local educational 
                agencies in the State, as well as the State's 
                progress toward meeting the benchmarks and 
                timelines described in subparagraph (A)(ii).
  [(o) Regular Review.--Each State improvement plan shall 
include a process for periodically reviewing and updating any 
State content standards, State student performance standards, 
and State assessments.
  [(p) Amendments to Plan.--
          [(1) In general.--Each State educational agency shall 
        periodically review its State improvement plan and 
        revise such plan, as appropriate, in accordance with 
        the process described in subsection (b).
          [(2) Review.--The Secretary shall review any major 
        amendment to a State improvement plan and shall not 
        disapprove any such amendment before offering a State 
        educational agency--
                  [(A) an opportunity to revise such amendment; 
                and
                  [(B) a hearing.
  [(q) Preexisting State Plans and Panels.--
          [(1) In general.--If a State has developed a 
        comprehensive and systemic State improvement plan to 
        help all students meet State standards or any component 
        of such plan, that meets the intent and purposes of 
        this section, then the Secretary may approve such plan 
        or component notwithstanding that such plan was not 
        developed in accordance with subsection (b) if the 
        Secretary determines that such approval would further 
        the purposes of State systemic education improvement.
          [(2) Special rule.--(A) If, before the date of 
        enactment of this Act, a State has made substantial 
        progress in developing a plan that meets the intent and 
        purposes of this section, but was developed by a panel 
        that does not meet the requirements of paragraphs (1) 
        through (3) of subsection (b), the Secretary may, at 
        the request of the Governor and the State educational 
        agency, treat such panel as meeting the requirements of 
        this title if the Secretary determines that there has 
        been statewide involvement of educators, parents, 
        students, advocacy groups, and other interested members 
        of the public in the development of the plan.

[SEC. 307. SECRETARY'S REVIEW OF APPLICATIONS; PAYMENTS.

  [(a) First Year.--The Secretary shall approve the State 
educational agency's first year application under section 
305(b) if the Secretary determines that--
          [(1) such application meets the requirements of this 
        title; and
          [(2) there is a substantial likelihood that the 
        second year application of the State educational agency 
        under section 305(c) will provide for the development 
        and implementation of a State improvement plan that 
        complies with section 306.
  [(b) Second Through Fifth Years.--The Secretary shall approve 
the State educational agency's second year application under 
section 305(c)(1) for the second through fifth years of 
participation only if--
          [(1)(A) the Secretary has approved the State 
        improvement plan under section 306(n);
          [(B) the Secretary determines that the State has made 
        substantial progress in developing its State 
        improvement plan and will implement such plan not later 
        than the end of the second year of participation; or
          [(C) the State educational agency has submitted the 
        information described in section 306(n)(4); and
          [(2) the application meets the other requirements of 
        this title.
  [(c) Payments.--For any fiscal year for which a State has an 
approved application under this title, the Secretary shall 
provide an allotment to the State educational agency in the 
amount determined under section 304(b).

[SEC. 308. STATE USE OF FUNDS.

  [(a) First Year.--In the first year for which a State 
educational agency receives an allotment under this title, such 
agency--
          [(1) if the amount made available under section 303 
        for such year is equal to or greater than $50,000,000, 
        shall use at least 60 percent of such allotted funds to 
        award subgrants--
                  [(A) in accordance with section 309(a), to 
                local educational agencies for the development 
                or implementation of local improvement plans; 
                and
                  [(B) in accordance with section 309(b), to 
                improve educator preservice programs and for 
                professional development activities consistent 
                with the State improvement plan;
          [(2) if the amount made available under section 303 
        for such year is less than $50,000,000, may use such 
        funds for the subgrants described in paragraph (1); and
          [(3) shall use any such allotted funds not used in 
        accordance with paragraphs (1) and (2) to develop, 
        revise, expand, or implement a State improvement plan 
        described in section 306.
  [(b) Succeeding Years.--Each State educational agency that 
receives an allotment under this title for any year after the 
first year of such agency receives assistance under this title 
shall--
          [(1) use at least 90 percent of such allotment to 
        make subgrants--
                  [(A) in accordance with section 309(a), to 
                local educational agencies for the 
                implementation of the State improvement plan 
                and of local improvement plans; and
                  [(B) in accordance with section 309(b), to 
                improve educator preservice programs and for 
                professional development activities that are 
                consistent with the State improvement plan; and
          [(2) use the remainder of such assistance for State 
        activities designed to implement its State improvement 
        plan, such as--
                  [(A) supporting the development or adoption 
                of State content standards and State student 
                performance standards, and State assessments 
                linked to such standards, including through 
                consortia of States;
                  [(B) supporting the implementation of high-
                performance management and organizational 
                strategies, such as site-based management, 
                shared decisionmaking, or quality management 
                principles, to promote effective implementation 
                of such plan;
                  [(C) supporting the development and 
                implementation, at the local educational agency 
                and school building level, of improved human 
                resource development systems for recruiting, 
                selecting, mentoring, supporting, evaluating 
                and rewarding educators;
                  [(D) providing special attention to the needs 
                of minority, limited-English proficient, 
                disabled, and female students, including 
                instructional programs and activities that 
                encourage such students in elementary and 
                secondary schools to aspire to enter and 
                complete post-secondary education or training;
                  [(E) supporting innovative and proven methods 
                of enhancing a teacher's ability to identify 
                student learning needs, and motivating students 
                to develop higher order thinking skills, 
                discipline, and creative resolution methods;
                  [(F) supporting the development, at the State 
                or local level, of performance-based 
                accountability and incentive systems for 
                schools;
                  [(G) outreach to and training for parents, 
                tribal officials, organizations serving young 
                children, classroom teachers, related services 
                personnel, and other educators, and the public, 
                related to education improvement;
                  [(H) providing technical assistance and other 
                services to increase the capacity of local 
                educational agencies and schools to develop and 
                implement systemic local improvement plans, 
                implement new State assessments, and develop 
                curricula consistent with the State content 
                standards and State student performance 
                standards;
                  [(I) promoting public magnet schools, public 
                ``charter schools'', and other mechanisms for 
                increasing choice among public schools, 
                including information and referral programs 
                which provide parents with information on 
                available choices;
                  [(J) supporting activities relating to the 
                planning of, and evaluation of, projects under 
                which local educational agencies or schools 
                contract with private management organizations 
                to reform a school;
                  [(K) supporting intergenerational mentoring 
                programs;
                  [(L) supporting the development, at the State 
                or local level, of school-based programs that 
                restore discipline and reduce violence in 
                schools and communities, such as community 
                mobilization programs; and
                  [(M) collecting and analyzing data.
  [(c) Limit on Administrative Costs.--A State educational 
agency that receives an allotment under this title in any 
fiscal year shall use not more than 4 percent of such allotment 
in such year, or $100,000, whichever is greater, for 
administrative expenses, which administrative expenses shall 
not include the expenses related to the activities of the panel 
established under section 306(b).
  [(d) Special Rule.--Any new public school established under 
this title--
          [(1) shall be nonsectarian;
          [(2) shall not be affiliated with a nonpublic 
        sectarian school or religious institution; and
          [(3) shall operate under the authority of a State 
        educational agency or local educational agency.

[SEC. 309. SUBGRANTS FOR LOCAL REFORM AND PROFESSIONAL DEVELOPMENT.

  [(a) Subgrants to Local Educational Agencies.--
          [(1) In general.--(A) Each State educational agency 
        shall make subgrants, through a competitive process to 
        carry out the authorized activities described in 
        paragraph (4), to local educational agencies (or 
        consortia of such agencies) in accordance with section 
        308.
          [(B) In making such subgrants, the State educational 
        agency shall award not less than 1 subgrant in each 
        fiscal year to an urban local educational agency and 
        not less than 1 subgrant in each fiscal year to a rural 
        local educational agency, where appropriate, except 
        that this provision shall not apply to the District of 
        Columbia. An education service agency may serve as a 
        fiscal agent for a rural local educational agency.
          [(C) Each such subgrant shall be for a project of 
        sufficient duration and of sufficient size, scope, and 
        quality to carry out the purpose of this title 
        effectively.
          [(2) Application required.--(A) A local educational 
        agency desiring to receive a subgrant under this 
        subsection for the development of a local improvement 
        plan shall submit an application to the State 
        educational agency. Such application shall contain 
        assurances that the local educational agency intends to 
        develop a local improvement plan that meets the 
        requirements of this section.
          [(B) A local educational agency only shall be 
        eligible to receive a subgrant under this subsection to 
        develop a local improvement plan for one fiscal year.
          [(3) Plan required.--Each local educational agency 
        desiring to receive a subgrant under this subsection to 
        implement a local improvement plan shall submit a local 
        improvement plan to the State educational agency. Each 
        such plan shall--
                  [(A) be developed by a broad-based panel;
                  [(B) address districtwide education 
                improvement, directed at enabling all students 
                to meet the State content standards and State 
                student performance standards, including 
                specific goals and benchmarks, reflect the 
                priorities of the State improvement plan 
                (either approved or under development) and 
                include a strategy for--
                          [(i) ensuring that all students have 
                        a fair opportunity to learn;
                          [(ii) improving teaching and 
                        learning;
                          [(iii) improving governance and 
                        management;
                          [(iv) generating, maintaining, and 
                        strengthening parental and community 
                        involvement; and
                          [(v) expanding improvements 
                        throughout the local educational 
                        agency;
                  [(C) promote the flexibility of local schools 
                in developing plans which address the 
                particular needs of their school and community 
                and are consistent with the local improvement 
                plan;
                  [(D) describe a process of broad-based 
                community participation in the development, 
                implementation, and evaluation of the local 
                improvement plan;
                  [(E) describe how the local educational 
                agency will encourage and assist schools to 
                develop and implement comprehensive school 
                improvement plans that--
                          [(i) focus on helping all students 
                        reach State content standards and State 
                        student performance standards; and
                          [(ii) address relevant elements of 
                        the local improvement plan of the local 
                        educational agency identified in 
                        subparagraph (B);
                  [(F) describe how the local educational 
                agency will implement specific programs aimed 
                at ensuring improvements in school readiness 
                and the ability of students to learn 
                effectively at all grade levels by identifying 
                the most pressing needs facing students and 
                their families with regard to social services, 
                health care, nutrition, and child care, and 
                entering into partnerships with public and 
                private nonprofit agencies to increase the 
                access of students and families to coordinated 
                nonsectarian services in a school setting or at 
                a nearby site;
                  [(G) describe how the subgrant funds will be 
                used by the local educational agency, and the 
                procedures to be used to make funds available 
                to schools in accordance with paragraph (6)(A);
                  [(H) identify, with an explanation, any State 
                or Federal requirements that the local 
                educational agency believes impede educational 
                improvement and that such agency requests be 
                waived in accordance with section 311, which 
                requests shall promptly be transmitted to the 
                Secretary by the State educational agency; and
                  [(I) contain such other information as the 
                State educational agency may reasonably 
                require.
          [(4) Submission.--A local educational agency which 
        has approved a local improvement plan shall submit such 
        plan to the State educational agency for approval 
        together with a description of modifications made by 
        the local educational agency to such plan and any 
        comments from the local panel regarding such plan.
          [(5) Monitoring.--The panel described in paragraph 
        (3)(A), after approval of the local educational 
        agency's application by the State educational agency, 
        shall be informed of progress on such plan by the local 
        educational agency, and the local educational agency 
        shall monitor the implementation and effectiveness of 
        the local improvement plan in close consultation with 
        teachers, related services personnel, principals, 
        administrators, community members, and parents from 
        schools receiving funds under this title, as well as 
        assure that implementation of the local improvement 
        plan does not result in a significant increase in 
        paperwork for teachers. The panel shall review such 
        plan and based on the progress described in the 
        preceding sentence, determine if revisions to the local 
        improvement plan should be recommended to the local 
        educational agency. The panel shall periodically report 
        such determination to the public.
          [(6) Authorized activities.--(A) A local educational 
        agency that receives a subgrant under this subsection--
                  [(i) in the first year such agency receives 
                the subgrant shall use--
                          [(I) not more than 25 percent of the 
                        subgrant funds to develop a local 
                        improvement plan or for any local 
                        educational agency activities approved 
                        by the State educational agency that 
                        are reasonably related to carrying out 
                        the State or local improvement plans, 
                        which may include the establishment of 
                        innovative new public schools; and
                          [(II) not less than 75 percent of the 
                        subgrant funds to support individual 
                        school improvement initiatives related 
                        to providing all students in the school 
                        the opportunity to meet State content 
                        standards and State student performance 
                        standards; and
                  [(ii) in subsequent years, shall use subgrant 
                funds for any activities approved by the State 
                educational agency which are reasonably related 
                to carrying out the State or local improvement 
                plans which may include the establishment of 
                innovative new public schools and the 
                acquisition of technology and use of 
                technology-enhanced curricula and instruction, 
                except that at least 85 percent of such funds 
                shall be made available to individual schools 
                to develop and implement comprehensive school 
                improvement plans which are designed to meet 
                the needs of their particular student 
                population and help all students meet State 
                content standards and State student performance 
                standards.
          [(B) At least 50 percent of the funds made available 
        by a local educational agency to individual schools 
        under this section in any fiscal year shall be made 
        available to schools with a special need for such 
        assistance, as indicated by a high number or percentage 
        of students from low-income families, low student 
        achievement, or other similar criteria developed by the 
        local educational agency.
          [(C) A local educational agency may not use more than 
        five percent of the subgrant funds such agency receives 
        in each fiscal year under this title for administrative 
        expenses.
          [(7) Special consideration.--The State educational 
        agency shall give special consideration in awarding a 
        subgrant to--
                  [(A) a consortium of local educational 
                agencies; or
                  [(B) a local educational agency that provides 
                in the application or local improvement plan 
                described in paragraph (2) or (3), 
                respectively, that such subgrant funds will be 
                used to assist a consortium of schools that has 
                developed a plan for school improvement.
  [(b) Subgrants for Preservice Teacher Education and 
Professional Development Activities.--
          [(1) In general.--(A) Each State educational agency 
        shall make subgrants, through a competitive, peer-
        reviewed process to a local educational agency, or a 
        consortium of local educational agencies, in 
        cooperation with institutions of higher education, 
        nonprofit organizations, or any combination thereof, in 
        accordance with section 308 to--
                  [(i) improve preservice teacher education 
                programs consistent with the State improvement 
                plan, including how to work effectively with 
                parents and the community; and
                  [(ii) support continuing, sustained 
                professional development activities for 
                educators and school administrators or related 
                services personnel working with educators which 
                will increase student learning in accordance 
                with the State improvement plan.
          [(B) Each State educational agency awarding subgrants 
        under subparagraph (A) shall give priority to awarding 
        such subgrants to--
                  [(i) a local educational agency or consortium 
                serving a greater number or percentage of 
                disadvantaged students than the statewide 
                average of such number or percentage;
                  [(ii) a local educational agency or 
                consortium that forms partnerships with 
                collegiate educators to establish professional 
                development sites; and
                  [(iii) a local educational agency or 
                consortium that--
                          [(I) focuses on upgrading teachers' 
                        knowledge of content areas; or
                          [(II) targets preparation and 
                        continued professional development of 
                        teachers of students with limited-
                        English proficiency and students with 
                        disabilities.
          [(2) Application.--Each local educational agency or 
        consortium that desires to receive a subgrant under 
        this subsection shall submit an application to the 
        State educational agency which--
                  [(A) describes how the applicant will use the 
                subgrant to improve teacher preservice and 
                school administrator education programs or to 
                implement educator professional development 
                activities consistent with the State 
                improvement plan;
                  [(B) identifies the criteria to be used by 
                the applicant to judge improvements in 
                preservice education or the effects of 
                professional development activities consistent 
                with the State improvement plan; and
                  [(C) contains any other information that the 
                State educational agency determines is 
                appropriate.
          [(3) Required activities.--A recipient of a subgrant 
        under this subsection shall use the subgrant funds for 
        activities supporting--
                  [(A) the improvement of preservice teacher 
                education and school administrator programs so 
                that such programs equip educators with the 
                subject matter and pedagogical expertise 
                necessary for preparing all students to meet 
                standards; or
                  [(B) the development and implementation of 
                new and improved forms of continuing and 
                sustained professional development 
                opportunities for teachers, principals, and 
                other educators at the school or district level 
                that equip educators with such expertise, and 
                with other knowledge and skills necessary for 
                leading and participating in continuous 
                education improvement.
          [(4) Permissive activities.--A recipient of a 
        subgrant under this subsection may use the subgrant 
        funds for costs related to release time for teachers to 
        participate in professional development activities, 
        which professional development shall include related 
        services personnel as appropriate.
  [(c) Special Award Rule.--
          [(1) In general.--Each State educational agency shall 
        award at least 50 percent of subgrant funds under 
        subsection (a) in each fiscal year to local educational 
        agencies that have a greater percentage or number of 
        disadvantaged children than the statewide average such 
        percentage or number for all local educational agencies 
        in the State.
          [(2) Waiver.--The State educational agency may waive 
        the requirement of paragraph (1) if such agency does 
        not receive a sufficient number of applications to 
        comply with such requirement.

[SEC. 310. AVAILABILITY OF INFORMATION AND TRAINING.

  [(a) Information and Training.--Proportionate to the number 
of children in a State or in a local educational agency who are 
enrolled in private elementary or secondary schools--
          [(1) a State educational agency or local educational 
        agency which uses funds under this title to develop 
        goals, State content standards or State student 
        performance standards, curricular materials, and State 
        assessments shall, upon request, make information 
        related to such goals, standards, materials, and 
        assessments available to private schools; and
          [(2) a State educational agency or local educational 
        agency which uses funds under this title for teacher 
        and administrator training shall provide in the State 
        improvement plan described in section 306 for the 
        training of teachers and administratorsin private 
schools located in the geographical area served by such agency.
  [(b) Waiver.--If, by reason of any provision of law, a State 
or local educational agency is prohibited from providing for 
the equitable participation of teachers and administrators from 
private schools in training programs assisted with Federal 
funds provided under this title, or if the Secretary determines 
that a State or local educational agency has substantially 
failed or is unwilling to provide for such participation, the 
Secretary shall waive such requirements and shall arrange for 
the provision of training consistent with State goals and State 
content standards for such teachers and administrators. Such 
waivers shall be subject to consultation, withholding, notice, 
and judicial review in accordance with sections 1020 and 14503 
of the Elementary and Secondary Education Act of 1965.

[SEC. 311. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS.

  [(a) Waiver Authority.--
          [(1) In general.--Except as provided in subsection 
        (c), the Secretary may waive any statutory or 
        regulatory requirement applicable to any program or Act 
        described in subsection (b) for a State educational 
        agency, local educational agency, or school if--
                  [(A) and only to the extent that, the 
                Secretary determines that such requirement 
                impedes the ability of the State, or of a local 
                educational agency or school in the State, to 
                carry out the State or local improvement plan;
                  [(B) the State educational agency has waived, 
                or agrees to waive, similar requirements of 
                State law;
                  [(C) in the case of a statewide waiver, the 
                State educational agency--
                          [(i) provides all local educational 
                        agencies and parent organizations in 
                        the State with notice and an 
                        opportunity to comment on the State 
                        educational agency's proposal to seek a 
                        waiver; and
                          [(ii) submits the local educational 
                        agencies' comments to the Secretary; 
                        and
                  [(D) in the case of a local educational 
                agency waiver, the local educational agency 
                provides parents, community groups, and 
                advocacy or civil rights groups with the 
                opportunity to comment on the proposed waiver.
          [(2) Application.--(A)(i) To request a waiver under 
        paragraph (1), a local educational agency or school 
        that receives funds under this title, or a local 
        educational agency or school that does not receive 
        funds under this title but is undertaking school reform 
        efforts that the Secretary determines are comparable to 
        the activities described in section 306, shall transmit 
        an application for such a waiver to the State 
        educational agency. The State educational agency then 
        shall submit approved applications for waivers under 
        paragraph (1) to the Secretary.
          [(ii) A State educational agency that receives funds 
        under this title may request a waiver under paragraph 
        (1) by submitting an application for such waiver to the 
        Secretary.
          [(B) Each application submitted to the Secretary 
        under subparagraph (A) shall--
                  [(i) identify the statutory or regulatory 
                requirements that are requested to be waived 
                and the goals that the State educational agency 
                or local educational agency or school intends 
                to achieve;
                  [(ii) describe the action that the State 
                educational agency has undertaken to remove 
                State statutory or regulatory barriers 
                identified in the application of local 
                educational agencies;
                  [(iii) describe the goals of the waiver and 
                the expected programmatic outcomes if the 
                request is granted;
                  [(iv) describe the numbers and types of 
                students to be impacted by such waiver;
                  [(v) describe a timetable for implementing a 
                waiver; and
                  [(vi) describe the process the State 
                educational agency will use to monitor, on a 
                biannual basis, the progress in implementing a 
                waiver.
          [(3) Timeliness.--The Secretary shall act promptly on 
        a request for a waiver under paragraph (1) and shall 
        provide a written statement of the reasons for granting 
        or denying such request.
          [(4) Duration.--Each waiver under paragraph (1) shall 
        be for a period not to exceed 4 years. The Secretary 
        may extend such period if the Secretary determines that 
        the waiver has been effective in enabling the State or 
        affected local educational agencies to carry out reform 
        plans.
  [(b) Included Programs.--The statutory or regulatory 
requirements subject to the waiver authority of this section 
are any such requirements under the following programs or Acts:
          [(1) Title I of the Elementary and Secondary 
        Education Act of 1965.
          [(2) Part A of title II of the Elementary and 
        Secondary Education Act of 1965.
          [(3) Part A of title V of the Elementary and 
        Secondary Education Act of 1965.
          [(4) Title VIII of the Elementary and Secondary 
        Education Act of 1965.
          [(5) Part B of title IX of the Elementary and 
        Secondary Education Act of 1965.
          [(6) The Carl D. Perkins Vocational and Applied 
        Technology Education Act.
  [(c) Waivers Not Authorized.--The Secretary may not waive any 
statutory or regulatory requirement of the programs or Acts 
described in subsection (b)--
          [(1) relating to--
                  [(A) maintenance of effort;
                  [(B) comparability of services;
                  [(C) the equitable participation of students 
                and professional staff in private schools;
                  [(D) parental participation and involvement; 
                and
                  [(E) the distribution of funds to States or 
                to local educational agencies; and
          [(2) unless the underlying purposes of the statutory 
        requirements of each program or Act for which a waiver 
        is granted continue to be met to the satisfaction of 
        the Secretary.
  [(d) Termination of Waivers.--The Secretary shall 
periodically review the performance of any State, local 
educational agency, or school for which the Secretary has 
granted a waiver under subsection (a)(1) and shall terminate 
the waiver if the Secretary determines that the performance of 
the State, the local educational agency, or the school in the 
area affected by the waiver has been inadequate to justify a 
continuation of the waiver.
  [(e) Flexibility Demonstration.--
          [(1) Short title.--This subsection may be cited as 
        the ``Education Flexibility Partnership Demonstration 
        Act''.
          [(2) Program authorized.--
                  [(A) In general.--The Secretary may carry out 
                an education flexibility demonstration program 
                under which the Secretary authorizes not more 
                than 6 State educational agencies serving 
                eligible States to waive statutory or 
                regulatory requirements applicable to 1 or more 
                programs or Acts described in subsection (b), 
                other than requirements described in subsection 
                (c), for the State educational agency or any 
                local educational agency or school within the 
                State.
                  [(B) Award rule.--In carrying out 
                subparagraph (A), the Secretary shall select 
                for participation in the demonstration program 
                described in subparagraph (A) three State 
                educational agencies serving eligible States 
                that each have a population of 3,500,000 or 
                greater and three State educational agencies 
                serving eligible States that each have a 
                population of less than 3,500,000, determined 
                in accordance with the most recent decennial 
                census of the population performed by the 
                Bureau of the Census.
                  [(C) Designation.--Each eligible State 
                participating in the demonstration program 
                described in subparagraph (A) shall be known as 
                an ``Ed-Flex Partnership State''.
          [(3) Eligible state.--For the purpose of this 
        subsection the term ``eligible State'' means a State 
        that--
                  [(A) has developed a State improvement plan 
                under section 306 that is approved by the 
                Secretary; and
                  [(B) waives State statutory or regulatory 
                requirements relating to education while 
                holding local educational agencies or schools 
                within the State that are affected by such 
                waivers accountable for the performance of the 
                students who are affected by such waivers.
          [(4) State application.--(A) Each State educational 
        agency desiring to participate in the education 
        flexibility demonstration program under this subsection 
        shall submit an application to the Secretary at such 
        time, in such manner, and containing such information 
        as the Secretary may reasonably require. Each such 
        application shall demonstrate that the eligible State 
        has adopted an educational flexibility plan for the 
        State that includes--
                  [(i) a description of the process the State 
                educational agency will use to evaluate 
                applications from local educational agencies or 
                schools requesting waivers of--
                          [(I) Federal statutory or regulatory 
                        requirements described in paragraph 
                        (2)(A); and
                          [(II) State statutory or regulatory 
                        requirements relating to education; and
                  [(ii) a detailed description of the State 
                statutory and regulatory requirements relating 
                to education that the State educational agency 
                will waive.
          [(B) The Secretary may approve an application 
        described in subparagraph (A) only if the Secretary 
        determines that such application demonstrates 
        substantial promise of assisting the State educational 
        agency and affected local educational agencies and 
        schools within such State in carrying out comprehensive 
        educational reform and otherwise meeting the purposes 
        of this Act, after considering--
                  [(i) the comprehensiveness and quality of the 
                educational flexibility plan described in 
                subparagraph (A);
                  [(ii) the ability of such plan to ensure 
                accountability for the activities and goals 
                described in such plan;
                  [(iii) the significance of the State 
                statutory or regulatory requirements relating 
                to education that will be waived; and
                  [(iv) the quality of the State educational 
                agency's process for approving applications for 
                waivers of Federal statutory or regulatory 
                requirements described in paragraph (2)(A) and 
                for monitoring and evaluating the results of 
                such waivers.
          [(5) Local application.--(A) Each local educational 
        agency or school requesting a waiver of a Federal 
        statutory or regulatory requirement described in 
        paragraph (2)(A) and any relevant State statutory or 
        regulatory requirement from a State educational agency 
        shall submit an application to the State educational 
        agency at such time, in such manner, and containing 
        such information as the State educational agency may 
        reasonably require. Each such application shall--
                  [(i) indicate each Federal program affected 
                and the statutory or regulatory requirement 
                that will be waived;
                  [(ii) describe the purposes and overall 
                expected results of waiving each such 
                requirement;
                  [(iii) describe for each school year 
                specific, measurable, educational goals for 
                each local educational agency or school 
                affected by the proposed waiver; and
                  [(iv) explain why the waiver will assist the 
                local educational agency or school in reaching 
                such goals.
          [(B) A State educational agency shall evaluate an 
        application submitted under subparagraph (A) in 
        accordance with the State's educational flexibility 
        plan described in paragraph (4)(A).
          [(C) A State educational agency shall not approve an 
        application for a waiver under this paragraph unless--
                  [(i) the local educational agency or school 
                requesting such waiver has developed a local 
                reform plan that is applicable to such agency 
                or school, respectively; and
                  [(ii) the waiver of Federal statutory or 
                regulatory requirements described in paragraph 
                (2)(A) will assist the local educational agency 
                or school in reaching its educational goals.
          [(6) Monitoring.--Each State educational agency 
        participating in the demonstration program under this 
        subsection shall annually monitor the activities of 
        local educational agencies and schools receiving 
        waivers under this subsection and shall submit an 
        annual report regarding such monitoring to the 
        Secretary.
          [(7) Duration of federal waivers.--(A) The Secretary 
        shall not approve the application of a State 
        educational agency under paragraph (4) for a period 
        exceeding 5 years, except that the Secretary may extend 
        such period if the Secretary determines that such 
        agency's authority to grant waivers has been effective 
        in enabling such State or affected local educational 
        agencies or schools to carry out their local reform 
        plans.
          [(B) The Secretary shall periodically review the 
        performance of any State educational agency granting 
        waivers of Federal statutory or regulatory requirements 
        described in paragraph (2)(A) and shall terminate such 
        agency's authority to grant such waivers if the 
        Secretary determines, after notice and opportunity for 
        hearing, that such agency's performance has been 
        inadequate to justify continuation of such authority.
  [(f) Accountability.--In deciding whether to extend a request 
for a waiver under subsection (a)(1), or a State educational 
agency's authority to issue waivers under subsection (e), the 
Secretary shall review the progress of the State educational 
agency, local educational agency, or school affected by such 
waiver or authority to determine if such agency or school has 
made progress toward achieving the desired results described in 
the application submitted pursuant to subsection (a)(2)(B)(iii) 
or (e)(5)(A)(ii).
  [(g) Publication.--A notice of the Secretary's decision to 
grant waivers under subsection (a)(1) and to authorize State 
educational agencies to issue waivers under subsection (e) 
shall be published in the Federal Register and the Secretary 
shall provide for the dissemination of such notice to State 
educational agencies, interested parties, including educators, 
parents, students, advocacy and civil rights organizations, 
other interested parties, and the public.

[SEC. 312. PROGRESS REPORTS.

  [(a)  State Reports to the Secretary.--Except in the case of 
a State educational agency submitting the information described 
in section 306(n)(4), each State educational agency that 
receives funds under this title shall annually report to the 
Secretary regarding--
          [(1) progress in meeting State goals and plans;
          [(2) proposed State activities for the succeeding 
        year; and
          [(3) in summary form, the progress of local 
        educational agencies in meeting local goals and plans 
        and increasing student learning.
  [(b) Secretary's Reports to Congress.--By April 30, 1996, and 
every 2 years thereafter, the Secretary shall submit a report 
to the Committee on Education and Labor of the House of 
Representatives and the Committee on Labor and Human Resources 
of the Senate describing--
          [(1) the activities assisted under, and outcomes of, 
        allotments under this title; and
          [(2) the effect of waivers granted under section 311, 
        including--
                  [(A) a listing of all State educational 
                agencies, local educational agencies and 
                schools seeking and receiving waivers;
                  [(B) a summary of the State and Federal 
                statutory or regulatory requirements that have 
                been waived, including the number of waivers 
                sought and granted under each such statutory or 
                regulatory requirement;
                  [(C) a summary of waivers that have been 
                terminated, including a rationale for the 
                terminations; and
                  [(D) recommendations to the Congress 
                regarding changes in statutory or regulatory 
                requirements, particularly those actions that 
                should be taken to overcome Federal statutory 
                or regulatory impediments to education reform.

[SEC. 313. TECHNICAL AND OTHER ASSISTANCE REGARDING SCHOOL FINANCE 
                    EQUITY.

  [(a) Technical Assistance.--
          [(1) In general.--From funds reserved in each fiscal 
        year under section 304(a)(2)(A), the Secretary is 
        authorized to make grants to, and enter into contracts 
        and cooperative agreements with, State educational 
        agencies and other public and private agencies, 
        institutions, and organizations to provide technical 
        assistance to State and local educational agencies to 
        assist such agencies in achieving a greater degree of 
        equity in the distribution of financial resources for 
        education among local educational agencies in the 
        State.
          [(2) Activities.--A grant, contract or cooperative 
        agreement under this section may support technical 
        assistance activities, such as--
                  [(A) the establishment and operation of a 
                center or centers for the provision of 
                technical assistance to State and local 
                educational agencies;
                  [(B) the convening of conferences on 
                equalization of resources within local 
                educational agencies, within States, and among 
                States; and
                  [(C) obtaining advice from experts in the 
                field of school finance equalization.
  [(b) Data.--Each State educational agency or local 
educational agency receiving assistance under the Elementary 
and Secondary Education Act of 1965 shall provide such data and 
information on school finance as the Secretary may require to 
carry out this section.
  [(c) Models.--The Secretary is authorized, directly or 
through grants, contracts, or cooperative agreements, to 
develop and disseminate models and materials useful to States 
in planning and implementing revisions of the school finance 
systems of such States.

[SEC. 314. NATIONAL LEADERSHIP.

  [(a) Technical Assistance and Integration of Standards.--From 
funds reserved in each fiscal year under section 304(a)(2)(A), 
the Secretary may, directly or through grants or contracts--
          [(1) provide technical assistance to States, local 
        educational agencies, and tribal agencies developing or 
        implementing school improvement plans, in a manner that 
        ensures that such assistance is broadly available;
          [(2) gather data on, conduct research on, and 
        evaluate systemic education improvement and how such 
        improvement affects student learning, including the 
        programs assisted under this title;
          [(3) disseminate research findings and other 
        information on outstanding examples of systemic 
        education improvement in States and local communities 
        through existing dissemination systems within the 
        Department of Education, including through 
        publications, electronic and telecommunications 
        mediums, conferences, and other means;
          [(4) provide grants to tribal divisions of education 
        for coordination efforts between school reform plans 
        developed for schools funded by the Bureau and public 
        schools described in section 306(g)(2), including 
        tribal activities in support of such plans;
          [(5) support national demonstration projects that 
        unite local and State educational agencies, 
        institutions of higher education, government, business, 
        and labor in collaborative arrangements in order to 
        make educational improvements systemwide; and
          [(6) support model projects to integrate multiple 
        content standards, if--
                  [(A) such standards are approved by the 
                National Goals Panel for different subject 
                areas, in order to provide balanced and 
                coherent instructional programs for all 
                students; and
                  [(B) such projects are appropriate for a wide 
                range of diverse circumstances, localities 
                (including both urban and rural communities), 
                and populations.
  [(b) Reservation of Funds.--
          [(1) In general.--The Secretary shall use at least 50 
        percent of the funds reserved each year under section 
        304(a)(2)(A) to make grants, in accordance with the 
        provisions of section 309(a) that the Secretary 
        determines appropriate, and provide technical and other 
        assistance to urban and rural local educational 
        agencies with large numbers or concentrations of 
        students who are economically disadvantaged or who have 
        limited English proficiency, to assist such agencies in 
        developing and implementing local school improvement 
        plans, except that any school that received funds under 
        section 309(a) shall not receive assistance pursuant to 
        this paragraph other than technical assistance.
          [(2) Survey.--The Secretary shall use not less than 
        $1,000,000 of the funds reserved for fiscal year 1994 
        under section 304(a)(2)(A) to replicate coordinated 
        services programs that have been found to be successful 
        in helping students and families and improving student 
        outcomes, and shall disseminate information about such 
        programs to schools that plan to develop coordinated 
        services programs.
  [(c) Administration.--Any activities assisted under this 
section that involve research shall be administered through the 
Office of Educational Research and Improvement.

[SEC. 315. ASSISTANCE TO THE OUTLYING AREAS AND TO THE SECRETARY OF THE 
                    INTERIOR.

  [(a) Outlying Areas.--
          [(1) In general.--Funds reserved for outlying areas 
        under section 304(a)(1)(A) shall be distributed among 
        such areas by the Secretary according to relative need 
        of such areas.
          [(2) Inapplicability of public law 95-134.--The 
        provisions of Public Law 95-134, permitting the 
        consolidation of grants to the insular areas, shall not 
        apply to funds received by such areas under this title.
  [(b) Secretary of the Interior.--
          [(1) In general.--The funds reserved for the 
        Secretary of the Interior under section 304(a)(1)(B) 
        shall be made in a payment which shall be pursuant to 
        an agreement between the Secretary and the Secretary of 
        the Interior containing such assurances and terms as 
        the Secretary determines shall best achieve the 
        provisions of this section and this Act. The agreement 
        shall, at a minimum, contain assurances that--
                  [(A) a panel, as set forth in paragraph (3), 
                shall be established;
                  [(B) a reform and improvement plan, designed 
                to increase student learning and assist 
                students in meeting the National Education 
                Goals, meeting the requirements pertaining to 
                State improvement plans required in section 306 
                and providing for the fundamental restructuring 
                and improvement of elementary and secondary 
                education in schools funded by the Bureau, 
                shall be developed by such panel; and
                  [(C) the provisions and activities required 
                under such State improvement plans shall be 
                carried out in the same time frames and under 
                the same conditions stipulated for the States 
                in sections 305 and 306, provided that for 
                these purposes, the term ``local educational 
                agencies'' shall be interpreted to mean 
                ``schools funded by the Bureau''.
          [(2) Plan specifics.--The reform and improvement plan 
        shall include, in addition to the requirements 
        described above, specific provisions for--
                  [(A) review and incorporation of the National 
                Education Goals and the voluntary national 
                content standards and voluntary national 
                student performance standards, provided that 
                such review shall include the issues of 
                cultural and language differences; and
                  [(B) provision for coordination of the 
                efforts of the Bureau with the efforts for 
                school improvement of the States and local 
                educational agencies in which the schools 
                funded by the Bureau are located, including the 
                development of the partnerships outlined in 
                section 306(g)(2) of the Act.
          [(3) Panel.--(A) To carry out the provisions of this 
        section, and to develop the plan for system-wide reform 
        and improvement required under the agreement required 
        under paragraph (1), the Secretary of the Interior 
        shall establish a panel coordinated by the Assistant 
        Secretary of the Interior for Indian Affairs. Such 
        panel shall consist of--
                  [(i) the Director of the Office of Indian 
                Education Programs of the Bureau and two heads 
                of other divisions of such Bureau as the 
                Assistant Secretary shall designate;
                  [(ii) a designee of the Secretary of 
                Education; and
                  [(iii) a representative nominated by each of 
                the following:
                          [(I) The organization representing 
                        the majority of teachers and 
                        professional personnel in schools 
                        operated by the Bureau.
                          [(II) The organization representing 
                        the majority of nonteaching personnel 
                        in schools operated by the Bureau, if 
                        not the same organization as in 
                        subclause (I).
                          [(III) School administrators of 
                        schools operated by the Bureau.
                          [(IV) Education line officers located 
                        in Bureau area or agency offices 
                        serving schools funded by the Bureau.
                          [(V) The organization representing 
                        the majority of contract or grant 
                        schools funded by the Bureau not 
                        serving students on the Navajo 
                        reservation.
                          [(VI) The organization representing 
                        the majority of contract or grant 
                        schools funded by the Bureau serving 
                        students on the Navajo reservation.
                          [(VII) The organization representing 
                        the school boards required by statute 
                        for schools operated by the Bureau not 
                        serving students on the Navajo 
                        reservation.
                          [(VIII) The organization representing 
                        the school boards required by statute 
                        for schools funded by the Bureau 
                        serving students on the Navajo 
                        reservation.
          [(B) Including the additional members required by 
        paragraph (4), a majority of the members of such panel 
        shall be from the entities designated under 
        subparagraph (A)(iii).
          [(4) Additional members.--In addition, the members of 
        the panel described in paragraph (3) shall designate 
        for full membership on the panel four additional 
        members--
                  [(A) one of whom shall be a representative of 
                a national organization which represents 
                primarily national Indian education concerns; 
                and
                  [(B) three of whom shall be chairpersons (or 
                their designees) of Indian tribes with schools 
                funded by the Bureau on their reservations 
                (other than those specifically represented by 
                organizations referred to in paragraph (3)), 
                provided that preference for no less than two 
                of these members shall be given to Indian 
                tribes with a significant number of schools 
                funded by the Bureau on their reservations, or 
                with a significant percentage of their children 
                enrolled in schools funded by the Bureau.
  [(c) Bureau of Indian Affairs Cost Analysis and Studies.--
          [(1) In general.--The Secretary of the Interior shall 
        reserve from the funds received pursuant to section 
        304(a)(1)(B) in the first and second fiscal year for 
        which the Secretary of the Interior receives such funds 
        an amount not to exceed $500,000 for each such year to 
        provide, through a contract executed, after open 
        solicitation, with an organization or institution 
        having extensive experience in school finance, for an 
        analysis of--
                  [(A) the costs associated with meeting the 
                academic, home-living, and residential 
                standards of the Bureau for each Bureau funded 
                school and annual projections of such costs; 
                and
                  [(B) the feasibility and desirability of 
                changing the method of financing for Bureau 
                funded schools from the weighted student unit 
                formula method in effect on the date of 
                enactment of this Act to a school-based budget 
                system or other alternative system of financial 
                support.
          [(2) Cost analysis purpose.--The purpose of the cost 
        analysis provided for in paragraph (1)(A) shall be to 
        provide the Bureau and the panel described in 
        subsection (b)(3) with baseline data regarding the 
        current state of operations funded by the Bureau. Such 
        analysis shall evaluate the costs of providing a 
        program in each school operated or supported by the 
        Bureau for the next succeeding academic year and shall 
        be based on--
                  [(A) the standards either published in the 
                Federal Register and effective for schools 
                funded by the Bureau on the date of enactment 
                of the Improving America's Schools Act of 1994, 
                or the State or regional standards in effect on 
                such date for a Bureau funded school;
                  [(B) the best projections of student counts 
                and demographics as provided by the Bureau and 
                as independently reviewed by the organization 
                or institution selected by the Secretary to 
                perform the analysis described in this section; 
                and
                  [(C) the pay and benefit schedules and other 
                personnel requirements for each school operated 
                by the Bureau, as such pay and benefit 
                schedules and requirements existed on the date 
                of enactment of the Improving America's Schools 
                Act of 1994.
          [(3) Feasibility study purpose.--(A) The purpose of 
        the feasibility analysis provided for in paragraph 
        (1)(B) shall be to determine whether it is feasible and 
        desirable for the Bureau to replace or modify the 
        weighted student unit formula system in effect on the 
        date of enactment of this Act.
          [(B) For the purposes of the feasibility analysis 
        described in paragraph (1)(B), the term ``school-based 
        budget system'' means a system based upon an initial 
        determination, at each school site, of the number of 
        students who shall be served at the site, the needs of 
        those students, the standards which will best meet 
        those needs (including any standards or conditions 
        reflecting local community input and such community's 
        program), the personnel profile necessary to establish 
        such program and the cost (determined on an actual 
        basis) of funding such a program. Such a system shall 
        include procedures to aggregate the determinations for 
        each school site to determine the amount needed to fund 
        all Bureau funded schools, to prepare a budget 
        submission based upon such aggregate, and to provide 
        for a mechanism for distributing such sums as may be 
        appropriated based upon the determination at each 
        school site.
          [(4) Results report.--The contractor selected shall 
        be required to report the results of analyses provided 
        for in this section, in aggregate and school-specific 
        form to the chairpersons and ranking minority members 
        of the Committee on Education and Labor and the 
        Committee on Appropriations of the House of 
        Representatives and the Committee on Indian Affairs and 
        the Committee on Appropriations of the Senate, and to 
        the Secretary of the Interior, not later than six 
        months after the date of enactment of the Improving 
        America's Schools Act of 1994. The contractor shall 
        also be required to provide an estimate of the costs of 
        meeting the academic and residential standards of the 
        Bureau for each Bureau funded school for each of the 
        three succeeding forward-funded fiscal years following 
        the date of submission of such report. The contractor 
        shall provide an estimate of such costs to such persons 
        and members not later than January 1 of each succeeding 
        fiscal year.
  [(d) Secretary of Defense.--The Secretary shall consult with 
the Secretary of Defense to ensure that, to the extent 
practicable, the purposes of this title are applied to the 
Department of Defense schools.

[SEC. 317. STATE PLANNING FOR IMPROVING STUDENT ACHIEVEMENT THROUGH 
                    INTEGRATION OF TECHNOLOGY INTO THE CURRICULUM.

  [(a) Purpose.--It is the purpose of this section to assist 
each State to plan effectively for improved student learning in 
all schools through the use of technology as an integral part 
of the State improvement plan described in section 306.
  [(b) Program Authorized.--
          [(1) Authority.--The Secretary shall award grants in 
        accordance with allocations under paragraph (2) to each 
        State educational agency that, as part of its 
        application under section 305, requests a grant to 
        develop (or continue the development of), and submits 
        as part of the State improvement plan described in 
        section 306, a systemic statewide plan to increase the 
        use of state-of-the-art technologies that enhance 
        elementary and secondary student learning and staff 
        development in support of the National Education Goals 
        and State content standards and State student 
        performance standards.
          [(2) Formula.--From the amount appropriated pursuant 
        to the authority of subsection (f) in each fiscal year, 
        each State educational agency with an application 
        approved under section 305 shall receive a grant under 
        paragraph (1) in such year in an amount determined on 
        the same basis as allotments are made to State 
        educational agencies under subsections (b) and (c) of 
        section 304 for such year, except that each such State 
        shall receive at least $75,000.
          [(3) Outlying areas.--(A) From the amount 
        appropriated pursuant to the authority of subsection 
        (f) for fiscal year 1995, the Secretary shall reserve a 
        total of 1 percent to provide assistance under this 
        section--
                  [(i) to the outlying areas; and
                  [(ii) for the Secretary of the Interior to 
                conduct directly or through a contract, 
                systemic technology planning for Bureau-funded 
                schools.
          [(B) The funds reserved under subparagraph (A) shall 
        be distributed among the outlying areas and the 
        Secretary of the Interior by the Secretary according to 
        the relative need of such areas and schools for 
        assistance under this section.
  [(c) Plan Objectives.--Each State educational agency shall 
use funds received under this section to develop and, if the 
Secretary has approved the systemic statewide plan, to 
implement such plan. Such plan shall have as its objectives--
          [(1) the promotion of higher student achievement 
        through the use of technology in education;
          [(2) the participation of all schools and school 
        districts in the State, especially those schools and 
        districts with a high percentage or number of 
        disadvantaged students;
          [(3) the development and implementation of a cost-
        effective, high-speed, statewide, interoperable, wide-
        area-communication educational technology support 
        system for elementary and secondary schools within the 
        State, particularly for such schools in rural areas; 
        and
          [(4) the promotion of shared usage of equipment, 
        facilities, and other technology resources by adult 
        learners during after-school hours.
  [(d) Plan Requirements.--At a minimum, each systemic 
statewide plan shall--
          [(1) be developed by a task force that--
                  [(A) includes among its members experts in 
                the educational use of technology and 
                representatives of the State panel described in 
                section 306(b); and
                  [(B) ensures that such plan is integrated 
                into the State improvement plan described in 
                section 306;
          [(2) be developed in collaboration with the Governor, 
        representatives of the State legislature, the State 
        board of education, institutions of higher education, 
        appropriate State agencies, local educational agencies, 
        public and private telecommunication entities, parents, 
        public and school libraries, students, adult literacy 
        providers, and leaders in the field of technology, 
        through a process of statewide grassroots outreach to 
        local educational agencies and schools in the State;
          [(3) identify and describe the requirements for 
        introducing state-of-the-art technologies into the 
        classroom and school library in order to enhance 
        educational curricula, including the installation and 
        ongoing maintenance of basic connections, hardware and 
        the necessary support materials;
          [(4) describe how the application of advanced 
        technologies in the schools will enhance student 
        learning, provide greater access to individualized 
        instruction, and help make progress toward the 
        achievement of the National Education Goals;
          [(5) describe how the ongoing training of educational 
        personnel will be provided;
          [(6) describe the resources necessary, and 
        procedures, for providing ongoing technical assistance 
        to carry out such plan;
          [(7) provide for the dissemination on a statewide 
        basis of exemplary programs and practices relating to 
        the use of technology in education;
          [(8) establish a funding estimate (including a 
        statement of likely funding sources) and a schedule for 
        the development and implementation of such plan;
          [(9) describe how the State educational agency will 
        assess the impact of implementing such plan on student 
        achievement and aggregate achievement for schools;
          [(10) describe how the State educational agency and 
        local educational agencies in the State will coordinate 
        and cooperate with business and industry, and with 
        public and private telecommunications entities;
          [(11) describe how the State educational agency will 
        promote the purchase of equipment by local educational 
        agencies that, when placed in schools, will meet the 
        highest possible level of interoperability and open 
        system design;
          [(12) describe how the State educational agency will 
        consider using existing telecommunications 
        infrastructure and technology resources;
          [(13) describe how the State educational agency will 
        apply the uses of technology to meet the needs of 
        children from low-income families;
          [(14) describe the process through which such plan 
        will be reviewed and updated periodically; and
          [(15) describe how the State educational agency will 
        facilitate collaboration between State literacy 
        resource centers, local educational agencies, and adult 
        and family literacy providers, to ensure that 
        technology can be used by adult and family literacy 
        providers during after school hours.
  [(e) Reports.--Each State educational agency receiving a 
grant under this section shall submit a report to the Secretary 
within 1 year of the date such agency submits to the Secretary 
its systemic statewide plan under this section. Such report 
shall--
          [(1) describe the State's progress toward 
        implementation of the provisions of such plan;
          [(2) describe any revisions to the State's long-range 
        plans for technology; and
          [(3) include any other information the Secretary 
        deems appropriate.
  [(f) Authorization of Appropriations.--There are authorized 
to be appropriated $5,000,000 for fiscal year 1994 to carry out 
this section.

[SEC. 318. PROHIBITION ON FEDERAL MANDATES, DIRECTION, AND CONTROL.

  [Nothing in this Act shall be construed to authorize an 
officer or employee of the Federal Government to mandate, 
direct, or control a State, local educational agency, or 
school's curriculum, program of instruction, or allocation of 
State or local resources or mandate a State or any subdivision 
thereof to spend any funds or incur any costs not paid for 
under this Act.

[SEC. 319. STATE AND LOCAL GOVERNMENT CONTROL OF EDUCATION.

  [(a) Findings.--The Congress finds as follows:
          [(1) Congress is interested in promoting State and 
        local government reform efforts in education.
          [(2) In Public Law 96-88 the Congress found that 
        education is fundamental to the development of 
        individual citizens and the progress of the Nation.
          [(3) In Public Law 96-88 the Congress found that in 
        our Federal system the responsibility for education is 
        reserved respectively to the States and the local 
        school systems and other instrumentalities of the 
        States.
          [(4) In Public Law 96-88 the Congress declared the 
        purpose of the Department of Education was to 
        supplement and complement the efforts of States, the 
        local school systems, and other instrumentalities of 
        the States, the private sector, public and private 
        educational institutions, public and private nonprofit 
        educational research institutions, community based 
        organizations, parents and schools to improve the 
        quality of education.
          [(5) With the establishment of the Department of 
        Education, Congress intended to protect the rights of 
        State and local governments and public and private 
        educational institutions in the areas of educational 
        policies and administration of programs and to 
        strengthen and improve the control of such governments 
        and institutions over their own educational programs 
        and policies.
          [(6) Public Law 96-88 specified that the 
        establishment of the Department of Education shall not 
        increase the authority of the Federal Government over 
        education or diminish the responsibility for education 
        which is reserved to the States and local school 
        systems and other instrumentalities of the States.
          [(7) Public Law 96-88 specified that no provision of 
        a program administered by the Secretary or by any other 
        officer of the Department of Health, Education, and 
        Welfare shall be construed to authorize the Secretary 
        or any such officer to exercise any direction, 
        supervision, or control over the curriculum, program of 
        instruction, administration, or personnel of any 
        educational institution, school, or school system, over 
        any accrediting agency or association or over the 
        selection or content of library resources, textbooks, 
        or other instructional materials by any educational 
        institution or school system.
  [(b) Reaffirmation.--The Congress agrees and reaffirms that 
the responsibility for control of education is reserved to the 
States and local school systems and other instrumentalities of 
the States and that no action shall be taken under the 
provisions of this Act by the Federal Government which would, 
directly or indirectly, impose standards or requirements of any 
kind through the promulgation of rules, regulations, provision 
of financial assistance and otherwise, which would reduce, 
modify, or undercut State and local responsibility for control 
of education.

[SEC. 320. LIMITATIONS.

  [(a) Prohibited Conditions.--Nothing in this Act shall be 
construed to require a State, a local educational agency, or a 
school, as a condition of receiving assistance under this 
title--
          [(1) to provide outcomes-based education; or
          [(2) to provide school-based health clinics or any 
        other health or social service.
  [(b) Limitation on Government Officials.--Nothing in this Act 
shall be construed to require or permit any Federal or State 
official to inspect a home, judge how parents raise their 
children, or remove children from their parents, as a result of 
the participation of a State, local educational agency, or 
school in any program or activity carried out under this Act.

                     [TITLE IV--PARENTAL ASSISTANCE

[SEC. 401. PARENTAL INFORMATION AND RESOURCE CENTERS.

  [(a) Purpose.--The purpose of this title is--
          [(1) to increase parents' knowledge of and confidence 
        in child-rearing activities, such as teaching and 
        nurturing their young children;
          [(2) to strengthen partnerships between parents and 
        professionals in meeting the educational needs of 
        children aged birth through 5 and the working 
        relationship between home and school;
          [(3) to enhance the developmental progress of 
        children assisted under this title; and
          [(4) to fund at least 1 parental information and 
        resource center in each State before September 30, 
        1998.
  [(b) Grants Authorized.--
          [(1) In general.--The Secretary is authorized to 
        award grants in each fiscal year to nonprofit 
        organizations, and nonprofit organizations in consortia 
        with local educational agencies, to establish parental 
        information and resource centers that provide training, 
        information, and support to--
                  [(A) parents of children aged birth through 5 
                years;
                  [(B) parents of children enrolled in 
                elementary and secondary schools; and
                  [(C) individuals who work with the parents 
                described in subparagraphs (A) and (B).
          [(2) Award rule.--In awarding grants under this 
        title, the Secretary shall ensure that such grants are 
        distributed, to the greatest extent possible, to all 
        geographic regions of the United States.

[SEC. 402. APPLICATIONS.

  [(a) Grants Applications.--
          [(1) In general.--Each nonprofit organization and 
        nonprofit organization in consortium with a local 
        educational agency which desires a grant under this 
        title shall submit an application to the Secretary at 
        such time and in such manner as the Secretary shall 
        determine.
          [(2) Contents.--Each application submitted under 
        paragraph (1) shall, at a minimum, include assurances 
        that a grantee will--
                  [(A)(i) be governed by a board of directors 
                the membership of which includes parents; or
                  [(ii) be an organization that represents the 
                interests of parents;
                  [(B) establish a special advisory committee 
                the membership of which--
                          [(i) includes--
                                  [(I) parents described in 
                                subparagraphs (A) and (B) of 
                                section 401(b)(1); and
                                  [(II) representatives of 
                                education professionals with 
                                expertise in improving services 
                                for disadvantaged children; and
                          [(ii) is broadly representative of 
                        minority, low-income, and other 
                        individuals and groups that have an 
                        interest in compensatory education and 
                        family literacy;
                  [(C) use at least one-half of the funds 
                provided under this Act in each fiscal year to 
                serve areas with high concentrations of low-
                income families in order to serve parents who 
                are severely educationally or economically 
                disadvantaged;
                  [(D) operate a center of sufficient size, 
                scope, and quality to ensure that the center is 
                adequate to serve the parents in the area;
                  [(E) serve both urban and rural areas;
                  [(F) design a center that meets the unique 
                training, information, and support needs of 
                parents described in subparagraphs (A) and (B) 
                of section 401(b)(1), particularly parents who 
                are educationally or economically 
                disadvantaged;
                  [(G) demonstrate the capacity and expertise 
                to conduct the effective training information 
                and support activities for which assistance is 
                sought;
                  [(H) network with--
                          [(i) clearinghouses;
                          [(ii) parent centers for the parents 
                        of infants, toddlers, children, and 
                        youth with disabilities served under 
                        section 631(e) of the Individuals with 
                        Disabilities Education Act;
                          [(iii) other organizations and 
                        agencies;
                          [(iv) established national, State, 
                        and local parent groups representing 
                        the full range of parents of children, 
                        aged birth through 5 years; and
                          [(v) parents of children enrolled in 
                        elementary and secondary schools;
                  [(I) focus on serving parents described in 
                subparagraphs (A) and (B) of section 401(b) who 
                are parents of low-income, minority, and 
                limited-English proficient, children; and
                  [(J) use part of the funds received under 
                this title to establish, expand, or operate 
                Parents as Teachers programs or Home 
                Instruction for Preschool Youngsters programs.
  [(b) Grant Renewal.--In each fiscal year after the first 
fiscal year a grantee receives assistance under this title, the 
grantee shall demonstrate in the application submitted for each 
fiscal year after such first year that a portion of the 
services provided by such grantee is supported through non-
Federal contributions, which contributions may be in cash or in 
kind.

[SEC. 403. USES OF FUNDS.

  [Grant funds received under this title may be used--
          [(1) for parent training, information, and support 
        programs that assist parents to--
                  [(A) better understand their children's 
                educational needs;
                  [(B) provide followup support for their 
                children's educational achievement;
                  [(C) communicate more effectively with 
                teachers, counselors, administrators, and other 
                professional educators and support staff;
                  [(D) participate in the design and provision 
                of assistance to students who are not making 
                adequate educational progress;
                  [(E) obtain information about the range of 
                options, programs, services, and resources 
                available at the national, State, and local 
                levels to assist parents described in 
                subparagraphs (A) and (B) of section 401(b);
                  [(F) seek technical assistance regarding 
                compliance with the requirements of this title 
                and of other Federal programs relevant to 
                achieving the National Education Goals;
                  [(G) participate in State and local 
                decisionmaking;
                  [(H) train other parents; and
                  [(I) plan, implement, and fund activities 
                that coordinate the education of their children 
                with other Federal programs that serve their 
                children or their families; and
          [(2) to include State or local educational personnel 
        where such participation will further the activities 
        assisted under the grant.

[SEC. 404. TECHNICAL ASSISTANCE.

  [The Secretary shall provide technical assistance, by grant 
or contract, for the establishment, development, and 
coordination of parent training, information and support 
programs and parental information and resource centers.

[SEC. 405. DEFINITIONS.

  [For purposes of this title--
          [(1) the term ``parent education'' includes parent 
        support activities, the provision of resource materials 
        on child development, parent-child learning activities 
        and child rearing issues, private and group educational 
        guidance, individual and group learning experiences for 
        the parent and child, and other activities that enable 
        the parent to improve learning in the home;
          [(2) the term ``Parents as Teachers program'' means a 
        voluntary early childhood parent education program 
        that--
                  [(A) is designed to provide all parents of 
                children from birth through age 5 with the 
                information and support such parents need to 
                give their child a solid foundation for school 
                success;
                  [(B) is based on the Missouri Parents as 
                Teachers model with the philosophy that parents 
                are their child's first and most influential 
                teachers;
                  [(C) provides--
                          [(i) regularly scheduled personal 
                        visits with families by certified 
                        parent educators;
                          [(ii) regularly scheduled 
                        developmental screenings; and
                          [(iii) linkage with other resources 
                        within the community in order to 
                        provide services that parents may want 
                        and need, except that such services are 
                        beyond the scope of the Parents as 
                        Teachers program;
          [(3) the term ``Home Instruction for Preschool 
        Youngsters program'' means a voluntary early-learning 
        program for parents with one or more children between 
        the ages of 3 through 5, that--
                  [(A) provides support, training, and 
                appropriate educational materials necessary for 
                parents to implement a school-readiness, home 
                instruction program for their child; and
                  [(B) includes--
                          [(i) group meetings with other 
                        parents participating in the program;
                          [(ii) individual and group learning 
                        experiences with the parent and child;
                          [(iii) provision of resource 
                        materials on child development and 
                        parent-child learning activities; and
                          [(iv) other activities that enable 
                        the parent to improve learning in the 
                        home.

[SEC. 406. REPORTS.

  [Each organization receiving a grant under this title shall 
submit to the Secretary, on an annual basis, information 
concerning the parental information and resource centers 
assisted under this title, including--
          [(1) the number of parents, including the number of 
        minority and limited-English-proficient parents, who 
        receive information and training;
          [(2) the types and modes of training, information, 
        and support provided under this title;
          [(3) the number of Parents as Teachers programs and 
        Home Instruction for Preschool Youngsters programs 
        which have been assisted under this title; and
          [(4) the strategies used to reach and serve parents 
        of minority and limited-English-proficient children, 
        parents with limited literacy skills, and other parents 
        in need of the services provided under this title.

[SEC. 407. GENERAL PROVISION.

  [Notwithstanding any other provision of this title--
          [(1) no person, including a parent who educates a 
        child at home, public school parent, or private school 
        parent, shall be required to participate in any program 
        of parent education or developmental screening pursuant 
        to the provisions of this title;
          [(2) no program assisted under this title shall take 
        any action that infringes in any manner on the right of 
        a parent to direct the education of their children; and
          [(3) the provisions of section 438(c) of the General 
        Education Provision Act shall apply to organizations 
        awarded grants under this title.

[SEC. 408. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated such sums as may be 
necessary for each of the fiscal years 1995 through 1998 to 
carry out this title.]

           *       *       *       *       *       *       *


               [TITLE VI--INTERNATIONAL EDUCATION PROGRAM

[SEC. 601. INTERNATIONAL EDUCATION PROGRAM.

  [(a) Program Established.--The Secretary, with the 
concurrence of the Director of the United States Information 
Agency and with the foreign policy guidance of the Secretary of 
State, shall carry out an International Education Program in 
accordance with this section that shall provide for--
          [(1) the study of international education programs 
        and delivery systems; and
          [(2) an international education exchange program.
  [(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.
  [(c) International Education Exchange.--
          [(1) Requirement.--
                  [(A) In general.--The Secretary, in 
                consultation with the Director of the United 
                States Information Agency, shall carry out a 
                program to be known as the International 
                Education Exchange Program. Under such program 
                the Secretary shall award grants to or enter 
                into contracts with organizations with 
                demonstrated effectiveness or expertise in 
                international achievement comparisons, in order 
                to--
                          [(i) make available to educators from 
                        eligible countries exemplary curriculum 
                        and teacher training programs in civics 
                        and government education and economic 
                        education developed in the United 
                        States;
                          [(ii) assist eligible countries in 
                        the adaptation and implementation of 
                        such programs or joint research 
                        concerning such programs;
                          [(iii) create and implement 
                        educational programs for United States 
                        students which draw upon the 
                        experiences of emerging constitutional 
                        democracies;
                          [(iv) provide a means for the 
                        exchange of ideas and experiences in 
                        civics and government education and 
                        economic education among political, 
                        educational, and private sector leaders 
                        of participating eligible countries; 
                        and
                          [(v) provide support for--
                                  [(I) research and evaluation 
                                to determine the effects of 
                                educational programs on 
                                students' development of the 
                                knowledge, skills, and traits 
                                of character essential for the 
                                preservation and improvement of 
                                constitutional democracy; and
                                  [(II) effective participation 
                                in and the preservation and 
                                improvement of an efficient 
                                market economy.
                  [(B) Program administration.--The Secretary 
                and the Director of the United States 
                Information Agency, or their designees, shall 
                be jointly responsible for the design of the 
                program described in subparagraph (A). The 
                Secretary and the Director of the United States 
                Information Agency shall name to an oversight 
                committee an equal number of representatives. 
                Such committee shall determine the 
                specifications for requests for proposals, the 
                eligibility and review criteria for proposals, 
                and the review process for proposals, for 
                grants or contracts under this section. The 
                Director of the United States Information 
                Agency shall have particular responsibility for 
                ensuring that programs assisted under this 
                section are not duplicative of other efforts in 
                the target countries and that foreign partner 
                institutions are creditable.
                  [(C) Reservations.--In carrying out the 
                program described in subparagraph (A), there 
                shall be reserved in each fiscal year--
                          [(i) 50 percent of the amount 
                        available to carry out this subsection 
                        for civics and government education 
                        activities; and
                          [(ii) 50 percent of such amount 
                        available to carry out this subsection 
                        for economic education activities.
          [(2) Contract authorized.--
                  [(A) In general.--The Secretary, in 
                consultation with the Director of the United 
                States Information Agency, is authorized to 
                contract with independent nonprofit educational 
                organizations to carry out the provisions of 
                this subsection.
                  [(B) Number.--The Secretary, in consultation 
                with the Director of the United States 
                Information Agency, shall award at least 1 but 
                not more than 3 contracts described in 
                subparagraph (A) in each of the areas described 
                in clauses (i) and (ii) of paragraph (1)(B).
                  [(C) Avoidance of duplication.--The 
                Secretary, in consultation with the Director of 
                the United States Information Agency, shall 
                award contracts described in subparagraph (A) 
                so as to avoid duplication of activities in 
                such contracts.
                  [(D) Requirements.--Each organization with 
                which the Secretary enters into a contract 
                pursuant to subparagraph (A) shall--
                          [(i) be experienced in--
                                  [(I) the development and 
                                national implementation of 
                                curricular programs in civics 
                                and government education and 
                                economic education for students 
                                from grades kindergarten 
                                through 12 in local, 
                                intermediate, and State 
                                educational agencies, in 
                                schools funded by the Bureau, 
                                and in private schools 
                                throughout the Nation with the 
                                cooperation and assistance of 
                                national professional 
                                educational organizations, 
                                colleges and universities, and 
                                private sector organizations;
                                  [(II) the development and 
                                implementation of cooperative 
                                university and school-based 
                                inservice training programs for 
                                teachers of grades kindergarten 
                                through grade 12 using scholars 
                                from such relevant disciplines 
                                as political science, political 
                                philosophy, history, law and 
                                economics;
                                  [(III) the development of 
                                model curricular frameworks in 
                                civics and government education 
                                and economic education;
                                  [(IV) the administration of 
                                international seminars on the 
                                goals and objectives of civics 
                                and government education or 
                                economic education in 
                                constitutional democracies 
                                (including the sharing of 
                                curricular materials) for 
                                educational leaders, teacher 
                                trainers, scholars in related 
                                disciplines, and educational 
                                policymakers; and
                                  [(V) the evaluation of civics 
                                and government education or 
                                economic education programs; 
                                and
                          [(ii) have the authority to 
                        subcontract with other organizations to 
                        carry out the provisions of this 
                        subsection.
          [(3) Activities.--The international education program 
        described in this subsection shall--
                  [(A) provide eligible countries with--
                          [(i) seminars on the basic principles 
                        of United States constitutional 
                        democracy and economics, including 
                        seminars on the major governmental and 
                        economic institutions and systems in 
                        the United States, and visits to such 
                        institutions;
                          [(ii) visits to school systems, 
                        institutions of higher learning, and 
                        nonprofit organizations conducting 
                        exemplary programs in civics and 
                        government education and economic 
                        education in the United States;
                          [(iii) home stays in United States 
                        communities;
                          [(iv) translations and adaptations 
                        regarding United States civics and 
                        government education and economic 
                        education curricular programs for 
                        students and teachers, and in the case 
                        of training programs for teachers 
                        translations and adaptations into forms 
                        useful in schools in eligible 
                        countries, and joint research projects 
                        in such areas;
                          [(v) translation of basic documents 
                        of United States constitutional 
                        government for use in eligible 
                        countries, such as The Federalist 
                        Papers, selected writings of Presidents 
                        Adams and Jefferson and the Anti-
                        Federalists, and more recent works on 
                        political theory, constitutional law 
                        and economics; and
                          [(vi) research and evaluation 
                        assistance to determine--
                                  [(I) the effects of 
                                educational programs on 
                                students' development of the 
                                knowledge, skills and traits of 
                                character essential for the 
                                preservation and improvement of 
                                constitutional democracy; and
                                  [(II) effective participation 
                                in and the preservation and 
                                improvement of an efficient 
                                market economy;
                  [(B) provide United States participants 
                with--
                          [(i) seminars on the histories, 
                        economics, and governments of eligible 
                        countries;
                          [(ii) visits to school systems, 
                        institutions of higher learning, and 
                        organizations conducting exemplary 
                        programs in civics and government 
                        education and economic education 
                        located in eligible countries;
                          [(iii) home stays in eligible 
                        countries;
                          [(iv) assistance from educators and 
                        scholars in eligible countries in the 
                        development of curricular materials on 
                        the history, government and economics 
                        of such countries that are useful in 
                        United States classrooms;
                          [(v) opportunities to provide on-site 
                        demonstrations of United States 
                        curricula and pedagogy for educational 
                        leaders in eligible countries; and
                          [(vi) research and evaluation 
                        assistance to determine--
                                  [(I) the effects of 
                                educational programs on 
                                students' development of the 
                                knowledge, skills and traits of 
                                character essential for the 
                                preservation and improvement of 
                                constitutional democracy; and
                                  [(II) effective participation 
                                in and improvement of an 
                                efficient market economy; and
                  [(C) assist participants from eligible 
                countries and the United States in 
                participating in international conferences on 
                civics and government education and economic 
                education for educational leaders, teacher 
                trainers, scholars in related disciplines, and 
                educational policymakers.
          [(4) Participants.--The primary participants in the 
        international education program assisted under this 
        subsection shall be leading educators in the areas of 
        civics and government education and economic education, 
        including curriculum and teacher training specialists, 
        scholars in relevant disciplines, and educational 
        policymakers, from the United States and eligible 
        countries.
          [(5) Personnel and technical experts.--The Secretary 
        is authorized to provide Department of Education 
        personnel and technical experts to assist eligible 
        countries to establish and implement a database or 
        other effective methods to improve educational delivery 
        systems, structure and organization.
          [(6) Definitions.--For the purpose of this subsection 
        the term ``eligible country'' means a Central European 
        country, an Eastern European country, Lithuania, 
        Latvia, Estonia, Georgia, the Commonwealth of 
        Independent States, and any country that formerly was a 
        republic of the Soviet Union whose political 
        independence is recognized in the United States.
  [(d) Authorization of Appropriations.--
          [(1) Assessment and information.--There are 
        authorized to be appropriated $1,000,000 for fiscal 
        year 1995, and such sums as may be necessary for each 
        of the fiscal years 1996 through 1999, to carry out 
        subsection (b).
          [(2) International education exchange.--There are 
        authorized to be appropriated $10,000,000 for fiscal 
        year 1995, and such sums as may be necessary for each 
        of the fiscal years 1996 through 1999, to carry out 
        subsection (c).]

           *       *       *       *       *       *       *

                              ----------                              


SCHOOL-TO-WORK OPPORTUNITIES ACT OF 1994

           *       *       *       *       *       *       *


    [TITLE II--SCHOOL-TO-WORK OPPORTUNITIES SYSTEM DEVELOPMENT AND 
                    IMPLEMENTATION GRANTS TO STATES

                 [Subtitle A--State Development Grants

[SEC. 201. PURPOSE.

  [The purpose of this subtitle is to assist States in planning 
and developing comprehensive statewide School-to-Work 
Opportunities systems.

[SEC. 202. AUTHORIZATION.

  [(a) Grants to States.--
          [(1) In general.--On the application of the Governor 
        on behalf of a State in accordance with section 203, 
        the Secretaries may provide a development grant to the 
        State in such amounts as the Secretaries determine to 
        be necessary to enable such State to complete planning 
        and development of a comprehensive statewide School-to-
        Work Opportunities system.
          [(2) Amount.--The amount of a development grant under 
        this section may not exceed $1,000,000 for any fiscal 
        year.
          [(3) Completion.--The Secretaries may provide such 
        grant to complete development of a statewide School-to-
        Work Opportunities systems initiated with funds 
        received under the Job Training Partnership Act (29 
        U.S.C. 1501 et seq.) or the Carl D. Perkins Vocational 
        and Applied Technology Education Act (20 U.S.C. 2301 et 
        seq.).
  [(b) Grants to Territories.--In providing grants under this 
section to the Commonwealth of the Northern Mariana Islands, 
American Samoa, Guam, the Virgin Islands, the Federated States 
of Micronesia, the Republic of the Marshall Islands, or the 
Republic of Palau, the Secretaries shall use amounts reserved 
under section 605(b)(1).

[SEC. 203. APPLICATION.

  [(a) In General.--The Secretaries may not provide a 
development grant under section 202 to a State unless the 
Governor of the State, on behalf of the State, submits to the 
Secretaries an application, at such time, in such form, and 
containing such information as the Secretaries may reasonably 
require.
  [(b) Contents.--Such application shall include--
          [(1) a timetable and an estimate of the amount of 
        funding needed to complete the planning and development 
        necessary to implement a comprehensive statewide 
        School-to-Work Opportunities system for all students;
          [(2) a description of how--
                  [(A) the Governor;
                  [(B) the State educational agency;
                  [(C) the State agency officials responsible 
                for economic development;
                  [(D) the State agency officials responsible 
                for employment;
                  [(E) the State agency officials responsible 
                for job training;
                  [(F) the State agency officials responsible 
                for postsecondary education;
                  [(G) the State agency officials responsible 
                for vocational education;
                  [(H) the State agency officials responsible 
                for vocational rehabilitation;
                  [(I) the individual assigned by the State 
                under section 111(b)(1) of the Carl D. Perkins 
                Vocational and Applied Technology Education Act 
                (20 U.S.C. 2321(b)(1));
                  [(J) other appropriate officials, including 
                the State human resource investment council 
                established in accordance with title VII of the 
                Job Training Partnership Act (29 U.S.C. 1792 et 
                seq.), if the State has established such a 
                council; and
                  [(K) representatives of the private sector;
        will collaborate in the planning and development of the 
        statewide School-to-Work Opportunities system;
          [(3) a description of the manner in which the State 
        has obtained and will continue to obtain the active and 
        continued participation, in the planning and 
        development of the statewide School-to-Work 
        Opportunities system, of employers and other interested 
        parties, such as locally elected officials, secondary 
        schools and postsecondary educational institutions (or 
        related agencies), business associations, industrial 
        extension centers, employees, labor organizations or 
        associations of such organizations, teachers, related 
        services personnel, students, parents, community-based 
        organizations, rehabilitation agencies and 
        organizations, Indian tribes, registered apprenticeship 
        agencies, vocational educational agencies, vocational 
        student organizations, and human service agencies;
          [(4) a description of the manner in which the State 
        will coordinate planning activities with any local 
        school-to-work programs, including programs funded 
        under title III, if any;
          [(5) a designation of a fiscal agent to receive and 
        be accountable for funds provided from a grant under 
        section 202; and
          [(6) a description of how the State will provide 
        opportunities for students from low-income families, 
        low-achieving students, students with limited-English 
        proficiency, students with disabilities, students 
        living in rural communities with low population 
        densities, school dropouts, and academically talented 
        students to participate in School-to-Work Opportunities 
        programs.
  [(c) Coordination With Goals 2000: Educate America Act.--A 
State seeking assistance under both this subtitle and the Goals 
2000: Educate America Act may--
          [(1) submit a single application containing plans 
        that meet the requirements of such subtitle and such 
        Act and ensure that the plans are coordinated and not 
        duplicative; or
          [(2) if such State has already submitted its 
        application for funds under the Goals 2000: Educate 
        America Act, submit its application under this subtitle 
        as an amendment to the Goals 2000: Educate America Act 
        application if such amendment meets the requirements of 
        this subtitle and is coordinated with and not 
        duplicative of the Goals 2000: Educate America Act 
        application.

[SEC. 204. APPROVAL OF APPLICATION.

  [The Secretaries may approve an application submitted by a 
State under section 203 only if the State demonstrates in such 
application that the activities proposed to be undertaken by 
the State to develop a statewide School-to-Work Opportunities 
system are consistent with the State improvement plan for the 
State, if any, under the Goals 2000: Educate America Act.

[SEC. 205. USE OF AMOUNTS.

  [The Secretaries may not provide a development grant under 
section 202 to a State unless the State agrees that the State 
will use all amounts received from such grant for activities to 
develop a statewide School-to-Work Opportunities system, which 
may include--
          [(1) identifying or establishing an appropriate State 
        structure to administer the statewide School-to-Work 
        Opportunities system;
          [(2) identifying secondary and postsecondary school-
        to-work programs in existence on or after the date of 
        the enactment of this Act that might be incorporated 
        into such system;
          [(3) identifying or establishing broad-based 
        partnerships among employers, labor, education, 
        government, and other community-based organizations and 
        parent organizations to participate in the design, 
        development, and administration of School-to-Work 
        Opportunities programs;
          [(4) developing a marketing plan to build consensus 
        and support for such programs;
          [(5) promoting the active involvement of business 
        (including small- and medium-sized businesses) in 
        planning, developing, and implementing local School-to-
        Work Opportunities programs, and in establishing 
        partnerships between business and elementary schools 
        and secondary schools (including middle schools);
          [(6) identifying ways that local school-to-work 
        programs in existence on or after the date of the 
        enactment of this Act could be coordinated with the 
        statewide School-to-Work Opportunities system;
          [(7) supporting local planning and development 
        activities to provide guidance, training and technical 
        assistance for teachers, employers, mentors, 
        counselors, administrators, and others in the 
        development of School-to-Work Opportunities programs;
          [(8) identifying or establishing mechanisms for 
        providing training and technical assistance to enhance 
        the development of the statewide School-to-Work 
        Opportunities system;
          [(9) developing a training and technical support 
        system for teachers, employers, mentors, counselors, 
        related services personnel, and others that includes 
        specialized training and technical support for the 
        counseling and training of women, minorities, and 
        individuals with disabilities for high-skill, high-wage 
        careers in nontraditional employment;
          [(10) initiating pilot programs for testing key 
        components of the program design of programs under the 
        statewide School-to-Work Opportunities system;
          [(11) developing a State process for issuing skill 
        certificates that is, to the extent feasible, 
        consistent with the skill standards certification 
        systems endorsed under the National Skill Standards Act 
        of 1994;
          [(12) designing challenging curricula, in cooperation 
        with representatives of local partnerships, that take 
        into account the diverse learning needs and abilities 
        of the student population served by the statewide 
        School-to-Work Opportunities system;
          [(13) developing a system for labor market analysis 
        and strategic planning for local targeting of industry 
        sectors or broad occupational clusters that can provide 
        students with placements in high-skill workplaces;
          [(14) analyzing the post-high school employment 
        experiences of recent high school graduates and school 
        dropouts;
          [(15) preparing the plan described in section 213(d);
          [(16) working with localities to develop strategies 
        to recruit and retain all students in programs under 
        this Act through collaborations with community-based 
        organizations, where appropriate, and other entities 
        with expertise in working with such students;
          [(17) coordinating recruitment of out-of-school, at-
        risk, and disadvantaged youths with those organizations 
        and institutions that have a successful history of 
        working with such youths; and
          [(18) providing technical assistance to rural areas 
        in planning, developing, and implementing local School-
        to-Work Opportunities programs that meet the needs of 
        rural communities with low population densities.

[SEC. 206. MAINTENANCE OF EFFORT.

  [(a) In General.--A State may receive a development grant 
under section 202 for a fiscal year only if the State provides 
assurances, satisfactory to the Secretaries, that--
          [(1) the amount of State funds expended per student 
        by the State for school-to-work activities of the type 
        described in title I for the preceding fiscal year was 
        not less than 90 percent of the amount so expended for 
        the second preceding fiscal year; or
          [(2) the aggregate amount of State funds expended by 
        the State for such activities for the preceding fiscal 
        year was not less than 90 percent of the amount so 
        expended for the second preceding fiscal year.
  [(b) Waiver.--
          [(1) Determination.--The Secretaries may jointly 
        waive the requirements described in subsection (a) for 
        a State that requests such a waiver if the Secretaries 
        determine that such a waiver would be equitable due 
        to--
                  [(A) exceptional or uncontrollable 
                circumstances such as a natural disaster; or
                  [(B) a precipitous decline in the financial 
                resources of the State.
          [(2) Request.--To be eligible to receive such a 
        waiver, a State shall submit a request at such time, in 
        such form, and containing such information as the 
        Secretaries may require.

[SEC. 207. REPORTS.

  [The Secretaries may not provide a development grant under 
section 202 to a State unless the State agrees that the State 
will submit to the Secretaries such reports as the Secretaries 
may reasonably require, relating to the use of amounts from 
such grant, except that the Secretaries may not require more 
than 1 such report during any 3-month period.

                [Subtitle B--State Implementation Grants

[SEC. 211. PURPOSE.

  [The purpose of this subtitle is to assist States in the 
implementation of comprehensive statewide School-to-Work 
Opportunities systems.

[SEC. 212. AUTHORIZATION.

  [(a) Grants to States.--On the application of the Governor on 
behalf of a State in accordance with section 213, the 
Secretaries may provide an implementation grant to the State in 
such amounts as the Secretaries determine to be necessary to 
enable such State to implement a comprehensive statewide 
School-to-Work Opportunities system.
  [(b) Grants to Territories.--In providing grants under this 
section to the Commonwealth of the Northern Mariana Islands, 
American Samoa, Guam, the Virgin Islands, the Federated States 
of Micronesia, the Republic of the Marshall Islands, or the 
Republic of Palau, the Secretaries shall use amounts reserved 
under section 605(b)(1).
  [(c) Period of Grant.--The provision of payments under a 
grant under subsection (a) shall not exceed 5 fiscal years and 
shall be subject to the annual approval of the Secretaries and 
subject to the availability of appropriations for the fiscal 
year involved to make the payments.
  [(d) Limitation.--A State shall be eligible to receive only 1 
implementation grant under subsection (a).

[SEC. 213. APPLICATION.

  [(a) In General.--
          [(1) Submission by governor on behalf of state.--
        Subject to paragraph (2), the Secretaries may not 
        provide an implementation grant under section 212 to a 
        State unless the Governor of the State, on behalf of 
        the State, submits to the Secretaries an application, 
        at such time, in such form, and containing such 
        information as the Secretaries may reasonably require.
          [(2) Review and comment by certain individuals and 
        entities.--If, after a reasonable effort, the Governor 
        is unable in accordance with subsection (d)(4) to 
        obtain the support of the individuals and entities 
        described in subparagraphs (A) through (J) of 
        subsection (b)(4) for the State plan described in 
        subsection (d), then the Governor shall--
                  [(A) provide such individuals and entities 
                with copies of such application;
                  [(B) allow such individuals and entities to 
                submit to the Governor, not later than the end 
                of the 30-day period beginning on the date on 
                which the Governor provides such individuals 
                and entities with copies of such application 
                under subparagraph (A), comments on those 
                portions of the plan that address matters that, 
                under State or other applicable law, are under 
                the jurisdiction of such individuals or 
                entities; and
                  [(C) include any such comments in the 
                application in accordance with subsection 
                (b)(5).
  [(b) Contents.--Such application shall include--
          [(1) a plan for a comprehensive, statewide School-to-
        Work Opportunities system that meets the requirements 
        of subsection (d);
          [(2) a description of the manner in which the State 
        will allocate funds made available through such a grant 
        to local partnerships under section 215(b)(7);
          [(3) a request, if the State decides to submit such a 
        request, for 1 or more waivers of certain statutory or 
        regulatory requirements, as provided for under title V;
          [(4) a description of the manner in which--
                  [(A) the Governor;
                  [(B) the State educational agency;
                  [(C) the State agency officials responsible 
                for economic development;
                  [(D) the State agency officials responsible 
                for employment;
                  [(E) the State agency officials responsible 
                for job training;
                  [(F) the State agency officials responsible 
                for postsecondary education;
                  [(G) the State agency officials responsible 
                for vocational education;
                  [(H) the State agency officials responsible 
                for vocational rehabilitation;
                  [(I) the individual assigned for the State 
                under section 111(b)(1) of the Carl D. Perkins 
                Vocational and Applied Technology Education Act 
                (20 U.S.C. 2321(b)(1));
                  [(J) other appropriate officials, including 
                the State human resource investment council 
                established in accordance with title VII of the 
                Job Training Partnership Act (29 U.S.C. 1792 et 
                seq.), if the State has established such a 
                council; and
                  [(K) representatives of the private sector;
        collaborated in the development of the application;
          [(5) the comments submitted to the Governor under 
        subsection (a)(2), where applicable; and
          [(6) such other information as the Secretaries may 
        require.
  [(c) Coordination With Goals 2000: Educate America Act.--A 
State seeking assistance under both this subtitle and the Goals 
2000: Educate America Act may--
          [(1) submit a single application containing plans 
        that meet the requirements of such subtitle and such 
        Act and ensure that the plans are coordinated and not 
        duplicative; or
          [(2) if such State has already submitted its 
        application for funds under the Goals 2000: Educate 
        America Act, submit its application under this subtitle 
        as an amendment to the Goals 2000: Educate America Act 
        application if such amendment meets the requirements of 
        this subtitle and is coordinated with and not 
        duplicative of the Goals 2000: Educate America Act 
        application.
  [(d) State Plan.--A State plan referred to in subsection 
(b)(1) shall--
          [(1) designate the geographical areas, including 
        urban and rural areas, to be served by local 
        partnerships that receive grants under section 215(b), 
        which geographic areas shall, to the extent feasible, 
        reflect local labor market areas;
          [(2) describe the manner in which the State will 
        stimulate and support local School-to-Work 
        Opportunities programs and the manner in which the 
        statewide School-to-Work Opportunities system will be 
        expanded over time to cover all geographic areas in the 
        State, including urban and rural areas;
          [(3) describe the procedure by which the individuals 
        and entities described in subsection (b)(4) will 
        collaborate in the implementation of the School-to-Work 
        Opportunities system;
          [(4) demonstrate the support of individuals and 
        entities described in subparagraphs (A) through (J) of 
        subsection (b)(4) for the plan, except in the case 
        where the Governor is unable to obtain the support of 
        such individuals and entities as provided in subsection 
        (a)(2);
          [(5) describe the manner in which the State has 
        obtained and will continue to obtain the active and 
        continued involvement, in the statewide School-to-Work 
        Opportunities system, of employers and other interested 
        parties such as locally elected officials, secondary 
        schools and postsecondary educational institutions (or 
        related agencies), business associations, industrial 
        extension centers, employees, labor organizations or 
        associations of such organizations, teachers, related 
        services personnel, students, parents, community-based 
        organizations, rehabilitation agencies and 
        organizations, registered apprenticeship agencies, 
        local vocational educational agencies, vocational 
        student organizations, State or regional cooperative 
        education associations, and human service agencies;
          [(6) describe the manner in which the statewide 
        School-to-Work Opportunities system will coordinate 
        with or integrate local school-to-work programs in 
        existence on or after the date of the enactment of this 
        Act, including programs financed from State and private 
        sources, with funds available from such related Federal 
        programs as programs under--
                  [(A) the Adult Education Act (20 U.S.C. 1201 
                et seq.);
                  [(B) the Carl D. Perkins Vocational and 
                Applied Technology Education Act (20 U.S.C. 
                2301 et seq.);
                  [(C) the Elementary and Secondary Education 
                Act of 1965 (20 U.S.C. 2701 et seq.);
                  [(D) the Higher Education Act of 1965 (20 
                U.S.C. 1001 et seq.);
                  [(E) part A of title IV of the Social 
                Security Act (42 U.S.C. 601 et seq.) relating 
                to work activities;
                  [(F) the Goals 2000: Educate America Act;
                  [(G) the National Skills Standards Act of 
                1994;
                  [(H) the Individuals with Disabilities 
                Education Act (20 U.S.C. 1400 et seq.);
                  [(I) the Job Training Partnership Act (29 
                U.S.C. 1501 et seq.);
                  [(J) the Act of August 16, 1937 (commonly 
                known as the ``National Apprenticeship Act''; 
                50 Stat. 664, chapter 663; 29 U.S.C. 50 et 
                seq.);
                  [(K) the Rehabilitation Act of 1973 (29 
                U.S.C. 701 et seq.); and
                  [(L) the National and Community Service Act 
                of 1990 (42 U.S.C. 12501 et seq.);
          [(7) describe the strategy of the State for providing 
        training for teachers, employers, mentors, counselors, 
        related services personnel, and others, including 
        specialized training and
technical support for the counseling and training of women, 
minorities, and individuals with disabilities for high-skill, 
high-wage careers in nontraditional employment, and provide 
assurances of coordination with similar training and technical 
support under other provisions of law;
          [(8) describe how the State will adopt, develop, or 
        assist local partnerships to adopt or develop model 
        curricula and innovative instructional methodologies, 
        to be used in the secondary, and where possible, the 
        elementary grades, that integrate academic and 
        vocational learning and promote career awareness, and 
        that are consistent with academic and skill standards 
        established pursuant to the Goals 2000: Educate America 
        Act and the National Skill Standards Act of 1994;
          [(9) describe how the State will expand and improve 
        career and academic counseling in the elementary and 
        secondary grades, which may include linkages to career 
        counseling and labor market information services 
        outside of the school system;
          [(10) describe the strategy of the State for 
        integrating academic and vocational education;
          [(11) describe the resources, including private 
        sector resources, the State intends to employ in 
        maintaining the statewide School-to-Work Opportunities 
        system when funds under this Act are no longer 
        available;
          [(12) describe the extent to which the statewide 
        School-to-Work Opportunities system will include 
        programs that will require paid high-quality, work-
        based learning experiences, and the steps the State 
        will take to generate such paid experiences;
          [(13) describe the manner in which the State will 
        ensure effective and meaningful opportunities for all 
        students in the State to participate in School-to-Work 
        Opportunities programs;
          [(14) describe the goals of the State and the methods 
        the State will use, such as awareness and outreach, to 
        ensure opportunities for young women to participate in 
        School-to-Work Opportunities programs in a manner that 
        leads to employment in high-performance, high-paying 
        jobs, including nontraditional employment, and goals to 
        ensure an environment free from racial and sexual 
        harassment;
          [(15) describe how the State will ensure 
        opportunities for low achieving students, students with 
        disabilities, school dropouts, and academically 
        talented students to participate in School-to-Work 
        Opportunities programs;
          [(16) describe the process of the State for assessing 
        the skills and knowledge required in career majors, and 
        the process for awarding skill certificates that is, to 
        the extent feasible, consistent with the skills 
        standards certification systems endorsed under the 
        National Skill Standards Act of 1994;
          [(17) describe the manner in which the State will 
        ensure that students participating in the programs are 
        provided, to the greatest extent possible, with 
        flexibility to develop new career goals over time and 
        to change career majors;
          [(18) describe the manner in which the State will, to 
        the extent feasible, continue programs funded under 
        title III in the statewide School-to-Work Opportunities 
        system;
          [(19) describe how the State will serve students from 
        rural communities with low population densities;
          [(20) describe how local School-to-Work Opportunities 
        programs, including those funded under title III, if 
        any, will be integrated into the statewide School-to-
        Work Opportunities system;
          [(21) describe the performance standards that the 
        State intends to meet in establishing and carrying out 
        the statewide School-to-Work Opportunities system, 
        including how such standards relate to those 
        performance standards established under other related 
        programs;
          [(22) designate a fiscal agent to receive and be 
        accountable for funds provided from a grant under 
        section 212; and
          [(23) describe the procedures to facilitate the entry 
        of students participating in a School-to-Work 
        Opportunities program into additional training or 
        postsecondary education programs, as well as to 
        facilitate the transfer of the students between 
        education and training programs.

[SEC. 214. REVIEW OF APPLICATION.

  [(a) Considerations.--In evaluating applications submitted 
under section 213, the Secretaries shall--
          [(1) give priority to applications that describe the 
        highest levels of concurrence by the individuals and 
        entities described in section 213(b)(4) with the State 
        plan for the statewide School-to-Work Opportunities 
        system;
          [(2) give priority to applications that require paid, 
        high-quality work-based learning experiences as an 
        integral part of such system; and
          [(3) take into consideration the quality of the 
        application, including the replicability, 
        sustainability, and innovation of School-to-Work 
        Opportunities programs described in the application.
  [(b) Approval Criteria.--The Secretaries--
          [(1) shall approve only those applications submitted 
        under section 213 that demonstrate the highest levels 
        of collaboration by the individuals and entities 
        described in section 213(b)(4) in the development and 
        implementation of the statewide School-to-Work system;
          [(2) shall approve an application submitted under 
        section 213 only if the State provides the assurances 
        described in section 206(a) (relating to maintenance of 
        effort) in accordance with such section, except that 
        this requirement may be waived in accordance with 
        section 206(b); and
          [(3) may approve an application submitted under 
        section 213 only if the State demonstrates in the 
        application--
                  [(A) that other Federal, State, and local 
                resources will be used to implement the 
                proposed State plan;
                  [(B) the extent to which such plan would 
                limit administrative costs and increase amounts 
                spent on delivery of services to students 
                enrolled in programs under this Act;
                  [(C) that the State, where appropriate, will 
                ensure the establishment of a partnership in at 
                least 1 urban and 1 rural area in the State; 
                and
                  [(D) that the State plan contained in such 
                application is consistent with the State 
                improvement plan for the State, if any, under 
                the Goals 2000: Educate America Act.
  [(c) Actions.--
          [(1) In general.--In reviewing each application 
        submitted under section 213, the Secretaries shall 
        determine whether the application and the plan 
        described in such application meet the approval 
        criteria in subsection (b).
          [(2) Actions after affirmative determination.--If the 
        determination under paragraph (1) is affirmative, the 
        Secretaries may take 1 or more of the following 
        actions:
                  [(A) Provide an implementation grant under 
                section 212 to the State submitting the 
                application.
                  [(B) Approve the request of the State, if 
                any, for a waiver in accordance with the 
                procedures set forth in title V.
          [(3) Action after nonaffirmative determination.--If 
        the determination under paragraph (1) is not 
        affirmative, the Secretaries shall inform the State of 
        the opportunity to apply for development funds under 
        subtitle A in accordance with such subtitle.
  [(d) Use of Funds for Review of Applications.--The 
Secretaries may use amounts reserved under section 605(b)(4) 
for the review of applications submitted under section 213.

[SEC. 215. USE OF AMOUNTS.

  [(a) In General.--The Secretaries may not provide an 
implementation grant under section 212 to a State unless the 
State agrees that the State will use all amounts received from 
such grant to implement the statewide School-to-Work 
Opportunities system in accordance with this section.
  [(b) Subgrants to Local Partnerships.--
          [(1) Authority.--
                  [(A) In general.--Except as provided in 
                subparagraph (B), the State shall provide 
                subgrants to local partnerships, according to 
                criteria established by the State, for the 
                purpose of carrying out School-to-Work 
                Opportunities programs.
                  [(B) Prohibition.--The State shall not 
                provide subgrants to local partnerships that 
                have received implementation grants under title 
                III, except that this prohibition shall not 
                apply with respect to local partnerships that 
                are located in high poverty areas, as such term 
                is defined in section 307.
          [(2) Application.--A local partnership that seeks a 
        subgrant to carry out a local School-to-Work 
        Opportunities program, including a program initiated 
        under section 302, shall submit an application to the 
        State that--
                  [(A) describes how the program will include 
                the program components described in sections 
                102, 103, and 104 and otherwise meet the 
                requirements of this Act;
                  [(B) sets forth measurable program goals and 
                outcomes;
                  [(C) describes the local strategies and 
                timetables of the local partnership to provide 
                opportunities for all students in the area 
                served to participate in a School-to-Work 
                Opportunities program;
                  [(D) describes the extent to which the 
                program will require paid high-quality, work-
                based learning experiences, and the steps the 
                local partnerships will take to generate such 
                paid experiences;
                  [(E) describes the process that will be used 
                to ensure employer involvement in the 
                development and implementation of the local 
                School-to-Work Opportunities program;
                  [(F) provides assurances that, to the extent 
                practicable, opportunities provided to students 
                to participate in a School-to-Work 
                Opportunities program will be in industries and 
                occupations offering high-skill, high-wage 
                employment opportunities;
                  [(G) provides such other information as the 
                State may require; and
                  [(H) is submitted at such time and in such 
                form as the State may require.
          [(3) Disapproval of application.--If the State 
        determines that an application submitted by a local 
        partnership does not meet the criteria under paragraph 
        (2), or that the application is incomplete or otherwise 
        unsatisfactory, the State shall--
                  [(A) notify the local partnership of the 
                reasons for the failure to approve the 
                application; and
                  [(B) permit the local partnership to resubmit 
                a corrected or amended application.
          [(4) Allowable activities.--A local partnership shall 
        expend funds provided through subgrants under this 
        subsection only for activities undertaken to carry out 
        local School-to-Work Opportunities programs, and such 
        activities may include, for each such program--
                  [(A) recruiting and providing assistance to 
                employers, including small- and medium-size 
                businesses, to provide the work-based learning 
                components described in section 103;
                  [(B) establishing consortia of employers to 
                support the School-to-Work Opportunities 
                program and provide access to jobs related to 
                the career majors of students;
                  [(C) supporting or establishing 
                intermediaries (selected from among the members 
                of the local partnership) to perform the 
                activities described in section 104 and to 
                provide assistance to students or school 
                dropouts in obtaining jobs and further 
                education and training;
                  [(D) designing or adapting school curricula 
                that can be used to integrate academic, 
                vocational, and occupational learning, school-
                based and work-based learning, and secondary 
                and postsecondary education for all students in 
                the area served;
                  [(E) providing training to work-based and 
                school-based staff on new curricula, student 
                assessments, student guidance, and feedback to 
                the school regarding student performance;
                  [(F) establishing, in schools participating 
                in the School-to-Work Opportunities program, a 
                graduation assistance program to assist at-risk 
                students, low-achieving students, and students 
                with disabilities, in graduating from high 
                school, enrolling in postsecondary education or 
                training, and finding or advancing in jobs;
                  [(G) providing career exploration and 
                awareness services, counseling and mentoring 
                services, college awareness and preparation 
                services, and other services (beginning at the 
                earliest possible age, but not later than the 
                7th grade) to prepare students for the 
                transition from school to work;
                  [(H) providing supplementary and support 
                services, including child care and 
                transportation, when such services are 
                necessary for participation in a local School-
                to-Work Opportunities program;
                  [(I) conducting or obtaining an in-depth 
                analysis of the local labor market and the 
                generic and specific skill needs of employers 
                to identify high-demand, high-wage careers to 
                target;
                  [(J) integrating school-based and work-based 
                learning into job training programs that are 
                for school dropouts and that are in existence 
                on or after the date of the enactment of this 
                Act;
                  [(K) establishing or expanding school-to-
                apprenticeship programs in cooperation with 
                registered apprenticeship agencies and 
                apprenticeship sponsors;
                  [(L) assisting participating employers, 
                including small- and medium-size businesses, to 
                identify and train workplace mentors and to 
                develop work-based learning components;
                  [(M) promoting the formation of partnerships 
                between elementary schools and secondary 
                schools (including middle schools) and local 
                businesses as an investment in future workplace 
                productivity and competitiveness;
                  [(N) designing local strategies to provide 
                adequate planning time and staff development 
                activities for teachers, school counselors, 
                related services personnel, and school site 
                mentors, including opportunities outside the 
                classroom that are at the worksite;
                  [(O) enhancing linkages between after-school, 
                weekend, and summer jobs, career exploration, 
                and school-based learning; and
                  [(P) obtaining the assistance of 
                organizations and institutions that have a 
                history of success in working with school 
                dropouts and at-risk and disadvantaged youths 
                in recruiting such school dropouts and youths 
                to participate in the local School-to-Work 
                Opportunities program.
          [(5) Local partnership compact.--The State may not 
        provide a subgrant under paragraph (1) to a local 
        partnership unless the partnership agrees that the 
        local partnership will establish a process by which the 
        responsibilities and expectations of students, parents, 
        employers, and schools are clearly established and 
        agreed upon at the point of entry of the student into a 
        career major program of study.
          [(6) Administrative costs.--The local partnership may 
        not use more than 10 percent of amounts received from a 
        subgrant under paragraph (1) for any fiscal year for 
        administrative costs associated with activities in 
        carrying out, but not including, activities under 
        paragraphs (4) and (5) for such fiscal year.
          [(7) Allocation requirements.--
                  [(A) First year.--In the 1st fiscal year for 
                which a State receives amounts from a grant 
                under section 212, the State shall use not less 
                than 70 percent of such amounts to provide 
                subgrants to local partnerships under paragraph 
                (1).
                  [(B) Second year.--In the 2d fiscal year for 
                which a State receives amounts from a grant 
                under section 212, the State shall use not less 
                than 80 percent of such amounts to provide 
                subgrants to local partnerships under paragraph 
                (1).
                  [(C) Third year and succeeding years.--In the 
                3d fiscal year for which a State receives 
                amounts from a grant under section 212, and in 
                each succeeding year, the State shall use not 
                less than 90 percent of such amounts to provide 
                subgrants to local partnerships under paragraph 
                (1).
  [(c) Additional State Activities.--In carrying out the 
statewide School-to-Work Opportunities system, the State may 
also--
          [(1) recruit and provide assistance to employers to 
        provide work-based learning for all students;
          [(2) conduct outreach activities to promote and 
        support collaboration, in School-to-Work Opportunities 
        programs, by businesses, labor organizations, and other 
        organizations;
          [(3) provide training for teachers, employers, 
        workplace mentors, school site mentors, counselors, 
        related services personnel, and other parties;
          [(4) provide labor market information to local 
        partnerships that is useful in determining which high-
        skill, high-wage occupations are in demand;
          [(5) design or adapt model curricula that can be used 
        to integrate academic, vocational, and occupational 
        learning, school-based and work-based learning, and 
        secondary and postsecondary education, for all students 
        in the State;
          [(6) design or adapt model work-based learning 
        programs and identify best practices for such programs;
          [(7) conduct outreach activities and provide 
        technical assistance to other States that are 
        developing or implementing School-to-Work Opportunities 
        systems;
          [(8) reorganize and streamline school-to-work 
        programs in the State to facilitate the development of 
        a comprehensive statewide School-to-Work Opportunities 
        system;
          [(9) identify ways that local school-to-work programs 
        in existence on or after the date of the enactment of 
        this Act could be integrated with the statewide School-
        to-Work Opportunities system;
          [(10) design career awareness and exploration 
        activities (beginning at the earliest possible age, but 
        not later than the 7th grade), such as job shadowing, 
        job site visits, school visits by individuals in 
        various occupations, and mentoring;
          [(11) design and implement school-sponsored work 
        experiences, such as school-sponsored enterprises and 
        community development projects;
          [(12) promote the formation of partnerships between 
        elementary schools and secondary schools (including 
        middle schools) and local businesses as an investment 
        in future workplace productivity and competitiveness;
          [(13) obtain the assistance of organizations and 
        institutions that have a history of success in working 
        with school dropouts and at-risk and disadvantaged 
        youths in recruiting such school dropouts and youths to 
        participate in the statewide School-to-Work 
        Opportunities system;
          [(14) conduct outreach to all students in a manner 
        that most appropriately meets their needs and the needs 
        of their communities; and
          [(15) provide career exploration and awareness 
        services, counseling and mentoring services, college 
        awareness and preparation services, and other services 
        (beginning at the earliest possible age, but not later 
        than the 7th grade) to prepare students for the 
        transition from school to work.

[SEC. 216. ALLOCATION REQUIREMENT.

  [The Secretaries shall establish the minimum and maximum 
amounts available for an implementation grant under section 
212, and shall determine the actual amount granted to any State 
under such section, based on such criteria as the scope and 
quality of the plan described in section 213(d) and the number 
of projected participants in programs carried out through the 
system.

[SEC. 217. LIMITATION ON ADMINISTRATIVE COSTS.

  [A State that receives an implementation grant under section 
212 may not use more than 10 percent of the amounts received 
through the grant for any fiscal year for administrative costs 
associated with implementing the statewide School-to-Work 
Opportunities system for such fiscal year.

[SEC. 218. REPORTS.

  [The Secretaries may not provide an implementation grant 
under section 212 to a State unless the State agrees that the 
State will submit to the Secretaries such reports as the 
Secretaries may reasonably require, relating to the use of 
amounts from such grant, except that the Secretaries may not 
require more than 1 such report during any 3-month period.

 [Subtitle C--Development and Implementation Grants for School-to-Work 
                       Programs for Indian Youths

[SEC. 221. AUTHORIZATION.

  [(a) In General.--From amounts reserved under section 
605(b)(2), the Secretaries shall provide grants to establish 
and carry out School-to-Work Opportunities programs for Indian 
youths that involve Bureau funded schools (as defined in 
section 1139(3) of the Education Amendments of 1978 (25 U.S.C. 
2019(3))).
  [(b) Additional Authorities.--The Secretaries may carry out 
subsection (a) through such means as the Secretaries find 
appropriate, including--
          [(1) the transfer of funds to the Secretary of the 
        Interior; and
          [(2) the provision of financial assistance to Indian 
        tribes and Indian organizations.

[SEC. 222. REQUIREMENTS.

  [In providing grants under section 221, the Secretaries shall 
require recipients of such grants to comply with requirements 
similar to those requirements imposed on States under subtitles 
A and B of this title.

    [TITLE III--FEDERAL IMPLEMENTATION GRANTS TO LOCAL PARTNERSHIPS

[SEC. 301. PURPOSES.

  [The purposes of this title are--
          [(1) to authorize the Secretaries to provide 
        competitive grants directly to local partnerships in 
        order to provide funding for communities that have 
        built a sound planning and development base for School-
        to-Work Opportunities programs and are ready to begin 
        implementing a local School-to-Work Opportunities 
        program; and
          [(2) to authorize the Secretaries to provide 
        competitive grants to local partnerships to implement 
        School-to-Work Opportunities programs in high poverty 
        areas of urban and rural communities to provide support 
        for a comprehensive range of education, training, and 
        support services for youths residing in such areas.

[SEC. 302. AUTHORIZATION.

  [(a) Grants to Local Partnerships.--
          [(1) In general.--Subject to paragraph (2), the 
        Secretaries may provide implementation grants, in 
        accordance with competitive criteria established by the 
        Secretaries, directly to local partnerships in States 
        in such amounts as the Secretaries determine to be 
        necessary to enable such partnerships to implement 
        School-to-Work Opportunities programs.
          [(2) Restrictions.--A local partnership--
                  [(A) shall be eligible to receive only 1 
                grant under this subsection; and
                  [(B) shall not be eligible to receive a grant 
                under this subsection if such partnership is 
                located in a State that--
                          [(i) has been provided an 
                        implementation grant under section 212; 
                        and
                          [(ii) has received amounts from such 
                        grant for any fiscal year after the 1st 
                        fiscal year under such grant.
  [(b) Grants to Local Partnerships in High Poverty Areas.--
          [(1) In general.--Subject to paragraphs (2) and (3), 
        the Secretaries shall, from amounts reserved under 
        section 605(b)(3), provide grants to local partnerships 
        that are located in high poverty areas in States in 
        such amounts as the Secretaries determine to be 
        necessary to enable such partnerships to implement 
        School-to-Work Opportunities programs in such areas.
          [(2) Restriction.--A local partnership shall be 
        eligible to receive only 1 grant under this subsection.
          [(3) Priority.--In providing grants under paragraph 
        (1), the Secretaries shall give priority to local 
        partnerships that have a demonstrated effectiveness in 
        the delivery of comprehensive vocational preparation 
        programs with successful rates in job placement through 
        cooperative activities among local educational 
        agencies, local businesses, labor organizations, and 
        other organizations.
  [(c) Period of Grant.--The provision of payments under a 
grant under subsection (a) or (b) shall not exceed 5 fiscal 
years and shall be subject to the annual approval of the 
Secretaries and subject to the availability of appropriations 
for the fiscal year involved to make the payments.

[SEC. 303. APPLICATION.

  [(a) In General.--A local partnership that desires to receive 
a Federal implementation grant under section 302 shall submit 
an application to the Secretaries at such time and in such form 
as the Secretaries may require. The local partnership shall 
submit the application to the State for review and comment 
before submitting the application to the Secretaries.
  [(b) Time Limit for State Review and Comment.--
          [(1) In general.--The State shall provide for review 
        and comment on the application under subsection (a) not 
        later than 30 days after the date on which the State 
        receives the application from the local partnership.
          [(2) Submission without state review and comment.--If 
        the State does not provide review and comment within 
        the 30-day time period specified in paragraph (1), the 
        local partnership may submit the application to the 
        Secretaries without first obtaining such review and 
        comment.
  [(c) Contents.--The application described in subsection (a) 
shall include a plan for local School-to-Work Opportunities 
programs that--
          [(1) describes the manner in which the local 
        partnership will meet the requirements of this Act;
          [(2) includes the comments of the State on the plan, 
        if any;
          [(3) contains information that is consistent with the 
        information required to be submitted as part of a State 
        plan in accordance with paragraphs (5) through (17) and 
        paragraph (23) of section 213(d);
          [(4) designates a fiscal agent to receive and be 
        accountable for funds under this section; and
          [(5) provides such other information as the 
        Secretaries may require.
  [(d) Use of Funds for Review of Applications.--The 
Secretaries may use amounts reserved under section 605(b)(4) 
for the review of applications submitted under subsection (a).

[SEC. 304. USE OF AMOUNTS.

  [The Secretaries may not provide an implementation grant 
under section 302 to a local partnership unless the partnership 
agrees that it will use all amounts from such grant to carry 
out activities to implement a School-to-Work Opportunities 
program, including the activities described in section 
215(b)(4).

[SEC. 305. CONFORMITY WITH APPROVED STATE PLAN.

  [The Secretaries shall not provide a grant under section 302 
to a local partnership in a State that has an approved State 
plan unless the Secretaries determine, after consultation with 
the State, that the plan submitted by the partnership is in 
accordance with such approved State plan.

[SEC. 306. REPORTS.

  [The Secretaries may not provide an implementation grant 
under section 302 to a local partnership unless the partnership 
agrees that the local partnership will submit to the 
Secretaries such reports as the Secretaries may reasonably 
require, relating to the use of amounts from such grant, except 
that the Secretaries may not require more than 1 such report 
during any 3-month period.

[SEC. 307. HIGH POVERTY AREA DEFINED.

  [For purposes of this title, the term ``high poverty area'' 
means an urban census tract, a contiguous group of urban census 
tracts, a block number area in a nonmetropolitan county, a 
contiguous group of block number areas in a nonmetropolitan 
county, or an Indian reservation (as defined in section 403(9) 
of the Indian Child Protection and Family Violence Prevention 
Act (25 U.S.C. 3202(9))), with a poverty rate of 20 percent or 
more among individuals who have not attained the age of 22, as 
determined by the Bureau of the Census.

                      [TITLE IV--NATIONAL PROGRAMS

[SEC. 401. RESEARCH, DEMONSTRATION, AND OTHER PROJECTS.

  [(a) In General.--The Secretaries shall conduct research and 
development projects and establish a program of experimental 
and demonstration projects, to further the purposes of this 
Act.
  [(b) Additional Use of Funds.--The Secretaries may provide 
assistance for programs or services authorized under any other 
provision of this Act that are most appropriately administered 
at the national level and that will operate in, or benefit, 
more than 1 State.

[SEC. 402. PERFORMANCE OUTCOMES AND EVALUATION.

  [(a) In General.--The Secretaries, in collaboration with the 
States, shall by grant, contract, or otherwise, establish a 
system of performance measures for assessing State and local 
programs regarding--
          [(1) progress in the development and implementation 
        of State plans described in section 213(d) that include 
        the basic program components described in sections 102, 
        103, and 104 and otherwise meet the requirements of 
        title I;
          [(2) participation in School-to-Work Opportunities 
        programs by employers, schools, students, and school 
        dropouts, including information on the gender, race, 
        ethnicity, socioeconomic background, limited-English 
        proficiency, and disability of all participants and 
        whether the participants are academically talented 
        students;
          [(3) progress in developing and implementing 
        strategies for addressing the needs of students and 
        school dropouts;
          [(4) progress in meeting the goals of the State to 
        ensure opportunities for young women to participate in 
        School-to-Work Opportunities programs, including 
        participation in nontraditional employment through such 
        programs;
          [(5) outcomes for participating students and school 
        dropouts, by gender, race, ethnicity, socioeconomic 
        background, limited-English proficiency, and disability 
        of the participants, and whether the participants are 
        academically talented students, including information 
        on--
                  [(A) academic learning gains;
                  [(B) staying in school and attaining--
                          [(i) a high school diploma, or a 
                        general equivalency diploma, or an 
                        alternative diploma or certificate for 
                        those students with disabilities for 
                        whom such alternative diploma or 
                        certificate is appropriate;
                          [(ii) a skill certificate; and
                          [(iii) a postsecondary degree;
                  [(C) attainment of strong experience in and 
                understanding of all aspects of the industry 
                the students are preparing to enter;
                  [(D) placement and retention in further 
                education or training, particularly in the 
                career major of the student; and
                  [(E) job placement, retention, and earnings, 
                particularly in the career major of the 
                student; and
          [(6) the extent to which the program has met the 
        needs of employers.
  [(b) Evaluation.--Not later than September 30, 1998, the 
Secretaries shall complete a national evaluation of School-to-
Work Opportunities programs funded under this Act by grants, 
contracts, or otherwise, that will track and assess the 
progress of implementation of State and local programs and 
their effectiveness based on measures such as those measures 
described in subsection (a).
  [(c) Reports to the Secretaries.--
          [(1) In general.--Each State shall prepare and submit 
        to the Secretaries periodic reports, at such intervals 
        as the Secretaries may determine, containing 
        information regarding the matters described in 
        paragraphs (1) through (6) of subsection (a).
          [(2) Federal programs.--Each State shall prepare and 
        submit reports to the Secretaries, at such intervals as 
        the Secretaries may determine, containing information 
        on the extent to which Federal programs that are in 
        existence on the date of submission of the report and 
        that are implemented at the State or local level may be 
        duplicative, outdated, overly restrictive, or otherwise 
        counterproductive to the development of comprehensive 
        statewide School-to-Work Opportunities systems.

[SEC. 403. TRAINING AND TECHNICAL ASSISTANCE.

  [(a) Purpose.--The Secretaries shall work in cooperation with 
the States, the individuals assigned under section 111(b)(1) of 
the Carl D. Perkins Vocational and Applied Technology Education 
Act (20 U.S.C. 2321(b)(1)), employers and their associations, 
secondary schools and postsecondary educational institutions, 
student and teacher organizations, labor organizations, and 
community-based organizations, to increase their capacity to 
develop and implement effective School-to-Work Opportunities 
programs.
  [(b) Authorized Activities.--The Secretaries shall provide, 
through grants, contracts, or otherwise--
          [(1) training, technical assistance, and other 
        activities that will--
                  [(A) enhance the skills, knowledge, and 
                expertise of the personnel involved in planning 
                and implementing State and local School-to-Work 
                Opportunities programs, such as training of the 
                personnel to assist students; and
                  [(B) improve the quality of services provided 
                to individuals served under this Act;
          [(2) assistance to States and local partnerships 
        involved in carrying out School-to-Work Opportunities 
        programs in order to integrate resources available 
        under this Act with resources available under other 
        Federal, State, and local authorities;
          [(3) assistance to States and such local 
        partnerships, including local partnerships in rural 
        communities with low population densities or in urban 
        areas, to recruit employers to provide the work-based 
        learning component, described in section 103, of 
        School-to-Work Opportunities programs; and
          [(4) assistance to States and local partnerships 
        involved in carrying out School-to-Work Opportunities 
        programs to design and implement school-sponsored 
        enterprises.

[SEC. 404. CAPACITY BUILDING AND INFORMATION AND DISSEMINATION NETWORK.

  [The Secretaries, acting through such mechanisms as the 
Capacity Building and Information and Dissemination Network 
established under section 453(b) of the Job Training 
Partnership Act (29 U.S.C. 1733(b)), the Educational Resources 
Information Center Clearinghouses referred to in the 
Educational Research, Development, Dissemination, and 
Improvement Act of 1994, and the National Network for 
Curriculum Coordination in Vocational and Technical Education 
under section 402(c) of the Carl D. Perkins Vocational and 
Applied Technology Education Act (20 U.S.C. 2402(c)), shall--
          [(1) collect and disseminate information--
                  [(A) on successful School-to-Work 
                Opportunities programs and innovative school- 
                and work-based curricula;
                  [(B) on research and evaluation conducted 
                concerning school-to-work activities;
                  [(C) that will assist States and local 
                partnerships in undertaking labor market 
                analysis, surveys, or other activities related 
                to economic development;
                  [(D) on skill certificates, skill standards, 
                and related assessment technologies; and
                  [(E) on methods for recruiting and building 
                the capacity of employers to provide work-based 
                learning opportunities; and
          [(2) facilitate communication and the exchange of 
        information and ideas among States and local 
        partnerships carrying out School-to-Work Opportunities 
        programs.

[SEC. 405. REPORTS TO CONGRESS.

  [(a) In General.--Not later than 24 months after the date of 
the enactment of this Act, and every 12 months thereafter, the 
Secretaries shall prepare and submit a report to the Congress 
on all activities carried out pursuant to this Act.
  [(b) Contents.--The Secretaries shall, at a minimum, include 
in each such report--
          [(1) information concerning the programs that receive 
        assistance under this Act;
          [(2) a summary of the information contained in the 
        State and local partnership reports submitted under 
        titles II and III and section 402(c); and
          [(3) information regarding the findings and actions 
        taken as a result of any evaluation conducted by the 
        Secretaries.

[SEC. 406. FUNDING.

  [The Secretaries shall use funds reserved under section 
605(b)(4) to carry out activities under this title.]

           *       *       *       *       *       *       *

                              ----------                              


ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965

           *       *       *       *       *       *       *


TITLE I--HELPING DISADVANTAGED CHILDREN MEET HIGH STANDARDS

           *       *       *       *       *       *       *


SEC. 1002. AUTHORIZATION OF APPROPRIATIONS.

  (a) * * *

           *       *       *       *       *       *       *

  (g) Federal Activities.--
          (1) * * *
          [(2) Sections 1502 and 1503.--For the purpose of 
        carrying out sections 1502 and 1503, there are 
        authorized to be appropriated $50,000,000 for fiscal 
        year 1995 and such sums as may be necessary for each of 
        the four succeeding fiscal years.]

           *       *       *       *       *       *       *


PART A--IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES

Subpart 1--Basic Program Requirements

           *       *       *       *       *       *       *


SEC. 1114. SCHOOLWIDE PROGRAMS.

  (a) Use of Funds for Schoolwide Programs.--
          (1) In general.--A local educational agency may use 
        funds under this part, in combination with other 
        Federal, State, and local funds, in order to upgrade 
        the entire educational program in a school described in 
        subparagraph (A) or (B) [if, for the initial year of 
        the schoolwide program, the school meets either of the 
        following criteria:
                  [(A) For the school year 1995-1996--
                          [(i) the school serves an eligible 
                        school attendance area in which not 
                        less than 60 percent of the children 
                        are from low-income families; or
                          [(ii) not less than 60 percent of the 
                        children enrolled in the school are 
                        from such families.
                  [(B) For the school year 1996-1997 and 
                subsequent years--
                          [(i) the school serves an eligible 
                        school attendance area in which not 
                        less than 50 percent of the children 
                        are from low-income families; or
                          [(ii) not less than 50 percent of the 
                        children enrolled in the school are 
                        from such families.].

           *       *       *       *       *       *       *


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

           *       *       *       *       *       *       *


[SEC. 1502. DEMONSTRATIONS OF INNOVATIVE PRACTICES.

  [(a) Demonstration Programs To Improve Achievement.--
          [(1) In general.--From the funds appropriated for any 
        fiscal year under section 1002(g)(2), the Secretary may 
        make grants to State educational agencies, local 
        educational agencies, other public agencies, nonprofit 
        organizations, public or private partnerships involving 
        business and industry organizations, and consortia of 
        such entities to carry out demonstration projects that 
        show the most promise of enabling children served under 
        this title to meet challenging State content standards 
        and challenging State student performance standards. 
        Such projects shall include promising strategies such 
        as--
                  [(A) accelerated curricula, the application 
                of new technologies to improve teaching and 
                learning, extended learning time, and a safe 
                and enriched full-day environment for children 
                to provide children the opportunity to reach 
                such standards;
                  [(B) integration of education services with 
                each other and with health, family, and other 
                social services such as mentoring programs, 
                particularly in empowerment zones and 
                enterprise communities;
                  [(C) effective approaches to whole school 
                reform;
                  [(D) programs that have been especially 
                effective with limited-English-proficient 
                children, migratory children and other highly 
                mobile students, children leaving institutions 
                for neglected or delinquent children and 
                returning to school, and homeless children and 
                youth;
                  [(E) programs which are especially effective 
                in recruiting, inducting, and retaining highly 
                qualified teachers for service in schools with 
                low student achievement; and
                  [(F) programs that are built upon 
                partnerships developed between elementary and 
                middle schools, employers, and the community, 
                which emphasize the integration of high quality 
                academic and vocational learning, stress 
                excellence and high expectations for success in 
                academic subjects, instill responsibility, 
                decisionmaking, problem solving, interpersonal 
                skills, and other compentencies in students, 
                and make school relevant to the workplace and 
                the community, through applied and interactive 
                teaching methodologies, team teaching 
                strategies, learning opportunities connecting 
                school, the workplace, and the community, and 
                career exploration, awareness, and career 
                guidance opportunities.
          [(2) Evaluation.--The Secretary shall evaluate the 
        demonstration projects supported under this title, 
        using rigorous methodological designs and techniques, 
        including control groups and random assignment, to the 
        extent feasible, to produce reliable evidence of 
        effectiveness.
  [(b) Partnerships.--From funds appropriated under section 
1002(g)(2) for any fiscal year, the Secretary may, directly or 
through grants or contracts, work in partnership with State 
educational agencies, local educational agencies, other public 
agencies, and nonprofit organizations to disseminate and use 
the highest quality research and knowledge about effective 
practices to improve the quality of teaching and learning in 
schools assisted under this title.

[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 II--DWIGHT D. EISENHOWER PROFESSIONAL DEVELOPMENT PROGRAM

           *       *       *       *       *       *       *


                      [PART A--FEDERAL ACTIVITIES

[SEC. 2101. PROGRAM AUTHORIZED.

  [(a) In General.--The Secretary is authorized to make grants 
to, and enter into contracts and cooperative agreements with, 
local educational agencies, educational service agencies, State 
educational agencies, State agencies for higher education, 
institutions of higher education, and other public and private 
agencies, organizations, and institutions to--
          [(1) support activities of national significance that 
        the Secretary determines will contribute to the 
        development and implementation of high-quality 
        professional development activities in the core 
        academic subjects; and
          [(2) evaluate activities carried out under this part 
        and parts B and C, in accordance with section 14701.
  [(b) Requirements.--In carrying out the activities described 
in subsection (a), the Secretary shall coordinate professional 
development programs within the Department, particularly with 
those programs within the Office of Educational Research and 
Improvement and the Office of Special Education and 
Rehabilitative Services, and shall consult and coordinate with 
the National Science Foundation, the National Endowment for the 
Humanities, the National Endowment for the Arts, the Institute 
of Museum and Library Services, and other appropriate Federal 
agencies and entities.

[SEC. 2102. AUTHORIZED ACTIVITIES.

  [(a) Activities.--The Secretary shall use funds available to 
carry out this part for--
          [(1) providing seed money to the entities described 
        in section 2101(a) to develop the capacity of such 
        entities to offer sustained and intensive high-quality 
        professional development;
          [(2) awarding a grant or contract, in consultation 
        with the Director of the National Science Foundation, 
        to establish an Eisenhower National Clearinghouse for 
        Mathematics and Science Education (hereafter in this 
        section referred to as the ``Clearinghouse''); and
          [(3) evaluating programs assisted under this part and 
        parts B and C, in accordance with section 14701.
  [(b) Clearinghouse.--
          [(1) Application and award basis.--Each entity 
        desiring to establish and operate the Clearinghouse 
        authorized by subsection (a)(2) shall submit an 
        application to the Secretary at such time, in such 
        manner, and accompanied by such information as the 
        Secretary may reasonably require. The grant or contract 
        awarded pursuant to subsection (a)(2) shall be made on 
        a competitive, merit basis.
          [(2) Duration.--The grant or contract awarded under 
        subsection (a)(2) shall be awarded for a period of five 
        years and shall be reviewed by the Secretary not later 
        than 30 months from the date the grant or contract is 
        awarded.
          [(3) Use of funds.--The grant or contract awarded 
        under subsection (a)(2) shall be used to--
                  [(A) maintain a permanent repository of 
                mathematics and science education instructional 
                materials and programs for elementary and 
                secondary schools, including middle schools 
                (including, to the extent practicable, all 
                materials and programs developed with Federal 
                and non-Federal funds, such as instructional 
                materials developed by the Department, 
                materials developed by State and national 
                mathematics and science programs assisted under 
                this part, and other instructional materials) 
                for use by the regional consortia established 
                under part C of title XIII and by the general 
                public;
                  [(B) compile information on all mathematics 
                and science education programs administered by 
                each Federal agency or department;
                  [(C) disseminate information, programs, and 
                instructional materials to the public, 
                dissemination networks, and the regional 
                consortia established under part C of title 
                XIII;
                  [(D) coordinate with identifiable and 
                existing data bases containing mathematics and 
                science curriculum and instructional materials, 
                including Federal, non-Federal, and, where 
                feasible, international, data bases;
                  [(E) participate in collaborative meetings of 
                representatives of the Clearinghouse and the 
                regional consortia established under part C of 
                title XIII to discuss issues of common interest 
                and concern, to foster effective collaboration 
                and cooperation in acquiring and distributing 
                curriculum materials and programs, and to 
                coordinate computer network access to the 
                Clearinghouse and the resources of the regional 
                consortia, except that not more than 3 percent 
                of the funds awarded under subsection (a)(2) 
                shall be used to carry out this subparagraph; 
                and
                  [(F) gather qualitative and evaluative data 
                on submissions to the Clearinghouse.
          [(4) Submission to clearinghouse.--Each Federal 
        agency or department which develops mathematics or 
        science education instructional material or programs, 
        including the National Science Foundation and the 
        Department, shall submit to the Clearinghouse copies of 
        such material or programs.
          [(5) Peer review.--The Secretary shall establish a 
        peer review process to select the recipient of the 
        award under subsection (a)(2).
          [(6) Steering committee.--The Secretary may appoint a 
        steering committee to recommend policies and activities 
        for the Clearinghouse.
          [(7) Application of copyright laws.--Nothing in this 
        subsection shall be construed to allow the use or 
        copying, in any media, of any material collected by the 
        Clearinghouse that is protected under the copyright 
        laws of the United States unless the permission of the 
        owner of the copyright is obtained. The Clearinghouse, 
        in carrying out the provisions of this subsection, 
        shall ensure compliance with title 17, United States 
        Code.
          [(8) Dissemination of information.--The Secretary 
        shall disseminate information concerning the grant or 
        contract awarded under this section to State and local 
        educational agencies and institutions of higher 
        education. Such dissemination of information shall 
        include examples of exemplary national programs in 
        mathematics and science instruction and necessary 
        technical assistance for the establishment of similar 
        programs.
  [(c) Uses of Funds.--The Secretary may use funds available to 
carry out this part for--
          [(1) the development and maintenance of national 
        clearinghouses for core academic subjects as the 
        Secretary determines are needed and which shall be 
        administered as adjunct clearinghouses of the 
        Educational Resources Information Center Clearinghouses 
        system of clearinghouses supported by the Office of 
        Educational Research and Improvement;
          [(2) professional development institutes that provide 
        teachers or teams of teachers, and, where appropriate, 
        administrators, pupil services personnel and other 
        staff, from individual schools, with professional 
        development that contains strong and integrated 
        disciplinary and pedagogical components;
          [(3) encouraging the development of local and 
        national professional networks, such as the Teacher 
        Research Dissemination Demonstration Program under 
        section 941(j) of the Educational Research, 
        Development, Dissemination, and Improvement Act of 
        1994, that provide a forum for interaction among 
        teachers of the core academic subjects and that allow 
        the exchange of information on advances in content and 
        pedagogy;
          [(4) efforts to train teachers in the innovative uses 
        and applications of technology to enhance student 
        learning;
          [(5) the development and dissemination of model 
        teaching standards in the core academic subjects;
          [(6) disseminating standards in the core academic 
        subjects, including information on voluntary national 
        content standards and voluntary national student 
        performance standards and related models of high-
        quality professional development;
          [(7) the dissemination of information about voluntary 
        national content standards, State content standards, 
        voluntary national student performance standards and 
        State student performance standards, and related models 
        of high-quality professional development;
          [(8) efforts to train teachers in innovative 
        instructional methodologies designed to meet the 
        diverse learning needs of individual students, 
        including methodologies which integrate academic and 
        vocational learning and applied learning, interactive, 
        interdisciplinary team teaching, and other alternative 
        teaching strategies, such as service learning, 
        experiential learning, career-related education, and 
        environmental education, that integrate real world 
        applications into the core academic subjects;
          [(9) disseminating models of high-quality 
        professional development activities that train 
        educators in strategies, techniques, methods, and 
        practices for meeting the educational needs of 
        historically underserved populations, including 
        females, minorities, individuals with disabilities, 
        limited-English-proficient individuals, and 
        economically disadvantaged individuals, in order to 
        ensure that all students have the opportunity to 
        achieve challenging State student performance 
        standards;
          [(10) promoting the transferability of licensure and 
        certification of teachers and administrators among 
        State and local jurisdictions;
          [(11) supporting the National Board for Professional 
        Teaching Standards;
          [(12) developing activities to prepare teachers, and, 
        where appropriate, paraprofessionals, pupil services 
        personnel, and other staff in the collaborative skills 
        needed to appropriately teach children with 
        disabilities in the core academic subjects;
          [(13) encouraging the development of innovative 
        models for recruitment, induction, retention, and 
        assessment of new, highly qualified teachers, 
        especially such teachers from historically 
        underrepresented groups; and
          [(14) joint activities with other Federal agencies 
        and entities engaged in or supporting similar 
        professional development efforts.

[SEC. 2103. NATIONAL TEACHER TRAINING PROJECT.

  [(a) Short Title; Findings; Definitions.--
          [(1) Short title.--This section may be cited as the 
        ``National Teacher Training Project Act of 1994''.
          [(2) Findings.--The Congress finds that--
                  [(A) teachers must be major players in 
                educational reform in the United States;
                  [(B) teachers are isolated from their peers 
                and have virtually no time during the school 
                day to consult with other teachers;
                  [(C) there is a shortage of sustained, year-
                round professional development programs for 
                teachers;
                  [(D) successful teaching methods are not 
                adequately shared among teachers;
                  [(E) teachers are the best teachers of other 
                teachers because practicing classroom teachers 
                have experience that no outside consultant can 
                match;
                  [(F) it is important for universities and 
                schools to collaborate on teacher development 
                programs if teaching and learning are to be 
                improved;
                  [(G) pertinent research is not shared among 
                teachers in a professional setting;
                  [(H) exemplary teachers should be recognized 
                for their abilities and contributions and 
                encouraged to refine their teaching methods;
                  [(I) each State should support a nationally 
                based teacher training program, that is modeled 
                after the National Writing Project, for 
                teachers of early childhood education, and for 
                teachers of core academic subjects including 
                teachers of mathematics, science, English, 
                civics and government, foreign languages, and 
                arts;
                  [(J) the National Writing Project is a 
                nationally recognized and honored nonprofit 
                organization that recognizes there are teachers 
                in every region of the United States who have 
                developed successful methods for teaching 
                writing and that such teachers can be trained 
                and encouraged to train other teachers;
                  [(K) the National Writing Project is a 
                collaborative university-school program which 
                offers summer and school year inservice teacher 
                training programs and a dissemination network 
                to inform and teach teachers regarding 
                developments in the field of writing;
                  [(L) each year, over 125,000 teachers 
                voluntarily seek training in National Writing 
                Project intensive summer institutes and 
                workshops and school year inservice programs 
                through one of the 155 sites located within the 
                United States, and in 18 sites located outside 
                of the United States;
                  [(M) in the 20 years of its existence, over 
                1,100,000 teachers, administrators, and parents 
                have participated in National Writing Project 
                programs;
                  [(N) less than $16 per teacher was the 
                average cost in Federal dollars for all teacher 
                training at writing projects in academic year 
                1991-1992;
                  [(O) for every dollar in Federal support, the 
                National Writing Project provides over $5 in 
                matching funds from States, local universities 
                and schools, and the private sector;
                  [(P) private foundation resources, although 
                generous in the past concerning National 
                Writing Project programs, are inadequate to 
                fund all of the National Teacher Training 
                Project sites needed, and the future of the 
                program is in jeopardy without secure financial 
                support;
                  [(Q) the National Writing Project has become 
                a model for programs in other fields, such as 
                science, mathematics, history, literature, 
                foreign languages, and the performing arts, and 
                the development of programs in other fields 
                should continue with the support of Federal 
                funds; and
                  [(R) each of the 50 States should participate 
                in the National Teacher Training Project by 
                establishing regional teacher training sites in 
                early childhood development, mathematics, 
                science, English, civics and government, 
                foreign languages, and arts to serve all 
                teachers within the State.
          [(3) Definitions.--For the purpose of this section--
                  [(A) the term ``contractor'' means--
                          [(i) a local educational agency;
                          [(ii) an educational service agency; 
                        or
                          [(iii) an institution of higher 
                        education that awards a bachelor's 
                        degree; and
                  [(B) the term ``eligible recipient'' means a 
                nonprofit educational organization which has as 
                its primary purpose the improvement of student 
                learning in one of the core academic subjects 
                described in subsection (b)(2).
  [(b) Grants Authorized.--
          [(1) Grants to eligible recipients.--The Secretary is 
        authorized to award a grant to an eligible recipient to 
        enable such recipient--
                  [(A) to support and promote the establishment 
                of teacher training programs in early childhood 
                development and one of the nine core subject 
                areas described in paragraph (2), including the 
                dissemination of effective practices and 
                research findings regarding teacher training, 
                and administrative activities;
                  [(B) to support classroom research on 
                effective teaching practices in such area; and
                  [(C) to pay the Federal share of the cost of 
                such programs and research.
          [(2) Core subject areas.--To the extent feasible, the 
        Secretary shall award a grant under paragraph (1) for 
        the establishment of a National Teacher Training 
        Project in early childhood development and each of the 
        following core subject areas:
                  [(A) Mathematics.
                  [(B) Science.
                  [(C) English.
                  [(D) Civics and government.
                  [(E) Foreign languages.
                  [(F) Arts.
                  [(G) Geography.
                  [(H) History.
                  [(I) Economics.
          [(3) Number of grants and eligible recipients.--The 
        Secretary shall award not more than ten grants under 
        paragraph (1) to ten different eligible recipients.
          [(4) Equitable distribution.--The Secretary shall 
        award grants under paragraph (1) to eligible recipients 
        from different geographic areas of the United States.
          [(5) Special rule.--Each grant under paragraph (1) 
        shall be of sufficient size, scope, and quality to be 
        effective.
          [(6) Administrative costs and technical assistance.--
        Each eligible recipient receiving a grant under 
        paragraph (1) may use not more than a total of 5 
        percent of the grant funds for administrative costs and 
        the costs of providing technical assistance to a 
        contractor.
  [(c) Grant Requirements.--Each eligible recipient receiving a 
grant under subsection (b) shall--
          [(1) enter into a contract with a contractor under 
        which such contractor agrees--
                  [(A) to establish, operate, and provide the 
                non-Federal share of the cost of teacher 
                training programs in effective approaches and 
                processes for the teaching of the core academic 
                subjects for which such eligible recipient was 
                awarded a grant, including approaches and 
                processes to obtain parental involvement in a 
                child's education; and
                  [(B) to use funds received from the eligible 
                recipient to pay the Federal share of the cost 
                of establishing and operating teacher training 
                programs described in subparagraph (A);
          [(2) to submit annual reports to the Secretary and be 
        responsible for oversight of the funds expended at each 
        teacher training program described in subparagraph (A); 
        and
          [(3) meet such other conditions and standards as the 
        Secretary determines to be necessary to ensure 
        compliance with this section and provide such technical 
        assistance as may be necessary to carry out this 
        section.
  [(d) Teacher Training Programs.--The teacher training 
programs described in subsection (b) shall--
          [(1) be conducted during the school year and during 
        the summer months;
          [(2) train teachers who teach grades kindergarten 
        through college;
          [(3) select teachers to become members of a National 
        Teacher Training Project, which members shall conduct 
        inservice workshops for other teachers in the area 
        subject matter served by the National Teacher Training 
        Project site;
          [(4) use teacher training principles and receive 
        technical assistance from the National Writing Project; 
        and
          [(5) encourage teachers from all disciplines to 
        participate in such teacher training programs.
  [(e) Federal Share.--The term ``Federal share'' means, with 
respect to the costs of teacher training programs described in 
subsection (b), 50 percent of such costs to the contractor.
  [(f) Application.--Each eligible recipient 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.
  [(g) Participants and Selection Process.--The selection 
process for participation in a teacher training program 
described in subsection (b) shall--
          [(1) reward exemplary teachers with varying levels of 
        teaching experience who are nominated by other teachers 
        and administrators;
          [(2) involve an application process to select 
        participants for a summer program;
          [(3) ensure the selection of a geographically and 
        ethnically diverse group of teachers by soliciting 
        applications from teachers of both public and private 
        institutions in rural, urban, and suburban settings in 
        each State; and
          [(4) automatically offer a place in a summer program 
        to the ``Teacher of the Year'' chosen pursuant to a 
        Federal or State teacher recognition program.
  [(h) Limitation.--A contractor entering into a contract under 
subsection (c)(1) shall not spend more than 5 percent of funds 
received under the contract for administrative costs.

                  [PART B--STATE AND LOCAL ACTIVITIES

[SEC. 2201. PROGRAM AUTHORIZED.

  [The Secretary is authorized to make grants to State 
educational agencies for the improvement of teaching and 
learning through sustained and intensive high-quality 
professional development activities in the core academic 
subjects at the State and local levels.

[SEC. 2202. ALLOCATION OF FUNDS.

  [(a) Reservation of Funds.--From the amount available to 
carry out this part for any fiscal year, the Secretary shall 
reserve--
          [(1) \1/2\ of 1 percent for the outlying areas, to be 
        distributed among the outlying areas on the basis of 
        their relative need, as determined by the Secretary in 
        accordance with the purposes of this part; and
          [(2) \1/2\ of 1 percent for the Secretary of the 
        Interior for programs under this part for professional 
        development activities for teachers, other staff, and 
        administrators in schools operated or funded by the 
        Bureau of Indian Affairs.
  [(b) State Allocations.--The Secretary shall allocate the 
amount available to carry out this part and not reserved under 
subsection (a) to each of the 50 States, the District of 
Columbia, and the Commonwealth of Puerto Rico as follows, 
except that no State shall receive less than \1/2\ of 1 percent 
of such amount:
          [(1) Fifty percent shall be allocated among such 
        jurisdictions on the basis of their relative 
        populations of individuals aged five through 17, as 
        determined by the Secretary on the basis of the most 
        recent satisfactory data.
          [(2) Fifty percent shall be allocated among such 
        jurisdictions in accordance with the relative amounts 
        such jurisdictions received under part A of title I for 
        the preceding fiscal year, or for fiscal year 1995 
        only, such part's predecessor authority.
  [(c) Reallocation.--If any jurisdiction does not apply for an 
allotment under subsection (b) for any fiscal year, the 
Secretary shall reallocate such amount to the remaining 
jurisdictions in accordance with such subsection.

[SEC. 2203. WITHIN-STATE ALLOCATIONS.

  [Of the amounts received by a State under this part for any 
fiscal year--
          [(1) 84 percent shall be available for local 
        allowable activities under section 2210(b), of which--
                  [(A) not more than 5 percent may be used for 
                the administrative costs of the State 
                educational agency and for State-level 
                activities described in section 2207; and
                  [(B) of the remaining amount--
                          [(i) 50 percent shall be distributed 
                        to local educational agencies--
                                  [(I) for use in accordance 
                                with section 2210; and
                                  [(II) in accordance with the 
                                relative enrollments in public 
                                and private nonprofit 
                                elementary and secondary 
                                schools within the boundaries 
                                of such agencies; and
                          [(ii) 50 percent of such amount shall 
                        be distributed to local educational 
                        agencies--
                                  [(I) for use in accordance 
                                with section 2210; and
                                  [(II) in accordance with the 
                                relative amount such agencies 
                                received under part A of title 
                                I or for fiscal year 1995 for 
                                the preceding fiscal year, such 
                                part's predecessor authority; 
                                and
          [(2) 16 percent shall be available to the State 
        agency for higher education for activities under 
        section 2211, of which not more than 5 percent may be 
        used for the administrative costs of the State agency 
        for higher education.

[SEC. 2204. CONSORTIUM REQUIREMENT.

  [(a) In General.--A local educational agency receiving a 
grant under this part of less than $10,000 shall form a 
consortium with another local educational agency or an 
educational service agency serving another local educational 
agency to be eligible to participate in programs assisted under 
this part.
  [(b) Waiver.--The State educational agency may waive the 
application of paragraph (1) in the case of any local 
educational agency that demonstrates that the amount of its 
allocation under this part is sufficient to provide a program 
of sufficient size, scope, and quality to be effective. In 
granting waivers under the preceding sentence, the State 
educational agency shall--
          [(1) give special consideration to local educational 
        agencies serving rural areas if distances or traveling 
        time between schools make formation of the consortium 
        more costly or less effective; and
          [(2) consider cash or in-kind contributions provided 
        from State or local sources that may be combined with 
        the local educational agency's allocation for the 
        purpose of providing services under this part.
  [(c) Special Rule.--Each consortium shall rely, as much as 
possible, on technology or other arrangements to provide staff 
development programs tailored to the needs of each school or 
school district participating in a consortium described in 
subsection (a).

[SEC. 2205. STATE APPLICATIONS.

  [(a) Applications Required.--Each State educational agency 
that wishes to receive an allotment under this part for any 
fiscal year shall submit an application to the Secretary at 
such time, in such form, and containing such information as the 
Secretary may require.
  [(b) State Plan To Improve Teaching and Learning.--
          [(1) In general.--Each application under this section 
        shall include a State plan that is coordinated with the 
        State's plan under other programs assisted under this 
        Act, the Goals 2000: Educate America Act, and other 
        Acts, as appropriate, consistent with the provisions of 
        section 14306.
          [(2) Contents.--Each such State plan shall--
                  [(A) be developed in conjunction with the 
                State agency for higher education, community-
                based and other nonprofit organizations of 
                demonstrated effectiveness, institutions of 
                higher education or schools of education, and 
                with the extensive participation of local 
                teachers, administrators and pupil services 
                personnel and show the role of each such entity 
                in implementation of the plan;
                  [(B) be designed to give teachers, and, where 
                appropriate, administrators and pupil services 
                personnel in the State, the knowledge and 
                skills necessary to provide all students the 
                opportunity to meet challenging State content 
                standards and challenging State student 
                performance standards;
                  [(C) include an assessment of State and local 
                needs for professional development specifically 
                related to subparagraph (B);
                  [(D) include a description of how the plan 
                has assessed the needs of local educational 
                agencies serving rural and urban areas, and 
                what actions are planned to meet such needs;
                  [(E) include a description of how the 
                activities assisted under this part will 
                address the needs of teachers in schools 
                receiving assistance under part A of title I;
                  [(F) a description of how programs in all 
                core academic subjects, but especially in 
                mathematics and science, will take into account 
                the need for greater access to, and 
                participation in, such disciplines by students 
                from historically underrepresented groups, 
                including females, minorities, individuals with 
                limited English proficiency, the economically 
                disadvantaged, and individuals with 
                disabilities, by incorporating pedagogical 
                strategies and techniques which meet such 
                individuals' educational needs;
                  [(G) be consistent with the State's needs 
                assessment under subparagraph (C), and describe 
                how the State will work with teachers, 
                including teachers in schools receiving 
                assistance under part A of title I, 
                administrators, parents, local educational 
                agencies, schools, educational service 
                agencies, institutions of higher education, and 
                nonprofit organizations of demonstrated 
                effectiveness, to ensure that such individuals 
                develop the capacity to support sustained and 
                intensive, high-quality professional 
                development programs in the core academic 
                subjects;
                  [(H) describe how the State requirements for 
                licensure of teachers and administrators, 
                including certification and recertification, 
                support challenging State content standards and 
                challenging State student performance standards 
                and whether such requirements are aligned with 
                such standards;
                  [(I) address the need for improving teaching 
                and learning through teacher development 
                beginning with recruitment, preservice, and 
                induction, and continuing throughout the 
                professional teaching career, taking into 
                account the need, as determined by the State, 
                for greater access to and participation in the 
                teaching profession by individuals from 
                historically underrepresented groups;
                  [(J) describe how the State will prepare all 
                teachers to teach children with diverse 
                learning needs, including children with 
                disabilities;
                  [(K) describe how the State will prepare 
                teachers, and, where appropriate, 
                paraprofessionals, pupil services personnel, 
                and other staff in the collaborative skills 
                needed to appropriately teach children with 
                disabilities, in the core academic subjects;
                  [(L) describe how the State will use 
                technology, including the emerging national 
                information infrastructure, to enhance the 
                professional development of teachers, and, 
                where appropriate, administrators and pupil 
                services personnel;
                  [(M) describe how the State will provide 
                incentives to teachers and administrators to 
                focus their professional development on 
                preparing such teachers and administrators to 
                provide instruction consistent with challenging 
                State content standards and challenging State 
                student performance standards;
                  [(N) set specific performance indicators for 
                professional development; and
                  [(O) describe how parents can be involved in 
                professional development programs to enhance 
                the participation of parents in the education 
                of their children.
          [(3) Duration of the plan.--Each such State plan 
        shall--
                  [(A) remain in effect for the duration of the 
                State's participation under this part; and
                  [(B) be periodically reviewed and revised by 
                the State, as necessary, to reflect changes in 
                the State's strategies and programs under this 
                part.
  [(c) Additional Material.--Each State application shall 
include--
          [(1) a description of how the activities assisted 
        under this part will be coordinated, as appropriate, 
        with--
                  [(A) other activities conducted with Federal 
                funds, especially activities supported under 
                part A of title I of this Act and the 
                Individuals with Disabilities Education Act;
                  [(B) programs supported by State and local 
                funds;
                  [(C) resources from business and industry, 
                museums, libraries, educational television 
                stations, and public and private nonprofit 
                organizations of demonstrated experience; and
                  [(D) funds received from other Federal 
                agencies, such as the National Science 
                Foundation, the Departments of Commerce, 
                Energy, and Health and Human Services, the 
                National Endowment for the Arts, the Institute 
                of Museum and Library Services, and the 
                National Endowment for the Humanities; and
          [(2) a description of the activities to be sponsored 
        under the State-level activities under section 2207 and 
        the higher education activities under section 2211.
  [(d) Peer Review and Secretarial Approval.--
          [(1) In general.--The Secretary shall approve an 
        application of a State educational agency under this 
        section if such application meets the requirements of 
        this section and holds reasonable promise of achieving 
        the purposes of this part.
          [(2) Review.--In reviewing applications under this 
        section, the Secretary shall obtain the advice of non-
        Federal experts on education in the core academic 
        subjects and on teacher education, including teachers 
        and administrators.

[SEC. 2206. PRIORITY FOR PROFESSIONAL DEVELOPMENT IN MATHEMATICS AND 
                    SCIENCE.

  [(a) Appropriation of Less Than $250,000,000.--In any fiscal 
year for which the amount appropriated for this title is less 
than $250,000,000, each State shall ensure that all funds 
distributed in accordance with section 2203(1)(C) are used for 
professional development in mathematics and science.
  [(b) Appropriation Equal To or Above $250,000,000.--In any 
fiscal year for which the amount appropriated for this title is 
equal to or exceeds $250,000,000, each State and local 
educational agency shall use for professional development 
activities in mathematics and science the amount of funds that 
would have been made available to each such agency in 
accordance with sections 2202 and 2203 if the amount 
appropriated was $250,000,000, consistent with subsection (a), 
and are permitted and encouraged to use the amount of funds in 
excess of $250,000,000 that is made available in accordance 
with sections 2202 and 2203 for professional development 
activities in mathematics and science.

[SEC. 2207. STATE-LEVEL ACTIVITIES.

  [Each State may use funds made available under section 
2203(1)(A) to carry out activities described in the plan under 
section 2205(b), such as--
          [(1) reviewing and reforming State requirements for 
        teacher and administrator licensure, including 
        certification and recertification, to align such 
        requirements with the State's challenging State content 
        standards and ensure that teachers and administrators 
        have the knowledge and skills necessary to help 
        students meet challenging State student performance 
        standards;
          [(2) developing performance assessments and peer 
        review procedures, as well as other methods, for 
        licensing teachers and administrators;
          [(3) providing technical assistance to schools and 
        local educational agencies, especially schools and 
        local educational agencies that receive assistance 
        under part A of title I, to help such schools and 
        agencies provide effective professional development in 
        the core academic subjects;
          [(4) developing or supporting professional 
        development networks, either within a State or in a 
        regional consortium of States, that provide a forum for 
        interaction among teachers and that allow exchange of 
        information on advances in content and pedagogy;
          [(5) supporting partnerships between schools, 
        consortia of schools, or local educational agencies and 
        institutions of higher education, including schools of 
        education, which encourage--
                  [(A) teachers to participate in intensive, 
                ongoing professional development programs, both 
                academic and pedagogical, at institutions of 
                higher education; and
                  [(B) students at institutions of higher 
                education studying to become teachers to have 
                direct, practical experience at the schools;
          [(6) providing professional development in the 
        effective use of educational technology as an 
        instructional tool for increasing student understanding 
        of the core academic subjects, including efforts to 
        train teachers in methods of achieving gender equity 
        both in students' access to computers and other 
        educational technology and in teaching practices used 
        in the application of educational technology;
          [(7) providing incentives for teachers to be involved 
        in assessment, curriculum development, and technical 
        assistance processes for teachers and students;
          [(8) providing professional development to enable 
        teachers, and, where appropriate, pupil services 
        personnel, and other school staff, to ensure that girls 
        and young women, minorities, limited English proficient 
        students, individuals with disabilities, and 
        economically disadvantaged students have the full 
        opportunity to achieve challenging State content 
        standards and challenging State student performance 
        standards in the core academic subjects by, for 
        example, encouraging girls and young women and 
        minorities to pursue advanced courses in mathematics 
        and science;
          [(9) professional development and recruitment 
        activities designed to increase the numbers of 
        minorities, individuals with disabilities, and women 
        teaching in the core academic subjects in which such 
        individuals are underrepresented;
          [(10) providing financial or other incentives for 
        teachers to become certified by nationally recognized 
        professional teacher enhancement organizations;
          [(11) providing professional development activities 
        which prepare teachers, and where appropriate, pupil 
        services personnel, paraprofessionals, and other staff 
        in the collaborative skills needed to appropriately 
        teach children with disabilities, in the core academic 
        subjects;
          [(12) identifying, developing, or supporting 
        professional development strategies to better equip 
        parents to assist their children in raising their 
        children's achievement in the core academic subjects; 
        and
          [(13) professional development activities designed to 
        increase the number of women and other underrepresented 
        groups in the administration of schools.

[SEC. 2208. LOCAL PLAN AND APPLICATION FOR IMPROVING TEACHING AND 
                    LEARNING.

  [(a) Local Application.--
          [(1) In general.--Each local educational agency that 
        wishes to receive a subgrant under this part shall 
        submit an application (singly or as a consortium as 
        described in section 2204) to the State educational 
        agency at such time as the State educational agency 
        shall require, but not less frequently than every three 
        years, that is coordinated with other programs under 
        this Act, the Goals 2000: Educate America Act, or other 
        Acts, as appropriate, consistent with the provisions of 
        section 14306.
          [(2) Indicators.--A local educational agency shall 
        set specific performance indicators for improving 
        teaching and learning through professional development.
  [(b) Needs Assessment.--
          [(1) In general.--A local educational agency that 
        wishes to receive a subgrant under this part shall 
        include in its application an assessment of local needs 
        for professional development as identified by the local 
        educational agency and school staff.
          [(2) Requirements.--Such needs assessment shall be 
        carried out with the involvement of teachers, including 
        teachers in schools receiving assistance under part A 
        of title I, and shall take into account what activities 
        need to be conducted in order to give teachers and, 
        where appropriate, administrators, the means, including 
        the knowledge and skills, to provide students with the 
        opportunity to meet challenging State or local student 
        performance standards.
  [(c) Application Contents.--Each application under this 
section shall include the local educational agency's plan for 
professional development that--
          [(1) focuses on teaching and learning in the core 
        academic subjects; and
          [(2) has been developed with the extensive 
        participation of administrators, staff, and pupil 
        services personnel, which teachers shall also be 
        representative of the grade spans within schools to be 
        served and of schools which receive assistance under 
        part A of title I.
  [(d) Plan Contents.--
          [(1) In general.--Based on the needs assessment 
        required under subsection (b), the local educational 
        agency's plan shall--
                  [(A) include a description of how the plan 
                contributes to the local educational agency's 
                overall efforts for school reform and 
                educational improvement;
                  [(B) include a description of how the 
                activities funded under this section will 
                address the needs of teachers in schools 
                receiving assistance under part A of title I;
                  [(C) be aligned with the State's challenging 
                State content standards and challenging State 
                student performance standards;
                  [(D) describe a strategy, tied to challenging 
                State content standards and challenging State 
                student performance standards, consistent with 
                the needs assessment under subsection (b);
                  [(E) be of sufficient intensity and duration 
                to have a positive and lasting impact on the 
                student's performance in the classroom;
                  [(F) describe how programs in all core 
                academic subjects, but especially in 
                mathematics and science, will take into account 
                the need for greater access to, and 
                participation in, such disciplines by students 
                from historically underrepresented groups, 
                including girls and women, minorities, 
                individuals with limited English proficiency, 
                the economically disadvantaged, and individuals 
                with disabilities, by incorporating pedagogical 
                strategies and techniques which meet such 
                individuals' educational need;
                  [(G) contain an assurance that the activities 
                conducted with funds received under this part 
                will be assessed at least every three years 
                using the performance indicators;
                  [(H) describe how the program funded under 
                this part will be coordinated, as appropriate, 
                with--
                          [(i) activities conducted under 
                        section 2131 and other services of 
                        institutions of higher education;
                          [(ii) similar State and local 
                        activities;
                          [(iii) resources provided under part 
                        A of title I and other provisions of 
                        this Act;
                          [(iv) resources from business, 
                        industry, public and private nonprofit 
                        organizations (including museums, 
                        libraries, educational television 
                        stations, community-based 
                        organizations, professional 
                        organizations and associations 
                        specializing in, or with a demonstrated 
                        expertise in the core academic 
                        subjects);
                          [(v) funds or programming from other 
                        Federal agencies, such as the National 
                        Science Foundation, the Department of 
                        Energy, the Department of Health and 
                        Human Services, the Institute of Museum 
                        and Library Services, the National 
                        Endowment for the Humanities, and the 
                        National Endowment for the Arts;
                          [(vi) services of educational service 
                        agencies; and
                          [(vii) resources provided under the 
                        Individuals with Disabilities Education 
                        Act;
                  [(I) identify the sources of funding that 
                will provide the local educational agency's 
                contribution under section 2209; and
                  [(J) describe the professional development 
                strategies to be employed to more fully and 
                effectively involve parents in the education of 
                their children.
          [(2) Duration of the plan.--Each local plan described 
        in subsection (b)(1) shall--
                  [(A) remain in effect for the duration of the 
                local educational agency's participation under 
                this part; and
                  [(B) be periodically reviewed and revised by 
                the local educational agency, as necessary, to 
                reflect changes in the local educational 
                agency's strategies and programs under this 
                part.

[SEC. 2209. LOCAL COST-SHARING.

  [(a) In General.--Each local educational agency shall provide 
not less than 33 percent of the cost of the activities assisted 
under this part, excluding the cost of services provided to 
private school teachers.
  [(b) Available Resources for Cost-Sharing.--
          [(1) In general.--A local educational agency may meet 
        the requirement of subsection (a) through one or more 
        of the following:
                  [(A) Cash expenditures from non-Federal 
                sources, including private contributions, 
                directed toward professional development 
                activities.
                  [(B) Release time for teachers participating 
                in professional development assisted under this 
                part.
                  [(C) Funds received under one or more of the 
                following programs, so long as such funds are 
                used for professional development activities 
                consistent with this part and the statutes 
                under which such funds were received, and are 
                used to benefit students and teachers in 
                schools that otherwise would have been served 
                with such funds:
                          [(i) Helping disadvantaged children 
                        meet high standards under part A of 
                        title I.
                          [(ii) The Safe and Drug-Free Schools 
                        and Communities program under title IV.
                          [(iii) Bilingual Education Programs 
                        under part A of title VII.
                          [(iv) Programs under the Women's 
                        Educational Equity Act of 1994.
                          [(v) Programs under title III of the 
                        Goals 2000: Educate America Act.
                          [(vi) Programs that are related to 
                        the purposes of this Act that are 
                        administered by other Federal agencies, 
                        including the National Science 
                        Foundation, the National Endowment for 
                        the Humanities, the National Endowment 
                        for the Arts, the Institute of Museum 
                        and Library Services, and the 
                        Department of Energy.
                          [(vii) Programs under the Individuals 
                        with Disabilities Education Act.
          [(2) Special rule.--A local educational agency may 
        meet the requirement of subsection (a) through 
        contributions described in paragraph (1) that are 
        provided in cash or in kind, fairly evaluated.
  [(c) Waiver.--The State educational agency may approve an 
application which has not fully met the requirements of 
subsection (a) and waive the requirements of subsection (a) if 
a local educational agency can demonstrate that such agency is 
unable to meet the requirements of subsection (a) due to 
economic hardship and that compliance with such requirements 
would preclude such agency's participation in the program.

[SEC. 2210. LOCAL ALLOCATION OF FUNDS AND ALLOWABLE ACTIVITIES.

  [(a) Local Allocation of Funds.--Each local educational 
agency that receives funds under this part for any fiscal 
year--
          [(1) shall use not less than 80 percent of such funds 
        for professional development of teachers, and, where 
        appropriate, administrators, and, where appropriate, 
        pupil services personnel, parents, and other staff of 
        individual schools in a manner that--
                  [(A) is determined by such teachers and 
                staff;
                  [(B) to the extent practicable, takes place 
                at the individual school site; and
                  [(C) is consistent with the local educational 
                agency's application under section 2208, any 
                school plan under part A of title I, and any 
                other plan for professional development carried 
                out with Federal, State, or local funds that 
                emphasizes sustained, ongoing activities; and
          [(2) may use not more than 20 percent of such funds 
        for school district-level professional development 
        activities, including, where appropriate, the 
        participation of administrators, policymakers, and 
        parents, if such activities directly support 
        instructional personnel.
  [(b) Authorized Activities.--
          [(1) In general.--Each local educational agency and 
        school that receives funds under this part shall use 
        such funds for activities that give teachers and 
        administrators the knowledge and skills to provide 
        students with the opportunity to meet challenging State 
        or local content standards and student performance 
        standards.
          [(2) Professional development activities.--
        Professional development activities funded under this 
        part shall--
                  [(A) be tied to challenging State content 
                standards or challenging local content 
                standards, and challenging State student 
                performance standards or challenging local 
                student performance standards;
                  [(B) take into account recent research on 
                teaching and learning;
                  [(C) provide professional development which 
                incorporates effective strategies, techniques, 
                methods, and practices for meeting the 
                educational needs of diverse groups of 
                students, including girls and women, 
                minorities, individuals with disabilities, 
                limited English proficient individuals, and 
                economically disadvantaged individuals;
                  [(D) include strong academic content and 
                pedagogical components; and
                  [(E) be of sufficient intensity and duration 
                to have a positive and lasting impact on the 
                teacher's performance in the classroom.
          [(3) Activities.--Funds under this part may be used 
        for professional development activities such as--
                  [(A) professional development for teams of 
                teachers, and, where appropriate, 
                administrators, pupil services personnel, or 
                other staff from individual schools, to support 
                teaching consistent with challenging State 
                content standards and challenging State student 
                performance standards;
                  [(B) support and time, which in the case of 
                teachers may include release time with pay, for 
                teachers, and, where appropriate, pupil 
                services personnel and other school staff to 
                enable such teachers, personnel, and staff to 
                participate in professional development in the 
                core academic subjects that are offered through 
                professional associations, universities, 
                community-based organizations, and other 
                providers, such as educational partnership 
                organizations, science centers, and museums;
                  [(C) activities that provide followup for 
                teachers who have participated in professional 
                development activities that are designed to 
                ensure that the knowledge and skills learned by 
                the teacher are implemented in the classroom;
                  [(D) support for partnerships between 
                schools, consortia of schools, or local 
                educational agencies, and institutions of 
                higher education, including schools of 
                education, which partnerships shall encourage--
                          [(i) teachers to participate in 
                        intensive, ongoing professional 
                        development programs, both academic and 
                        pedagogical, at institutions of higher 
                        education; and
                          [(ii) students at institutions of 
                        higher education studying to become 
                        teachers to have direct, practical 
                        experience at schools;
                  [(E) the establishment and maintenance of 
                local professional networks that provide a 
                forum for interaction among teachers and that 
                allow exchange of information on advances in 
                content and pedagogy;
                  [(F) preparing teachers in the effective use 
                of educational technology and assistive 
                technology as instructional tools for 
                increasing student understanding of the core 
                academic subjects;
                  [(G) professional development to enable 
                teachers, and, where appropriate, pupil 
                services personnel and other school staff, to 
                ensure that girls and young women, minorities, 
                limited English proficient students, 
                individuals with disabilities, and the 
                economically disadvantaged have full 
                opportunity to achieve the challenging State 
                content standards and challenging State student 
                performance standards in the core academic 
                subjects;
                  [(H) professional development and recruitment 
                activities designed--
                          [(i) to increase the number of 
                        minorities, individuals with 
                        disabilities, and females teaching in 
                        the core academic subjects in which 
                        such individuals are underrepresented; 
                        and
                          [(ii) to increase the numbers of 
                        women and members of other 
                        underrepresented groups who are science 
                        and mathematics teachers, through such 
                        programs as career ladder programs that 
                        assist educational paraprofessionals to 
                        obtain teaching credentials in the core 
                        academic subjects;
                  [(I) providing financial or other incentives 
                for teachers to become certified by nationally 
                recognized professional teacher enhancement 
                programs;
                  [(J) support and time for teachers, and, 
                where appropriate, pupil services personnel, 
                and other school staff to learn and implement 
                effective collaboration for the instruction of 
                children with disabilities in the core academic 
                subject areas;
                  [(K) preparing teachers, and, where 
                appropriate, pupil services personnel to work 
                with parents and families on fostering student 
                achievement in the core academic subjects;
                  [(L) professional development activities and 
                other support for new teachers as such teachers 
                move into the classroom to provide such 
                teachers with practical support and to increase 
                the retention of such teachers;
                  [(M) professional development for teachers, 
                parents, early childhood educators, 
                administrators, and other staff to support 
                activities and services related to preschool 
                transition programs to raise student 
                performance in the core academic subjects;
                  [(N) professional development activities to 
                train teachers in innovative instructional 
                methodologies designed to meet the diverse 
                learning needs of individual students, 
                including methodologies which integrate 
                academic and vocational learning and applied 
                learning, interactive and interdisciplinary 
                team teaching, and other alternative teaching 
                strategies such as service learning, 
                experiential learning, career-related 
                education, and environmental education, that 
                integrate real world applications into the core 
                academic subjects;
                  [(O) developing professional development 
                strategies and programs to more effectively 
                involve parents in helping their children 
                achieve in the core academic subjects;
                  [(P) professional development activities 
                designed to increase the number of women and 
                other underrepresented groups in the 
                administration of schools; and
                  [(Q) release time with pay for teachers.

[SEC. 2211. HIGHER EDUCATION ACTIVITIES.

  [(a) Activities.--
          [(1) In general.--From amounts made available under 
        section 2203(2), the State agency for higher education, 
        working in conjunction with the State educational 
        agency (if such agencies are separate), shall make 
        grants to, or enter into contracts or cooperative 
        agreements with, institutions of higher education and 
        nonprofit organizations of demonstrated effectiveness, 
        including museums and educational partnership 
        organizations, which must work in conjunction with a 
        local educational agency, consortium of local 
        educational agencies, or schools, for--
                  [(A) professional development activities in 
                the core academic subjects that contribute to 
                the State plan for professional development;
                  [(B) developing and providing assistance to 
                local educational agencies, and the teachers 
                and staff of each such agency, for sustained, 
                high-quality professional development 
                activities; and
                  [(C) improving teacher education programs in 
                order to promote 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.
          [(2) Competitive basis.--Each grant, contract, or 
        cooperative agreement described in paragraph (1) shall 
        be awarded on a competitive basis.
          [(3) Special rule.--No institution of higher 
        education may receive assistance under (a)(1) of this 
        subsection unless the institution enters into an 
        agreement with a local educational agency, or 
        consortium of such agencies, to provide sustained, 
        high-quality professional development for the 
        elementary and secondary school teachers in the schools 
        of each such agency.
          [(4) Joint efforts.--Each activity assisted under 
        this section, where applicable, shall involve the joint 
        effort of the institution of higher education's school 
        or department of education, if any, and the schools or 
        departments in the specific disciplines in which such 
        professional development will be provided.
  [(b) Allowable Activities.--A recipient of funds under this 
section shall use such funds for--
          [(1) sustained and intensive high-quality 
        professional development for teams of teachers, or 
        teachers, and, where appropriate, pupil services 
        personnel and administrators from individual schools or 
        school districts;
          [(2) other sustained and intensive professional 
        development activities related to achievement of the 
        State plan for professional development; and
          [(3) preservice training activities.
  [(c) Partnerships.--Each institution of higher education 
receiving a grant under this section may also enter into a 
partnership with a private industry, museum, library, 
educational television station, or public or private nonprofit 
organization of demonstrated experience to carry out 
professional development activities assisted under this 
section.]

           *       *       *       *       *       *       *


                  [TITLE III--TECHNOLOGY FOR EDUCATION

[SEC. 3101. SHORT TITLE.

  [This title may be cited as the ``Technology for Education 
Act of 1994''.

           [PART A--TECHNOLOGY FOR EDUCATION OF ALL STUDENTS

[SEC. 3111. FINDINGS.

  [The Congress finds that--
          [(1) technology can produce far greater opportunities 
        for all students to learn to high standards, promote 
        efficiency and effectiveness in education, and help 
        propel our Nation's school systems into very immediate 
        and dramatic reform, without which our Nation will not 
        meet the National Education Goals by the target year 
        2000;
          [(2) the use of technology as a tool in the teaching 
        and learning process is essential to the development 
        and maintenance of a technologically literate citizenry 
        and an internationally competitive workforce;
          [(3) the acquisition and use of technology in 
        education throughout the United States has been 
        inhibited by--
                  [(A) the absence of Federal leadership;
                  [(B) the inability of many State and local 
                educational agencies to invest in and support 
                needed technologies;
                  [(C) the limited exposure of students and 
                teachers to the power of technology as a cost-
                effective tool to improve student learning and 
                achievement;
                  [(D) the lack of appropriate electrical and 
                telephone connections in the classroom; and
                  [(E) the limited availability of appropriate 
                technology-enhanced curriculum, instruction, 
                professional development, and administrative 
                support resources and services in the 
                educational marketplace;
          [(4) policies at the Federal, State, and local levels 
        concerning technology in education must address 
        disparities in the availability of technology to 
        different groups of students, give priority to serving 
        students in greatest need, and recognize that 
        educational telecommunications and technology can 
        address educational equalization concerns and school 
        restructuring needs by providing universal access to 
        high-quality teaching and programs, particularly in 
        urban and rural areas;
          [(5) the increasing use of new technologies and 
        telecommunications systems in business has increased 
        the gap between schooling and work force preparation, 
        and underscores the need for technology policies at the 
        Federal, State, tribal, and local levels that address 
        preparation for school-to-work transitions;
          [(6) technology can enhance the ongoing professional 
        development of teachers and administrators by providing 
        constant access to updated research in teaching and 
        learning by means of telecommunications, and, through 
        exposure to technology advancements, keep teachers and 
        administrators excited and knowledgeable about 
        unfolding opportunities for the classroom;
          [(7) planned and creative uses of technology, 
        combined with teachers adequately trained in the use of 
        technology, can reshape our Nation's traditional method 
        of providing education and empower teachers to create 
        an environment in which students are challenged through 
        rigorous, rich classroom instruction provided at a pace 
        suited to each student's learning style, and in which 
        students have increased opportunities to develop higher 
        order thinking and technical skills;
          [(8) schools need new ways of financing the 
        acquisition and maintenance of educational technology;
          [(9) the needs for educational technology differ from 
        State to State;
          [(10) technology can provide students, parents, 
        teachers, other education professionals, communities, 
        and industry with increased opportunities for 
        partnerships and with increased access to information, 
        instruction, and educational services in schools and 
        other settings, including homes, libraries, preschool 
        and child-care facilities, adult and family education 
        programs, and postsecondary institutions;
          [(11) the Department, consistent with the overall 
        national technology policy established by the 
        President, must assume a vital leadership and 
        coordinating role in developing the national vision and 
        strategy to infuse advanced technology throughout all 
        educational programs;
          [(12) Federal support can ease the burden at the 
        State and local levels by enabling the acquisition of 
        advanced technology and initiating the development of 
        teacher training and support as well as new educational 
        products;
          [(13) leadership at the Federal level should consider 
        guidelines to ensure that educational technology is 
        accessible to all users with maximum interoperability 
        nationwide;
          [(14) the rapidly changing nature of technology 
        requires coordination and flexibility in Federal 
        leadership; and
          [(15) technology has the potential to assist and 
        support the improvement of teaching and learning in 
        schools and other settings.

[SEC. 3112. STATEMENT OF PURPOSE.

  [The purpose of this part is to support a comprehensive 
system for the acquisition and use by elementary and secondary 
schools in the United States of technology and technology-
enhanced curricula, instruction, and administrative support 
resources and services to improve the delivery of educational 
services. Such system shall include--
          [(1) national leadership with respect to the need 
        for, and the provision of, appropriate technology-
        enhanced curriculum, instruction, and administrative 
        programs to improve learning in the United States, and 
        to promote equal access for all students to educational 
        opportunities in order to achieve the National 
        Education Goals by the year 2000;
          [(2) funding mechanisms which will support the 
        development, interconnection, implementation, 
        improvement, and maintenance of an effective 
        educational technology infrastructure, including 
        activities undertaken by State and local educational 
        agencies to promote and provide equipment, training for 
        teachers and school library and media personnel, and 
        technical support;
          [(3) support for technical assistance, professional 
        development, information and resource dissemination, in 
        order to help States, local educational agencies, 
        teachers, school library and media personnel, and 
        administrators successfully integrate technology into 
        kindergarten through 12th grade classrooms and library 
        media centers;
          [(4) support for the development of educational and 
        instructional programming in core subject areas, which 
        shall address the National Education Goals;
          [(5) strengthening and building upon, but not 
        duplicating, existing telecommunications 
        infrastructures dedicated to educational purposes;
          [(6) development and evaluation of new and emerging 
        educational technologies, telecommunications networks, 
        and state-of-the-art educational technology products 
        that promote the use of advanced technologies in the 
        classroom and school library media center;
          [(7) assessment data regarding state-of-the-art uses 
        of technologies in United States education upon which 
        commercial and noncommercial telecommunications 
        entities, and governments can rely for decisionmaking 
        about the need for, and provision of, appropriate 
        technologies for education in the United States;
          [(8) ensuring that uses of educational technology are 
        consistent with the overall national technology policy 
        established by the President, and ensuring that Federal 
        technology-related policies and programs will 
        facilitate the use of technology in education;
          [(9) ensuring that activities supported under this 
        part will form the basis for sound State and local 
        decisions about investing in, sustaining, and expanding 
        uses of technology in education;
          [(10) establishing working guidelines to ensure 
        maximum interoperability nationwide and ease of access 
        for the emerging technologies so that no school system 
        will be excluded from the technological revolution;
          [(11) ensuring that, as technological advances are 
        made, the educational uses of these advances are 
        considered and their applications are developed; and
          [(12) encouragement of collaborative relationships 
        among the State agency for higher education, the State 
        library administrative agency, the State 
        telecommunications agency, and the State educational 
        agency, in the area of technology support to strengthen 
        the system of education.

[SEC. 3113. DEFINITIONS.

  [For purposes of this title--
          [(1) the term ``adult education'' has the same 
        meaning given such term by section 312 of the Adult 
        Education Act;
          [(2) the term ``all students'' means students from a 
        broad range of backgrounds and circumstances, including 
        disadvantaged students, students with diverse racial, 
        ethnic, and cultural backgrounds, students with 
        disabilities, students with limited English 
        proficiency, students who have dropped out of school, 
        and academically talented students;
          [(3) the term ``information infrastructure'' means a 
        network of communication systems designed to exchange 
        information among all citizens and residents of the 
        United States;
          [(4) the term ``instructional programming'' means the 
        full range of audio and video data, text, graphics, or 
        additional state-of-the-art communications, including 
        multimedia basedresources distributed through 
interactive, command and control, or passive methods for the purpose of 
education and instruction;
          [(5) the terms ``interoperable'' and 
        ``interoperability'' mean the ability to exchange 
        easily data with, and connect to, other hardware and 
        software in order to provide the greatest accessibility 
        for all students and other users;
          [(6) the term ``Office'' means the Office of 
        Educational Technology;
          [(7) the term ``public telecommunications entity'' 
        has the same meaning given to such term by section 
        397(12) of the Communications Act of 1934;
          [(8) the term ``regional educational laboratory'' 
        means a regional educational laboratory supported under 
        section 941(h) of the Educational, Research, 
        Development, Dissemination, and Improvement Act of 
        1994;
          [(9) the term ``State educational agency'' includes 
        the Bureau of Indian Affairs for purposes of serving 
        schools funded by the Bureau of Indian Affairs in 
        accordance with this part;
          [(10) the term ``State library administrative 
        agency'' has the same meaning given to such term in 
        section 3 of the Library Services and Construction Act; 
        and
          [(11) the term ``technology'' means state-of-the-art 
        technology products and services, such as closed 
        circuit television systems, educational television and 
        radio programs and services, cable television, 
        satellite, copper and fiber optic transmission, 
        computer hardware and software, video and audio laser 
        and CD-ROM discs, and video and audio tapes.

[SEC. 3114. AUTHORIZATION OF APPROPRIATIONS; FUNDING RULE.

  [(a) Authorization of Appropriations.--
          [(1) Subparts 1, 2, and 3.--There are authorized to 
        be appropriated $200,000,000 for fiscal year 1995 and 
        such sums as may be necessary for each of the four 
        succeeding fiscal years to carry out subparts 1, 2, and 
        3, of which--
                  [(A)(i) $3,000,000 shall be available to 
                carry out subpart 1 (National Programs for 
                Technology in Education) for any such year for 
                which the amount appropriated under this 
                subsection is less than $75,000,000; and
                  [(ii) $5,000,000 shall be available to carry 
                out subpart 1 for any such year for which the 
                amount appropriated under this subsection is 
                equal to or greater than $75,000,000;
                  [(B) $10,000,000 shall be available to carry 
                out subpart 3 (Regional Technical Support and 
                Professional Development) for each such year; 
                and
                  [(C) the remainder shall be available to 
                carry out subpart 2 (State and Local Programs 
                for School Technology Resources) for each such 
                year.
          [(2) Subpart 4.--For the purpose of carrying out 
        subpart 4, there are authorized to be appropriated 
        $50,000,000 for fiscal year 1995 and such sums as may 
        be necessary for each of the four succeeding fiscal 
        years.
  [(b) Funding Rule.--
          [(1) Appropriations of less than $75,000,000.--For 
        any fiscal year for which the amount appropriated under 
        subsection (a)(1) is less than $75,000,000, from the 
        remainder of funds made available under subsection 
        (a)(1)(C) the Secretary shall award grants for the 
        National Challenge Grants in accordance with section 
        3136.
          [(2) Appropriations equal to or greater than 
        $75,000,000.--For any fiscal year for which the amount 
        appropriated under subsection (a)(1) is equal to or 
        greater than $75,000,000, from the remainder of funds 
        made available under subsection (a)(1)(C) the Secretary 
        shall award grants to State educational agencies from 
        allotments under section 3131, except that the 
        Secretary may reserve, from such remainder, such funds 
        as the Secretary determines necessary to meet 
        outstanding obligations for such fiscal year to 
        continue the National Challenge Grants for Technology 
        awarded under section 3136.

[SEC. 3115. LIMITATION ON COSTS.

  [Not more than 5 percent of the funds under this part that 
are made available to a recipient of funds under this part for 
any fiscal year may be used by such recipient for 
administrative costs or technical assistance.

       [Subpart 1--National Programs for Technology in Education

[SEC. 3121. NATIONAL LONG-RANGE TECHNOLOGY PLAN.

  [(a) In General.--The Secretary shall develop and publish not 
later than 12 months after the date of the enactment of the 
Improving America's Schools Act of 1994, and update when the 
Secretary determines appropriate, a national long-range plan 
that supports the overall national technology policy and 
carries out the purposes of this part.
  [(b) Plan Requirements.--The Secretary shall--
          [(1) develop the national long-range plan in 
        consultation with other Federal departments or 
        agencies, State and local education practitioners and 
        policymakers, experts in technology and the 
        applications of technology to education, 
        representatives of distance learning consortia, 
        representatives of telecommunications partnerships 
        receiving assistance under the Star Schools Act, and 
        providers of technology services and products;
          [(2) transmit such plan to the President and to the 
        appropriate committees of the Congress; and
          [(3) publish such plan in a form that is readily 
        accessible to the public.
  [(c) Contents of the Plan.--The national long-range plan 
shall describe the Secretary's activities to promote the 
purposes of this title, including--
          [(1) how the Secretary will encourage the effective 
        use of technology to provide all students the 
        opportunity to achieve State content standards and 
        State student performance standards, especially through 
        programs administered by the Department;
          [(2) joint activities in support of the overall 
        national technology policy with other Federal 
        departments or agencies, such as the Office of Science 
        and Technology Policy, the National Endowment for the 
        Humanities, the National Endowment for the Arts, the 
        National Institute for Literacy, the National 
        Aeronautics and Space Administration, the National 
        Science Foundation, the Bureau of Indian Affairs, and 
        the Departments of Commerce, Energy, Health and Human 
        Services, and Labor--
                  [(A) to promote the use of technology in 
                education, training, and lifelong learning, 
                including plans for the educational uses of a 
                national information infrastructure; and
                  [(B) to ensure that the policies and programs 
                of such departments or agencies facilitate the 
                use of technology for educational purposes, to 
                the extent feasible;
          [(3) how the Secretary will work with educators, 
        State and local educational agencies, and appropriate 
        representatives of the private sector to facilitate the 
        effective use of technology in education;
          [(4) how the Secretary will promote--
                  [(A) higher achievement of all students 
                through the integration of technology into the 
                curriculum;
                  [(B) increased access to the benefits of 
                technology for teaching and learning for 
                schools with a high number or percentage of 
                children from low-income families;
                  [(C) the use of technology to assist in the 
                implementation of State systemic reform 
                strategies;
                  [(D) the application of technological 
                advances to use in education;
                  [(E) increased access to high quality adult 
                and family education services through the use 
                of technology for instruction and professional 
                development; and
                  [(F) increased opportunities for the 
                professional development of teachers in the use 
                of new technologies;
          [(5) how the Secretary will determine, in 
        consultation with appropriate individuals, 
        organizations, industries, and agencies, the 
        feasibility and desirability of establishing guidelines 
        to facilitate an easy exchange of data and effective 
        use of technology in education;
          [(6) how the Secretary will promote the exchange of 
        information among States, local educational agencies, 
        schools, consortia, and other entities concerning the 
        effective use of technology in education;
          [(7) how the Secretary will utilize the outcomes of 
        the evaluation undertaken pursuant to section 3123 to 
        promote the purposes of this part; and
          [(8) the Secretary's long-range measurable goals and 
        objectives relating to the purposes of this part.

[SEC. 3122. FEDERAL LEADERSHIP.

  [(a) Program Authorized.--In order to provide Federal 
leadership in promoting the use of technology in education, the 
Secretary, in consultation with the National Science 
Foundation, the Department of Commerce, the United States 
National Commission on Libraries and Information Sciences, and 
other appropriate Federal agencies, may carry out activities 
designed to achieve the purposes of this part directly or by 
awarding grants or contracts competitively and pursuant to a 
peer review process to, or entering into contracts with, State 
educational agencies, local educational agencies, institutions 
of higher education, or other public and private nonprofit or 
for-profit agencies and organizations.
  [(b) Assistance.--
          [(1) In general.--The Secretary shall provide 
        assistance to the States to enable such States to plan 
        effectively for the use of technology in all schools 
        throughout the State in accordance with the purpose and 
        requirements of section 317 of the Goals 2000: Educate 
        America Act.
          [(2) Other federal agencies.--For the purpose of 
        carrying out coordinated or joint activities consistent 
        with the purposes of this part, the Secretary may 
        accept funds from, and transfer funds to, other Federal 
        agencies.
  [(c) Uses of Funds.--The Secretary shall use funds made 
available to carry out this section for activities designed to 
carry out the purpose of this part, such as--
          [(1) providing assistance to technical assistance 
        providers to enable such providers to improve 
        substantially the services such providers offer to 
        educators regarding the uses of technology for 
        education, including professional development;
          [(2) providing development grants to technical 
        assistance providers, to enable such providers to 
        improve substantially the services such providers offer 
        to educators on the educational uses of technology, 
        including professional development;
          [(3) consulting with representatives of industry, 
        elementary and secondary education, higher education, 
        adult and family education, and appropriate experts in 
        technology and educational applications of technology 
        in carrying out activities under this subpart;
          [(4) research on, and the development of, guidelines 
        to facilitate maximum interoperability, efficiency and 
        easy exchange of data for effective use of technology 
        in education;
          [(5) research on, and the development of, 
        applications for education of the most advanced and 
        newly emerging technologies which research shall be 
        coordinated, when appropriate, with the Office of 
        Educational Research and Improvement, and other Federal 
        agencies;
          [(6) the development, demonstration, and evaluation 
        of the educational aspects of high performance 
        computing and communications technologies and of the 
        national information infrastructure, in providing 
        professional development for teachers, school 
        librarians, and other educators; enriching academic 
        curricula for elementary and secondary schools; 
        facilitating communications among schools, local 
        educational agencies, libraries, parents, and local 
        communities and in other such areas as the Secretary 
        deems appropriate;
          [(7) the development, demonstration, and evaluation 
        of applications of existing technology in preschool 
        education, elementary and secondary education, training 
        and lifelong learning, and professional development of 
        educational personnel;
          [(8) the development and evaluation of software and 
        other products, including multimedia television 
        programming, that incorporate advances in technology 
        and help achieve the National Education Goals, State 
        content standards and State student performance 
        standards;
          [(9) the development, demonstration, and evaluation 
        of model strategies for preparing teachers and other 
        personnel to use technology effectively to improve 
        teaching and learning;
          [(10) the development of model programs that 
        demonstrate the educational effectiveness of technology 
        in urban and rural areas and economically distressed 
        communities;
          [(11) research on, and the evaluation of, the 
        effectiveness and benefits of technology in education;
          [(12) a biennial assessment of, and report to the 
        public regarding, the uses of technology in elementary 
        and secondary education throughout the United States 
        upon which private businesses and Federal, State, 
        tribal, and local governments may rely for 
        decisionmaking about the need for, and provision of, 
        appropriate technologies in schools, which assessment 
        and report shall use, to the extent possible, existing 
        information and resources;
          [(13) conferences on, and dissemination of 
        information regarding, the uses of technology in 
        education;
          [(14) the development of model strategies to promote 
        gender equity concerning access to, and the use of, 
        technology in the classroom;
          [(15) encouraging collaboration between the 
        Department and other Federal agencies in the 
        development, implementation, evaluation and funding of 
        applications of technology for education, as 
        appropriate; and
          [(16) such other activities as the Secretary 
        determines will meet the purposes of this subpart.
  [(d) Non-Federal Share.--
          [(1) In general.--Subject to paragraphs (2) and (3), 
        the Secretary may require any recipient of a grant or 
        contract under this section to share in the cost of the 
        activities assisted under such grant or contract, which 
        non-Federal share shall be announced through a notice 
        in the Federal Register and may be in the form of cash 
        or in-kind contributions, fairly valued.
          [(2) Increase.--The Secretary may increase the non-
        Federal share that is required of a recipient of a 
        grant or contract under this section after the first 
        year such recipient receives funds under such grant or 
        contract.
          [(3) Maximum.--The non-Federal share required under 
        this section shall not exceed 50 percent of the cost of 
        the activities assisted pursuant to a grant or contract 
        under this section.

[SEC. 3123. STUDY, EVALUATION AND REPORT OF FUNDING ALTERNATIVES.

  [The Secretary, through the Office of Educational Technology, 
shall conduct a study to evaluate, and report to the Congress 
on, the feasibility of several alternative models for providing 
sustained and adequate funding for schools throughout the 
United States sothat such schools are able to acquire and 
maintain technology-enhanced curriculum, instruction, and 
administrative support resources and services. Such report shall be 
submitted to the Congress not later than one year after the date of 
enactment of the Improving America's Schools Act of 1994.

  [Subpart 2--State and Local Programs for School Technology Resources

[SEC. 3131. ALLOTMENT AND REALLOTMENT.

  [(a) Allotment.--
          [(1) In general.--Except as provided in paragraph 
        (2), each State educational agency shall be eligible to 
        receive a grant under this subpart for a fiscal year in 
        an amount which bears the same relationship to the 
        amount made available under section 3114(a)(1)(C) for 
        such year as the amount such State received under part 
        A of title I for such year bears to the amount received 
        for such year under such part by all States.
          [(2) Minimum.--No State educational agency shall be 
        eligible to receive a grant under paragraph (1) in any 
        fiscal year in an amount which is less than one-half of 
        one percent of the amount made available under section 
        3115(a)(1)(C) for such year.
  [(b) Reallotment of Unused Funds.--
          [(1) In general.--The amount of any State educational 
        agency's allotment under subsection (a) for any fiscal 
        year which the Secretary determines will not be 
        required for such fiscal year to carry out this subpart 
        shall be available for reallotment from time to time, 
        on such dates during such year as the Secretary may 
        determine, to other State educational agencies in 
        proportion to the original allotments to such State 
        educational agencies under subsection (a) for such 
        year, but with such proportionate amount for any of 
        such other State educational agencies being reduced to 
        the extent such amount exceeds the sum the Secretary 
        estimates such State needs and will be able to use for 
        such year.
          [(2) Other reallotments.--The total of reductions 
        under paragraph (1) shall be similarly reallotted among 
        the State educational agencies whose proportionate 
        amounts were not so reduced. Any amounts reallotted to 
        a State educational agency under this subsection during 
        a year shall be deemed a subpart of such agencies 
        allotment under subsection (a) for such year.

[SEC. 3132. SCHOOL TECHNOLOGY RESOURCE GRANTS.

  [(a) Grants to States.--
          [(1) In general.--From amounts made available under 
        section 3131, the Secretary, through the Office of 
        Educational Technology, shall award grants to State 
        educational agencies having applications approved under 
        section 3133.
          [(2) Use of grants.--(A) Each State educational 
        agency receiving a grant under paragraph (1) shall use 
        such grant funds to award grants, on a competitive 
        basis, to local educational agencies to enable such 
        local educational agencies to carry out the activities 
        described in section 3134.
          [(B) In awarding grants under subparagraph (A), each 
        State educational agency shall ensure that each such 
        grant is of sufficient duration, and of sufficient 
        size, scope, and quality, to carry out the purposes of 
        this part effectively.
  [(b) Technical Assistance.--Each State educational agency 
receiving a grant under paragraph (1) shall--
          [(1) identify the local educational agencies served 
        by the State educational agency that--
                  [(A) have the highest number or percentage of 
                children in poverty; and
                  [(B) demonstrate to such State educational 
                agency the greatest need for technical 
                assistance in developing the application under 
                section 3133; and
          [(2) offer such technical assistance to such local 
        educational agencies.

[SEC. 3133. STATE APPLICATION.

  [To receive funds under this subpart, each State educational 
agency shall submit a statewide educational technology plan 
which may include plans submitted under the Goals 2000: Educate 
America Act or other statewide technology plans which meet the 
requirements of this section. Such application shall be 
submitted to the Secretary at such time, in such manner, and 
accompanied by such information as the Secretary may reasonably 
require. Each such application shall contain a systemic 
statewide plan that--
          [(1) outlines long-term strategies for financing 
        technology education in the State and describes how 
        business, industry, and other public and private 
        agencies, including libraries, library literacy 
        programs, and institutions of higher education, can 
        participate in the implementation, ongoing planning, 
        and support of the plan; and
          [(2) meets such other criteria as the Secretary may 
        establish in order to enable such agency to provide 
        assistance to local educational agencies that have the 
        highest numbers or percentages of children in poverty 
        and demonstrate the greatest need for technology, in 
        order to enable such local educational agencies, for 
        the benefit of school sites served by such local 
        educational agencies, to carry out activities such as--
                  [(A) purchasing quality technology resources;
                  [(B) installing various linkages necessary to 
                acquire connectivity;
                  [(C) integrating technology into the 
                curriculum in order to improve student learning 
                and achievement;
                  [(D) providing teachers and library media 
                personnel with training or access to training;
                  [(E) providing administrative and technical 
                support and services that improve student 
                learning through enriched technology-enhanced 
                resources, including library media resources;
                  [(F) promoting in individual schools the 
                sharing, distribution, and application of 
                educational technologies with demonstrated 
                effectiveness;
                  [(G) assisting schools in promoting parent 
                involvement;
                  [(H) assisting the community in providing 
                literacy-related services;
                  [(I) establishing partnerships with private 
                or public educational providers or other 
                entities to serve the needs of children in 
                poverty; and
                  [(J) providing assurances that financial 
                assistance provided under this part shall 
                supplement, not supplant, State and local 
                funds.

[SEC. 3134. LOCAL USES OF FUNDS.

  [Each local educational agency, to the extent possible, shall 
use the funds made available under section 3132(a)(2) for--
          [(1) developing, adapting, or expanding existing and 
        new applications of technology to support the school 
        reform effort;
          [(2) funding projects of sufficient size and scope to 
        improve student learning and, as appropriate, support 
        professional development, and provide administrative 
        support;
          [(3) acquiring connectivity linkages, resources, and 
        services, including the acquisition of hardware and 
        software, for use by teachers, students and school 
        library media personnel in the classroom or in school 
        library media centers, in order to improve student 
        learning by supporting the instructional program 
        offered by such agency to ensure that students in 
        schools will have meaningful access on a regular basis 
        to such linkages, resources and services;
          [(4) providing ongoing professional development in 
        the integration of quality educational technologies 
        into school curriculum and long-term planning for 
        implementing educational technologies;
          [(5) acquiring connectivity with wide area networks 
        for purposes of accessing information and educational 
        programming sources, particularly with institutions of 
        higher education and public libraries; and
          [(6) providing educational services for adults and 
        families.

[SEC. 3135. LOCAL APPLICATIONS.

  [Each local educational agency desiring assistance from a 
State educational agency under section 3132(a)(2) shall submit 
an application, consistent with the objectives of the systemic 
statewide plan, to the State educational agency at such time, 
in such manner and accompanied by such information as the State 
educational agency may reasonably require. Such application, at 
a minimum, shall--
          [(1) include a strategic, long-range (three- to five-
        year), plan that includes--
                  [(A) a description of the type of 
                technologies to be acquired, including specific 
                provisions for interoperability among 
                components of such technologies and, to the 
                extent practicable, with existing technologies;
                  [(B) an explanation of how the acquired 
                technologies will be integrated into the 
                curriculum to help the local educational agency 
                enhance teaching, training, and student 
                achievement;
                  [(C) an explanation of how programs will be 
                developed in collaboration with existing adult 
                literacy services providers to maximize the use 
                of such technologies;
                  [(D)(i) a description of how the local 
                educational agency will ensure ongoing, 
                sustained professional development for 
                teachers, administrators, and school library 
                media personnel served by the local educational 
                agency to further the use of technology in the 
                classroom or library media center; and
                  [(ii) a list of the source or sources of 
                ongoing training and technical assistance 
                available to schools, teachers and 
                administrators served by the local educational 
                agency, such as State technology offices, 
                intermediate educational support units, 
                regional educational laboratories or 
                institutions of higher education;
                  [(E) a description of the supporting 
                resources, such as services, software and print 
                resources, which will be acquired to ensure 
                successful and effective use of technologies 
                acquired under this section;
                  [(F) the projected timetable for implementing 
                such plan in schools;
                  [(G) the projected cost of technologies to be 
                acquired and related expenses needed to 
                implement such plan; and
                  [(H) a description of how the local 
                educational agency will coordinate the 
                technology provided pursuant to this subpart 
                with other grant funds available for technology 
                from State and local sources;
          [(2) describe how the local educational agency will 
        involve parents, public libraries, business leaders and 
        community leaders in the development of such plan;
          [(3) describe how the acquired instructionally based 
        technologies will help the local educational agency--
                  [(A) promote equity in education in order to 
                support State content standards and State 
                student performance standards that may be 
                developed; and
                  [(B) provide access for teachers, parents and 
                students to the best teaching practices and 
                curriculum resources through technology; and
          [(4) describe a process for the ongoing evaluation of 
        how technologies acquired under this section--
                  [(A) will be integrated into the school 
                curriculum; and
                  [(B) will affect student achievement and 
                progress toward meeting the National Education 
                Goals and any challenging State content 
                standards and State student performance 
                standards that may be developed.
  [(d) Formation of Consortia.--A local educational agency for 
any fiscal year may apply for financial assistance as part of a 
consortium with other local educational agencies, institutions 
of higher education, intermediate educational units, libraries, 
or other educational entities appropriate to provide local 
programs. The State educational agency may assist in the 
formation of consortia among local educational agencies, 
providers of educational services for adults and families, 
institutions of higher education, intermediate educational 
units, libraries, or other appropriate educational entities to 
provide services for the teachers and students in a local 
educational agency at the request of such local educational 
agency.
  [(e) Coordination of Application Requirements.--If a local 
educational agency submitting an application for assistance 
under this section has developed a comprehensive education 
improvement plan, in conjunction with requirements under this 
Act or the Goals 2000: Educate America Act, the State 
educational agency may approve such plan, or a component of 
such plan, notwithstanding the requirements of subsection (e) 
if the State educational agency determines that such approval 
would further the purposes of this subpart.

[SEC. 3136. NATIONAL CHALLENGE GRANTS FOR TECHNOLOGY IN EDUCATION.

  [(a) Grants Authorized.--
          [(1) In general.--From amounts made available under 
        section 3115(b)(1) for any fiscal year the Secretary is 
        authorized to award grants, on a competitive basis, to 
        consortia having applications approved under subsection 
        (d), which consortia shall include at least one local 
        educational agency with a high percentage or number of 
        children living below the poverty line and may include 
        other local educational agencies, State educational 
        agencies, institutions of higher education, businesses, 
        academic content experts, software designers, museums, 
        libraries, or other appropriate entities.
          [(2) Duration.--Grants under this section shall be 
        awarded for a period of 5 years.
  [(b) Use of Grants.--Grants awarded under subsection (a) 
shall be used for activities similar to the activities 
described in section 3134.
  [(c) Priority.--In awarding grants under this section, the 
Secretary shall give priority to consortia which demonstrate in 
the application submitted under subsection (d) that--
          [(1) the project for which assistance is sought is 
        designed to serve areas with a high number or 
        percentage of disadvantaged students or the greatest 
        need for educational technology;
          [(2) the project will directly benefit students by, 
        for example, integrating the acquired technologies into 
        curriculum to help the local educational agency enhance 
        teaching, training, and student achievement;
          [(3) the project will ensure ongoing, sustained 
        professional development for teachers, administrators, 
        and school library media personnel served by the local 
        educational agency to further the use of technology in 
        the classroom or library media center;
          [(4) the project will ensure successful, effective, 
        and sustainable use of technologies acquired under this 
        subsection; and
          [(5) members of the consortia or other appropriate 
        entities will contribute substantial financial and 
        other resources to achieve the goals of the project.
  [(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 reasonably require.

[SEC. 3137. FEDERAL ADMINISTRATION.

  [(a) Evaluation Procedures.--The Secretary shall develop 
procedures for State and local evaluations of the programs 
under this subpart.
  [(b) Evaluation Summary.--The Secretary shall submit to the 
Congress four years after the enactment of the Improving 
America's Schools Act of 1994 a summary of the State 
evaluations of programs under this subpart in accordance with 
the provisions of section 14701.

  [Subpart 3--Regional Technical Support and Professional Development

[SEC. 3141. REGIONAL TECHNICAL SUPPORT AND PROFESSIONAL DEVELOPMENT.

  [(a) Grants Authorized.--
          [(1) Authority.--The Secretary, through the Office of 
        Educational Technology, shall make grants in accordance 
        with the provisions of this section, to regional 
        entities such as the Eisenhower Mathematics and Science 
        Regional Consortia under part C of title XIII, the 
        regional education laboratories, the comprehensive 
        regional assistance centers, or such other regional 
        entities as may be designated or established by the 
        Secretary. In awarding grants under this section, the 
        Secretary shall give priority to such consortia and 
        shall ensure that each geographic region of the United 
        States shall be served by such a consortium.
          [(2) Requirements.--Each consortium receiving a grant 
        under this section shall--
                  [(A) be composed of State educational 
                agencies, institutions of higher education, 
                nonprofit organizations, or a combination 
                thereof;
                  [(B) in cooperation with State and local 
                educational agencies, develop a regional 
                program that addresses professional 
                development, technical assistance, and 
                information resource dissemination, with 
                special emphasis on meeting the documented 
                needs of educators and learners in the region; 
                and
                  [(C) foster regional cooperation and resource 
                and coursework sharing.
  [(b) Functions.--
          [(1) Technical assistance.--Each consortium receiving 
        a grant under this section shall, to the extent 
        practicable--
                  [(A) collaborate with State educational 
                agencies and local educational agencies 
                requesting collaboration, particularly in the 
                development of strategies for assisting those 
                schools with the highest numbers or percentages 
                of disadvantaged students with little or no 
                access to technology in the classroom;
                  [(B) provide information, in coordination 
                with information available from the Secretary, 
                to State educational agencies, local 
                educational agencies, schools and adult 
                education programs, on the types and features 
                of various educational technology equipment and 
                software available, evaluate and make 
                recommendations on equipment and software that 
                support the National Education Goals and are 
                suited for a school's particular needs, and 
                compile and share information regarding 
                creative and effective applications of 
                technology in the classroom and school library 
                media centers in order to support the purposes 
                of this part;
                  [(C) collaborate with such State educational 
                agencies, local educational agencies, or 
                schools requesting to participate in the 
                tailoring of software programs and other 
                supporting materials to meet challenging State 
                content standards or challenging State student 
                performance standards that may be developed; 
                and
                  [(D) provide technical assistance to 
                facilitate use of the electronic dissemination 
                networks by State and local educational 
                agencies and schools throughout the region.
          [(2) Professional development.--Each consortium 
        receiving a grant under this section shall, to the 
        extent practicable--
                  [(A) develop and implement, in collaboration 
                with State educational agencies and 
                institutions of higher education, technology-
                specific, ongoing professional development, 
                such as--
                          [(i) intensive school year and summer 
                        workshops that use teachers, school 
                        librarians, and school library 
                        personnel to train other teachers, 
                        school librarians, and other school 
                        library media personnel; and
                          [(ii) distance professional 
                        development, including--
                                  [(I) interactive training 
                                tele-courses using researchers, 
                                educators, and 
                                telecommunications personnel 
                                who have experience in 
                                developing, implementing, or 
                                operating educational and 
                                instructional technology as a 
                                learning tool;
                                  [(II) onsite courses teaching 
                                teachers to use educational and 
                                instructional technology and to 
                                develop their own instructional 
                                materials for effectively 
                                incorporating technology and 
                                programming in their own 
                                classrooms;
                                  [(III) methods for successful 
                                integration of instructional 
                                technology into the curriculum 
                                in order to improve student 
                                learning and achievement;
                                  [(IV) video conferences and 
                                seminars which offer 
                                professional development 
                                through peer interaction with 
                                experts as well as other 
                                teachers using technologies in 
                                their classrooms; and
                                  [(V) mobile education 
                                technology and training 
                                resources;
                  [(B) develop training resources that--
                          [(i) are relevant to the needs of the 
                        region and schools within the region;
                          [(ii) are relevant to the needs of 
                        adult literacy staff and volunteers, 
                        including onsite courses on how to--
                                  [(I) use instructional 
                                technology; and
                                  [(II) develop instructional 
                                materials for adult learning; 
                                and
                          [(iii) are aligned with the needs of 
                        teachers and administrators in the 
                        region;
                  [(C) establish a repository of professional 
                development and technical assistance resources;
                  [(D) identify and link technical assistance 
                providers to State and local educational 
                agencies, as needed;
                  [(E) ensure that training, professional 
                development, and technical assistance meet the 
                needs of educators, parents, and students 
                served by the region;
                  [(F) assist colleges and universities within 
                the region to develop and implement preservice 
                training programs for students enrolled in 
                teacher education programs; and
                  [(G) assist local educational agencies and 
                schools in working with community members and 
                parents to develop support from communities and 
                parents for educational technology programs and 
                projects.
          [(3) Information and resource dissemination.--Each 
        consortium receiving a grant under this section shall, 
        to the extent practicable--
                  [(A) assist State and local educational 
                agencies in the identification and procurement 
                of financial, technological and human resources 
                needed to implement technology plans;
                  [(B) provide outreach and, at the request of 
                a State or local educational agency, work with 
                such agency to assist in the development and 
                validation of instructionally based technology 
                education resources; and
                  [(C) coordinate activities and establish 
                partnerships with organizations and 
                institutions of higher education that represent 
                the interests of the region as such interests 
                pertain to the application of technology in 
                teaching, learning, instructional management, 
                dissemination, collection and distribution of 
                educational statistics, and the transfer of 
                student information.
          [(4) Coordination.--Each consortium receiving a grant 
        under this section shall work collaboratively, and 
        coordinate the services the consortium provides, with 
        appropriate regional and other entities assisted in 
        whole or in part by the Department.

                    [Subpart 4--Product Development

[SEC. 3151. EDUCATIONAL TECHNOLOGY PRODUCT DEVELOPMENT.

  [(a) Purpose.--It is the purpose of this subpart to--
          [(1) support development of curriculum-based learning 
        resources using state-of-the-art technologies and 
        techniques designed to improve student learning; and
          [(2) support development of long-term comprehensive 
        instructional programming and associated support 
        resources that ensure maximum access by all educational 
        institutions.
  [(b) Federal Assistance Authorized.--
          [(1) In general.--The Secretary shall provide 
        assistance, on a competitive basis, to eligible 
        consortia to enable such entities to develop, produce, 
        and distribute state-of-the-art technology-enhanced 
        instructional resources and programming for use in the 
        classroom or to support professional development for 
        teachers.
          [(2) Grants and loans authorized.--In carrying out 
        the purposes of this section, the Secretary is 
        authorized to pay the Federal share of the cost of the 
        development, production, and distribution of state-of-
        the-art technology enhanced instructional resources and 
        programming--
                  [(A) by awarding grants to, or entering into 
                contracts or cooperative agreements with, 
                eligible consortia; or
                  [(B) by awarding loans to eligible consortia 
                which--
                          [(i) shall be secured in such manner 
                        and be repaid within such period, not 
                        exceeding 20 years, as may be 
                        determined by the Secretary;
                          [(ii) shall bear interest at a rate 
                        determined by the Secretary which shall 
                        be not more than the total of one-
                        quarter of 1 percent per annum added to 
                        the rate of interest paid by the 
                        Secretary on funds obtained from the 
                        Secretary of the Treasury; and
                          [(iii) may be forgiven by the 
                        Secretary, in an amount not to exceed 
                        25 percent of the total loan, under 
                        such terms and conditions as the 
                        Secretary may consider appropriate.
          [(3) Matching requirement.--The Secretary may require 
        any recipient of a grant or contract under this subpart 
        to share in the cost of the activities assisted under 
        such grant or contract, which non-Federal share shall 
        be announced through a notice in the Federal Register 
        and may be in the form of cash or in-kind 
        contributions, fairly valued.
          [(4) Eligible consortium.--For the purpose of this 
        subsection, the term ``eligible consortium'' means a 
        consortium--
                  [(A) that shall include--
                          [(i) a State or local educational 
                        agency; and
                          [(ii) a business, industry, or 
                        telecommunications entity; and
                  [(B) that may include--
                          [(i) a public or private nonprofit 
                        organization; or
                          [(ii) a postsecondary institution.
          [(5) Priorities.--In awarding assistance under this 
        section, the Secretary shall give priority to 
        applications describing programs or systems that--
                  [(A) promote the acquisition of higher-order 
                thinking skills and promise to raise the 
                achievement levels of all students, 
                particularly disadvantaged students who are not 
                realizing their potential;
                  [(B) are aligned with challenging State 
                content standards and State and local 
                curriculum frameworks;
                  [(C) may be adapted and applied nationally at 
                a reasonable cost over a broad technology 
                platform;
                  [(D) convert technology resources developed 
                with support from the Department of Defense and 
                other Federal agencies for effective use in the 
                classroom;
                  [(E) show promise of reducing the costs of 
                providing high-quality instruction;
                  [(F) show promise of expanding access to 
                high-quality instruction in content areas which 
                would otherwise not be available to students in 
                rural and urban communities or who are served 
                by other educational agencies with limited 
                financial resources;
                  [(G) are developed in consultation with 
                classroom teachers;
                  [(H) are developed through consultation and 
                collaboration with appropriate education 
                entities in designing the product to ensure 
                relevance to the voluntary national content 
                standards, the voluntary national student 
                performance standards and State curriculum 
                frameworks; and
                  [(I) are developed so that the product can be 
                adapted for use by adults in need of literacy 
                services, including English as a second 
                language and preparation for a secondary school 
                diploma or its recognized equivalent.
          [(6) Requirements for federal assistance.--Each 
        eligible consortium desiring Federal assistance under 
        this section shall submit an application to the 
        Secretary at such time and in such manner as the 
        Secretary may prescribe. Each application shall 
        include--
                  [(A) a description of how the product will 
                improve the achievement levels of students;
                  [(B) a description of how the activities 
                assisted under this section will promote 
                professional development of teachers and 
                administrators in the uses and applications of 
                the product, including the development of 
                training materials;
                  [(C) a description of design, development, 
                field testing, evaluation, and distribution of 
                products, where appropriate;
                  [(D) an assurance that the product shall 
                effectively serve a significant number or 
                percentage of economically disadvantaged 
                students;
                  [(E) plans for dissemination of products to a 
                wide audience of learners;
                  [(F) a description of how the product can be 
                adapted for use by students with disabilities 
                including provisions for closed captioning or 
                descriptive video, where appropriate;
                  [(G) a description of how ownership and 
                rights to the use and marketing of any product 
                developed by the consortium, including 
                intellectual property rights, will be allocated 
                among consortium participants; and
                  [(H) a description of the contributions, 
                including services and funds, to be made by 
                each member of the consortium, and how any 
                revenues derived from the sale of any product 
                developed by the consortium shall be 
                distributed.
  [(c) Consumer Report.--The Secretary shall provide for the 
independent evaluation of products developed under this section 
and shall disseminate information about products developed 
pursuant to provisions of this section to State and local 
educational agencies, and other organizations or individuals 
that the Secretary determines to be appropriate, through print 
and electronic media that are accessible to the education 
community at large.
  [(d) Proceeds.--The Secretary shall not prohibit an eligible 
consortium or any of the members of such consortium from 
receiving financial benefits from the distribution of any 
products resulting from the assistance received under this 
section. Notwithstanding any other provision of law, any 
profits or royalties received by a State educational agency, 
local educational agency, or other nonprofit member of an 
eligible consortium receiving assistance under this section 
shall be used to support further development of curriculum-
based learning resources, services, and programming or to 
provide access to such products for a wider audience.

                     [PART B--STAR SCHOOLS PROGRAM

[SEC. 3201. SHORT TITLE.

  [This part may be cited as the ``Star Schools Act''.

[SEC. 3202. FINDINGS.

  [The Congress finds that--
          [(1) the Star Schools program has helped to encourage 
        the use of distance learning strategies to serve multi-
        State regions primarily by means of satellite and 
        broadcast television;
          [(2) in general, distance learning programs have been 
        used effectively to provide students in small, rural, 
        and isolated schools with courses and instruction, such 
        as science and foreign language instruction, that the 
        local educational agency is not otherwise able to 
        provide; and
          [(3) distance learning programs may also be used to--
                  [(A) provide students of all ages in all 
                types of schools and educational settings with 
                greater access to high-quality instruction in 
                the full range of core academic subjects that 
                will enable such students to meet challenging, 
                internationally competitive, educational 
                standards;
                  [(B) expand professional development 
                opportunities for teachers;
                  [(C) contribute to achievement of the 
                National Education Goals; and
                  [(D) expand learning opportunities for 
                everyone.

[SEC. 3203. PURPOSE.

  [It is the purpose of this part to encourage improved 
instruction in mathematics, science, and foreign languages as 
well as other subjects, such as literacy skills and vocational 
education, and to serve underserved populations, including the 
disadvantaged, illiterate, limited-English proficient, and 
individuals with disabilities, through a star schools program 
under which grants are made to eligible telecommunication 
partnerships to enable such partnerships to--
          [(1) develop, construct, acquire, maintain and 
        operate telecommunications audio and visual facilities 
        and equipment;
          [(2) develop and acquire educational and 
        instructional programming; and
          [(3) obtain technical assistance for the use of such 
        facilities and instructional programming.

[SEC. 3204. GRANTS AUTHORIZED.

  [(a) Authority.--The Secretary, through the Office of 
Educational Technology, is authorized to make grants, in 
accordance with the provisions of this part, to eligible 
entities to pay the Federal share of the cost of--
          [(1) the development, construction, acquisition, 
        maintenance and operation of telecommunications 
        facilities and equipment;
          [(2) the development and acquisition of live, 
        interactive instructional programming;
          [(3) the development and acquisition of preservice 
        and inservice teacher training programs based on 
        established research regarding teacher-to-teacher 
        mentoring, effective skill transfer, and ongoing, in-
        class instruction;
          [(4) the establishment of teleconferencing facilities 
        and resources for making interactive training available 
        to teachers;
          [(5) obtaining technical assistance; and
          [(6) the coordination of the design and connectivity 
        of telecommunications networks to reach the greatest 
        number of schools.
  [(b) Duration.--
          [(1) In general.--The Secretary shall award grants 
        pursuant to subsection (a) for a period of 5 years.
          [(2) Renewal.--Grants awarded pursuant to subsection 
        (a) may be renewed for one additional three-year 
        period.
  [(c) Authorization of Appropriations.--
          [(1) In general.--There are authorized to be 
        appropriated $35,000,000 for fiscal year 1995, and such 
        sums as may be necessary for each of the four 
        succeeding fiscal years, to carry out this part.
          [(2) Availability.--Funds appropriated pursuant to 
        the authority of subsection (a) shall remain available 
        until expended.
  [(d) Limitations.--
          [(1) In general.--A grant under this section shall 
        not exceed--
                  [(A) five years in duration; and
                  [(B) $10,000,000 in any one fiscal year.
          [(2) Instructional programming.--Not less than 25 
        percent of the funds available to the Secretary in any 
        fiscal year under this part shall be used for the cost 
        of instructional programming.
          [(3) Special rule.--Not less than 50 percent of the 
        funds available in any fiscal year under this part 
        shall be used for the cost of facilities, equipment, 
        teacher training or retraining, technical assistance, 
        or programming, for local educational agencies which 
        are eligible to receive assistance under part A of 
        title I.
  [(e) Federal Share.--
          [(1) In general.--The Federal share of the cost of 
        projects funded under this section shall not exceed--
                  [(A) 75 percent for the first and second 
                years for which an eligible telecommunications 
                partnership receives a grant under this part;
                  [(B) 60 percent for the third and fourth such 
                years; and
                  [(C) 50 percent for the fifth such year.
          [(2) Reduction or waiver.--The Secretary may reduce 
        or waive the requirement of the non-Federal share under 
        paragraph (1) upon a showing of financial hardship.
  [(f) Authority To Accept Funds From Other Agencies.--The 
Secretary is authorized to accept funds from other Federal 
departments or agencies to carry out the purposes of this 
section, including funds for the purchase of equipment.
  [(g) Coordination.--The Department, the National Science 
Foundation, the Department of Agriculture, the Department of 
Commerce, and any other Federal department or agency operating 
a telecommunications network for educational purposes, shall 
coordinate the activities assisted under this part with the 
activities of such department or agency relating to a 
telecommunications network for educational purposes.
  [(h) Closed Captioning and Descriptive Video.--Each entity 
receiving funds under this part is encouraged to provide--
          [(1) closed captioning of the verbal content of such 
        program, where appropriate, to be broadcast by way of 
        line 21 of the vertical blanking interval, or by way of 
        comparable successor technologies; and
          [(2) descriptive video of the visual content of such 
        program, as appropriate.

[SEC. 3205. ELIGIBLE ENTITIES.

  [(a) Eligible Entities.--
          [(1) Required participation.--The Secretary may make 
        a grant under section 3204 to any eligible entity, if 
        at least one local educational agency is participating 
        in the proposed project.
          [(2) Eligible entity.--For the purpose of this part, 
        the term ``eligible entity'' may include--
                  [(A) a public agency or corporation 
                established for the purpose of developing and 
                operating telecommunications networks to 
                enhance educational opportunities provided by 
                educational institutions, teacher training 
                centers, and other entities, except that any 
                such agency or corporation shall represent the 
                interests of elementary and secondary schools 
                that are eligible to participate in the program 
                under part A of title I; or
                  [(B) a partnership that will provide 
                telecommunications services and which includes 
                3 or more of the following entities, at least 1 
                of which shall be an agency described in clause 
                (i) or (ii):
                          [(i) a local educational agency that 
                        serves a significant number of 
                        elementary and secondary schools that 
                        are eligible for assistance under part 
                        A of title I,or elementary and 
secondary schools operated or funded for Indian children by the 
Department of the Interior eligible under section 1121(b)(2);
                          [(ii) a State educational agency;
                          [(iii) adult and family education 
                        programs;
                          [(iv) an institution of higher 
                        education or a State higher education 
                        agency;
                          [(v) a teacher training center or 
                        academy that--
                                  [(I) provides teacher pre-
                                service and in-service 
                                training; and
                                  [(II) receives Federal 
                                financial assistance or has 
                                been approved by a State 
                                agency;
                          [(vi) (I) a public or private entity 
                        with experience and expertise in the 
                        planning and operation of a 
                        telecommunications network, including 
                        entities involved in telecommunications 
                        through satellite, cable, telephone, or 
                        computer; or
                          [(II) a public broadcasting entity 
                        with such experience; or
                          [(vii) a public or private elementary 
                        or secondary school.
  [(b) Special Rule.--An eligible entity receiving assistance 
under this part shall be organized on a statewide or multistate 
basis.

[SEC. 3206. APPLICATIONS.

  [(a) Applications Required.--Each eligible entity which 
desires to receive a grant under section 3204 shall submit an 
application to the Secretary, at such time, in such manner, and 
containing or accompanied by such information as the Secretary 
may reasonably require.
  [(b) Star School Award Applications.--Each application 
submitted pursuant to subsection (a) shall--
          [(1) describe how the proposed project will assist in 
        achieving the National Education Goals, how such 
        project will assist all students to have an opportunity 
        to learn to challenging State standards, how such 
        project will assist State and local educational reform 
        efforts, and how such project will contribute to 
        creating a high quality system of lifelong learning;
          [(2) describe the telecommunications facilities and 
        equipment and technical assistance for which assistance 
        is sought, which may include--
                  [(A) the design, development, construction, 
                acquisition, maintenance and operation of State 
                or multistate educational telecommunications 
                networks and technology resource centers;
                  [(B) microwave, fiber optics, cable, and 
                satellite transmission equipment or any 
                combination thereof;
                  [(C) reception facilities;
                  [(D) satellite time;
                  [(E) production facilities;
                  [(F) other telecommunications equipment 
                capable of serving a wide geographic area;
                  [(G) the provision of training services to 
                instructors who will be using the facilities 
                and equipment for which assistance is sought, 
                including training in using such facilities and 
                equipment and training in integrating programs 
                into the classroom curriculum; and
                  [(H) the development of educational and 
                related programming for use on a 
                telecommunications network;
          [(3) in the case of an application for assistance for 
        instructional programming, describe the types of 
        programming which will be developed to enhance 
        instruction and training and provide assurances that 
        such programming will be designed in consultation with 
        professionals (including classroom teachers) who are 
        experts in the applicable subject matter and grade 
        level;
          [(4) describe how the eligible entity has engaged in 
        sufficient survey and analysis of the area to be served 
        to ensure that the services offered by the eligible 
        entity will increase the availability of courses of 
        instruction in English, mathematics, science, foreign 
        languages, arts, history, geography, or other 
        disciplines;
          [(5) describe the professional development policies 
        for teachers and other school personnel to be 
        implemented to ensure the effective use of the 
        telecommunications facilities and equipment for which 
        assistance is sought;
          [(6) describe the manner in which historically 
        underserved students (such as students from low-income 
        families, limited English proficient students, students 
        with disabilities, or students who have low literacy 
        skills) and their families, will participate in the 
        benefits of the telecommunications facilities, 
        equipment, technical assistance, and programming 
        assisted under this part;
          [(7) describe how existing telecommunications 
        equipment, facilities, and services, where available, 
        will be used;
          [(8) provide assurances that the financial interest 
        of the United States in the telecommunications 
        facilities and equipment will be protected for the 
        useful life of such facilities and equipment;
          [(9) provide assurances that a significant portion of 
        any facilities and equipment, technical assistance, and 
        programming for which assistance is sought for 
        elementary and secondary schools will be made available 
        to schools or local educational agencies that have a 
        high number or percentage of children eligible to be 
        counted under part A of title I;
          [(10) provide assurances that the applicant will use 
        the funds provided under this part to supplement and 
        not supplant funds otherwise available for the purposes 
        of this part;
          [(11) if any member of the consortia receives 
        assistance under subpart 3 of part A, describe how 
        funds received under this part will be coordinated with 
        funds received for educational technology in the 
        classroom under such section;
          [(12) describe the activities or services for which 
        assistance is sought, such as--
                  [(A) providing facilities, equipment, 
                training services, and technical assistance;
                  [(B) making programs accessible to students 
                with disabilities through mechanisms such as 
                closed captioning and descriptive video 
                services;
                  [(C) linking networks around issues of 
                national importance (such as elections) or to 
                provide information about employment 
                opportunities, job training, or student and 
                other social service programs;
                  [(D) sharing curriculum resources between 
                networks and development of program guides 
                which demonstrate cooperative, cross-network 
                listing of programs for specific curriculum 
                areas;
                  [(E) providing teacher and student support 
                services including classroom and training 
                support materials which permit student and 
                teacher involvement in the live interactive 
                distance learning telecasts;
                  [(F) incorporating community resources such 
                as libraries and museums into instructional 
                programs;
                  [(G) providing professional development for 
                teachers, including, as appropriate, training 
                to early childhood development and Head Start 
                teachers and staff and vocational education 
                teachers and staff, and adult and family 
                educators;
                  [(H) providing programs for adults to 
                maximize the use of telecommunications 
                facilities and equipment;
                  [(I) providing teacher training on proposed 
                or established voluntary national content 
                standards in mathematics and science and other 
                disciplines as such standards are developed; 
                and
                  [(J) providing parent education programs 
                during and after the regular school day which 
                reinforce a student's course of study and 
                actively involve parents in the learning 
                process;
          [(13) describe how the proposed project as a whole 
        will be financed and how arrangements for future 
        financing will be developed before the project expires;
          [(14) provide an assurance that a significant portion 
        of any facilities, equipment, technical assistance, and 
        programming for which assistance is sought for 
        elementary and secondary schools will be made available 
        to schools in local educational agencies that have a 
        high percentage of children counted for the purpose of 
        part A of title I;
          [(15) provide an assurance that the applicant will 
        provide such information and cooperate in any 
        evaluation that the Secretary may conduct under this 
        part; and
          [(16) include such additional assurances as the 
        Secretary may reasonably require.
  [(c) Priorities.--The Secretary, in approving applications 
for grants authorized under section 3204, shall give priority 
to applications describing projects that--
          [(1) propose high-quality plans to assist in 
        achieving one or more of the National Education Goals, 
        will provide instruction consistent with State content 
        standards, or will otherwise provide significant and 
        specific assistance to States and local educational 
        agencies undertaking systemic education reform;
          [(2) will provide services to programs serving 
        adults, especially parents, with low levels of 
        literacy;
          [(3) will serve schools with significant numbers of 
        children counted for the purposes of part A of title I;
          [(4) ensure that the eligible entity will--
                  [(A) serve the broadest range of 
                institutions, programs providing instruction 
                outside of the school setting, programs serving 
                adults, especially parents, with low levels of 
                literacy, institutions of higher education, 
                teacher training centers, research institutes, 
                and private industry;
                  [(B) have substantial academic and teaching 
                capabilities, including the capability of 
                training, retraining, and inservice upgrading 
                of teaching skills and the capability to 
                provide professional development;
                  [(C) provide a comprehensive range of courses 
                for educators to teach instructional strategies 
                for students with different skill levels;
                  [(D) provide training to participating 
                educators in ways to integrate 
                telecommunications courses into existing school 
                curriculum;
                  [(E) provide instruction for students, 
                teachers, and parents;
                  [(F) serve a multistate area; and
                  [(G) give priority to the provision of 
                equipment and linkages to isolated areas; and
          [(5) involve a telecommunications entity (such as a 
        satellite, cable, telephone, computer, or public or 
        private television stations) participating in the 
        eligible entity and donating equipment or in-kind 
        services for telecommunications linkages.
  [(d) Geographic Distribution.--In approving applications for 
grants authorized under section 3204, the Secretary shall, to 
the extent feasible, ensure an equitable geographic 
distribution of services provided under this part.

[SEC. 3207. LEADERSHIP AND EVALUATION ACTIVITIES.

  [(a) Reservation.--From the amount appropriated pursuant to 
the authority of section 3204(c)(1) in each fiscal year, the 
Secretary may reserve not more than 5 percent of such amount 
for national leadership, evaluation, and peer review 
activities.
  [(b) Method of Funding.--The Secretary may fund the 
activities described in subsection (a) directly or through 
grants, contracts, and cooperative agreements.
  [(c) Uses of Funds.--
          [(1) Leadership.--Funds reserved for leadership 
        activities under subsection (a) may be used for--
                  [(A) disseminating information, including 
                lists and descriptions of services available 
                from grant recipients under this part; and
                  [(B) other activities designed to enhance the 
                quality of distance learning activities 
                nationwide.
          [(2) Evaluation.--Funds reserved for evaluation 
        activities under subsection (a) may be used to conduct 
        independent evaluations of the activities assisted 
        under this part and of distance learning in general, 
        including--
                  [(A) analyses of distance learning efforts, 
                including such efforts that are assisted under 
                this part and such efforts that are not 
                assisted under this part; and
                  [(B) comparisons of the effects, including 
                student outcomes, of different technologies in 
                distance learning efforts.
          [(3) Peer review.--Funds reserved for peer review 
        activities under subsection (a) may be used for peer 
        review of--
                  [(A) applications for grants under this part; 
                and
                  [(B) activities assisted under this part.

[SEC. 3208. DEFINITIONS.

  [As used in this part--
          [(1) the term ``educational institution'' means an 
        institution of higher education, a local educational 
        agency, or a State educational agency;
          [(2) the term ``instructional programming'' means 
        courses of instruction and training courses for 
        elementary and secondary students, teachers, and 
        others, and materials for use in such instruction and 
        training that have been prepared in audio and visual 
        form on tape, disc, film, or live, and presented by 
        means of telecommunications devices; and
          [(3) the term ``public broadcasting entity'' has the 
        same meaning given such term in section 397 of the 
        Communications Act of 1934.

[SEC. 3209. ADMINISTRATIVE PROVISIONS.

  [(a) Continuing Eligibility.--
          [(1) In general.--In order to be eligible to receive 
        a grant under section 3204 for a second 3-year grant 
        period an eligible entity shall demonstrate in the 
        application submitted pursuant to section 3206 that 
        such partnership shall--
                  [(A) continue to provide services in the 
                subject areas and geographic areas assisted 
                with funds received under this part for the 
                previous 5-year grant period; and
                  [(B) use all grant funds received under this 
                part for the second 3-year grant period to 
                provide expanded services by--
                          [(i) increasing the number of 
                        students, schools or school districts 
                        served by the courses of instruction 
                        assisted under this part in the 
                        previous fiscal year;
                          [(ii) providing new courses of 
                        instruction; and
                          [(iii) serving new populations of 
                        underserved individuals, such as 
                        children or adults who are 
                        disadvantaged, have limited-English 
                        proficiency, are individuals with 
                        disabilities, are illiterate, or lack 
                        secondary school diplomas or their 
                        recognized equivalent.
          [(2) Special rule.--Grant funds received pursuant to 
        paragraph (1) shall be used to supplement and not 
        supplant services provided by the grant recipient under 
        this part in the previous fiscal year.
  [(b) Federal Activities.--The Secretary may assist grant 
recipients under section 3204 in acquiring satellite time, 
where appropriate, as economically as possible.

[SEC. 3210. OTHER ASSISTANCE.

  [(a) Special Statewide Network.--
          [(1) In general.--The Secretary, through the Office 
        of Educational Technology, may provide assistance to a 
        statewide telecommunications network under this 
        subsection if such network--
                  [(A) provides 2-way full motion interactive 
                video and audio communications;
                  [(B) links together public colleges and 
                universities and secondary schools throughout 
                the State; and
                  [(C) meets any other requirements determined 
                appropriate by the Secretary.
          [(2) State contribution.--A statewide 
        telecommunications network assisted under paragraph (1) 
        shall contribute, either directly or through private 
        contributions, non-Federal funds equal to not less than 
        50 percent of the cost of such network.
  [(b) Special Local Network.--
          [(1) In general.--The Secretary may provide 
        assistance, on a competitive basis, to a local 
        educational agency or consortium thereof to enable such 
        agency or consortium to establish a high technology 
        demonstration program.
          [(2) Program requirements.--A high technology 
        demonstration program assisted under paragraph (1) 
        shall--
                  [(A) include 2-way full motion interactive 
                video, audio and text communications;
                  [(B) link together elementary and secondary 
                schools, colleges, and universities;
                  [(C) provide parent participation and family 
                programs;
                  [(D) include a staff development program; and
                  [(E) have a significant contribution and 
                participation from business and industry.
          [(3) Special rule.--Each high technology 
        demonstration program assisted under paragraph (1) 
        shall be of sufficient size and scope to have an effect 
        on meeting the National Education Goals.
          [(4) Matching requirement.--A local educational 
        agency or consortium receiving a grant under paragraph 
        (1) shall provide, either directly or through private 
        contributions, non-Federal matching funds equal to not 
        less than 50 percent of the amount of the grant.
  [(c) Telecommunications Programs for Continuing Education.--
          [(1) Authority.--The Secretary is authorized to award 
        grants, on a competitive basis, to eligible entities to 
        enable such partnerships to develop and operate one or 
        more programs which provide on-line access to 
        educational resources in support of continuing 
        education and curriculum requirements relevant to 
        achieving a secondary school diploma or its recognized 
        equivalent. The program authorized by this section 
        shall be designed to advance adult literacy, secondary 
        school completion and the acquisition of specified 
        competency by the end of the 12th grade, as envisioned 
        by the Goals 2000: Educate America Act.
          [(2) Application.--Each eligible entity desiring a 
        grant under this section shall submit an application to 
        the Secretary. Each such application shall--
                  [(A) demonstrate that the applicant will use 
                publicly funded or free public 
                telecommunications infrastructure to deliver 
                video, voice and data in an integrated service 
                to support and assist in the acquisition of a 
                secondary school diploma or its recognized 
                equivalent;
                  [(B) assure that the content of the materials 
                to be delivered is consistent with the 
                accreditation requirements of the State for 
                which such materials are used;
                  [(C) incorporate, to the extent feasible, 
                materials developed in the Federal departments 
                and agencies and under appropriate federally 
                funded projects and programs;
                  [(D) assure that the applicant has the 
                technological and substantive experience to 
                carry out the program; and
                  [(E) contain such additional assurances as 
                the Secretary may reasonably require.

                   [PART C--READY-TO-LEARN TELEVISION

[SEC. 3301. READY-TO-LEARN.

  [(a) In General.--The Secretary is authorized to award grants 
to or enter into contracts or cooperative agreements with 
eligible entities described in section 3302(b) to develop, 
produce, and distribute educational and instructional video 
programming for preschool and elementary school children and 
their parents in order to facilitate the achievement of the 
National Education Goals.
  [(b) Availability.--In making such grants, contracts, or 
cooperative agreements, the Secretary shall ensure that 
recipients make programming widely available with support 
materials as appropriate to young children, their parents, 
child care workers, and Head Start providers to increase the 
effective use of such programming.

[SEC. 3302. EDUCATIONAL PROGRAMMING.

  [(a) Awards.--The Secretary shall award grants, contracts, or 
cooperative agreements to eligible entities to--
          [(1) facilitate the development directly or through 
        contracts with producers of children and family 
        educational television programming, educational 
        programming for preschool and elementary school 
        children, and accompanying support materials and 
        services that promote the effective use of such 
        programming; and
          [(2) enable such entities to contract with entities 
        (such as public telecommunications entities and those 
        funded under the Star Schools Act) so that programs 
        developed under this section are disseminated and 
        distributed to the widest possible audience appropriate 
        to be served by the programming by the most appropriate 
        distribution technologies.
  [(b) Eligible Entities.--To be eligible to receive a grant, 
contract, or cooperative agreement under subsection (a), an 
entity shall be--
          [(1) a nonprofit entity (including a public 
        telecommunications entity) able to demonstrate a 
        capacity for the development and distribution of 
        educational and instructional television programming of 
        high quality for preschool and elementary school 
        children; and
          [(2) able to demonstrate a capacity to contract with 
        the producers of children's television programming for 
        the purpose of developing educational television 
        programming of high quality for preschool and 
        elementary school children.
  [(c) Cultural Experiences.--Programming developed under this 
section shall reflect the recognition of diverse cultural 
experiences and the needs and experiences of both boys and 
girls in engaging and preparing young children for schooling.

[SEC. 3303. DUTIES OF SECRETARY.

  [The Secretary is authorized--
          [(1) to establish and administer a Special Projects 
        of National Significance program to award grants, 
        contracts, or cooperative agreements to public and 
        nonprofit private entities, or local public television 
        stations or such public television stations that are 
        part of a consortium with one or more State educational 
        agencies, local educational agencies, local schools, 
        institutions of higher education, or community-based 
        organizations of demonstrated effectiveness, for the 
        purpose of--
                  [(A) addressing the learning needs of young 
                children in limited English proficient 
                households, and developing appropriate 
                educational and instructional television 
                programming to foster the school readiness of 
                such children;
                  [(B) developing programming and support 
                materials to increase family literacy skills 
                among parents to assist parents in teaching 
                their children and utilizing educational 
                television programming to promote school 
                readiness; and
                  [(C) identifying, supporting, and enhancing 
                the effective use and outreach of innovative 
                programs that promote school readiness;
          [(2) to establish within the Department a 
        clearinghouse to compile and provide information, 
        referrals and model program materials and programming 
        obtained or developed under this part to parents, child 
        care providers, and other appropriate individuals or 
        entities to assist such individuals and entities in 
        accessing programs and projects under this part; and
          [(3) to develop and disseminate training materials, 
        including--
                  [(A) interactive programs and programs 
                adaptable to distance learning technologies 
                that are designed to enhance knowledge of 
                children's social and cognitive skill 
                development and positive adult-child 
                interactions; and
                  [(B) support materials to promote the 
                effective use of materials developed under 
                paragraph (2);
        among parents, Head Start providers, in-home and center 
        based day care providers, early childhood development 
        personnel, and elementary school teachers, public 
        libraries, and after school program personnel caring 
        for preschool and elementary school children;
          [(4) coordinate activities with the Secretary of 
        Health and Human Services in order to--
                  [(A) maximize the utilization of quality 
                educational programming by preschool and 
                elementary school children, and make such 
                programming widely available to federally 
                funded programs serving such populations; and
                  [(B) provide information to recipients of 
                funds under Federal programs that have major 
                training components for early childhood 
                development, including Head Start, Even Start, 
                and State training activities funded under the 
                Child Care Development Block Grant Act of 1990 
                regarding the availability and utilization of 
                materials developed under paragraph (3) to 
                enhance parent and child care provider skills 
                in early childhood development and education.

[SEC. 3304. APPLICATIONS.

  [Each eligible entity desiring a grant, contract, or 
cooperative agreement under section 3301 or 3303 shall submit 
an application to the Secretary at such time, in such manner, 
and accompanied by such information as the Secretary may 
reasonably require.

[SEC. 3305. REPORTS AND EVALUATION.

  [(a) Annual Report to Secretary.--An entity receiving funds 
under section 3301 shall prepare and submit to the Secretary an 
annual report which contains such information as the Secretary 
may require. At a minimum, the report shall describe the 
program activities undertaken with funds received under this 
section, including--
          [(1) the programming that has been developed directly 
        or indirectly by the entity, and the target population 
        of the programs developed;
          [(2) the support materials that have been developed 
        to accompany the programming, and the method by which 
        such materials are distributed to consumers and users 
        of the programming;
          [(3) the means by which programming developed under 
        this section has been distributed, including the 
        distance learning technologies that have been utilized 
        to make programming available and the geographic 
        distribution achieved through such technologies; and
          [(4) the initiatives undertaken by the entity to 
        develop public-private partnerships to secure non-
        Federal support for the development and distribution 
        and broadcast of educational and instructional 
        programming.
  [(b) Report to Congress.--The Secretary shall prepare and 
submit to the relevant committees of Congress a biannual report 
which includes--
          [(1) a summary of the information made available 
        under section 3302(a); and
          [(2) a description of the training materials made 
        available under section 3303(3), the manner in which 
        outreach has been conducted to inform parents and child 
        care providers of the availability of such materials, 
        and the manner in which such materials have been 
        distributed in accordance with such section.

[SEC. 3306. ADMINISTRATIVE COSTS.

  [With respect to the implementation of section 3302, entities 
receiving a grant, contract, or cooperative agreement from the 
Secretary may use not more than 5 percent of the amounts 
received under such section for the normal and customary 
expenses of administering the grant, contract, or cooperative 
agreement.

[SEC. 3307. DEFINITION.

  [For the purposes of this part, the term ``distance learning' 
means the transmission of educational or instructional 
programming to geographically dispersed individuals and groups 
via telecommunications.

[SEC. 3308. AUTHORIZATION OF APPROPRIATIONS.

  [(a) In General.--There are authorized to be appropriated to 
carry out this part, $30,000,000 for fiscal year 1995, and such 
sums as may be necessary for each of the four succeeding fiscal 
years. Not less than 60 percent of the amounts appropriated 
under this subsection for each fiscal year shall be used to 
carry out section 3302.
  [(b) Special Projects.--Of the amount appropriated under 
subsection (b) for each fiscal year, at least 10 percent of 
such amount shall be used for each such fiscal year for 
activities under section 3303(1)(C).

   [PART D--TELECOMMUNICATIONS DEMONSTRATION PROJECT FOR MATHEMATICS

[SEC. 3401. PROJECT AUTHORIZED.

  [The Secretary is authorized to make grants to a nonprofit 
telecommunications entity, or partnership of such entities, for 
the purpose of carrying out a national telecommunications-based 
demonstration project to improve the teaching of mathematics. 
The demonstration project authorized by this part shall be 
designed to assist elementary and secondary school teachers in 
preparing all students for achieving State content standards.

[SEC. 3402. APPLICATION REQUIRED.

  [(a) In General.--Each nonprofit telecommunications entity, 
or partnership of such entities, desiring a grant under this 
part shall submit an application to the Secretary. Each such 
application shall--
          [(1) demonstrate that the applicant will use the 
        existing publicly funded telecommunications 
        infrastructure to deliver video, voice and data in an 
        integrated service to train teachers in the use of new 
        standards-based curricula materials and learning 
        technologies;
          [(2) assure that the project for which assistance is 
        sought will be conducted in cooperation with 
        appropriate State educational agencies, local 
        educational agencies, State or local nonprofit public 
        telecommunications entities, and a national mathematics 
        education professional association that has developed 
        content standards;
          [(3) assure that a significant portion of the 
        benefits available for elementary and secondary schools 
        from the project for which assistance is sought will be 
        available to schools of local educational agencies 
        which have a high percentage of children counted for 
        the purpose of part A of title I; and
          [(4) contain such additional assurances as the 
        Secretary may reasonably require.
  [(b) Approval of Applications; Number of Demonstration 
Sites.--In approving applications under this section, the 
Secretary shall assure that the demonstration project 
authorized by this part is conducted at elementary and 
secondary school sites in at least 15 States.

[SEC. 3403. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated to carry out this 
part, $5,000,000 for the fiscal year 1995, and such sums as may 
be necessary for each of the four succeeding fiscal years.

     [PART E--ELEMENTARY MATHEMATICS AND SCIENCE EQUIPMENT PROGRAM

[SEC. 3501. SHORT TITLE.

  [This part may be cited as the ``Elementary Mathematics and 
Science Equipment Act''.

[SEC. 3502. STATEMENT OF PURPOSE.

  [It is the purpose of this part to raise the quality of 
instruction in mathematics and science in the Nation's 
elementary schools by providing equipment and materials 
necessary for hands-on instruction through assistance to State 
and local educational agencies.

[SEC. 3503. PROGRAM AUTHORIZED.

  [The Secretary is authorized to make allotments to State 
educational agencies under section 3504 to enable such agencies 
to award grants to local educational agencies for the purpose 
of providing equipment and materials to elementary schools to 
improve mathematics and science education in such schools.

[SEC. 3504. ALLOTMENTS OF FUNDS.

  [(a) In General.--From the amount appropriated under section 
3509 for any fiscal year, the Secretary shall reserve--
          [(1) not more than one-half of 1 percent for 
        allotment among Guam, American Samoa, the Virgin 
        Islands, and the Northern Mariana Islands according to 
        their respective needs for assistance under this part; 
        and
          [(2) one-half of 1 percent for programs for Indian 
        students served by schools funded by the Secretary of 
        the Interior which are consistent with the purposes of 
        this part.
  [(b) Allotment.--
          [(1) In general.--The remainder of the amount so 
        appropriated (after meeting requirements in subsection 
        (a)) shall be allotted among State educational agencies 
        so that--
                  [(A) one-half of such remainder shall be 
                distributed by allotting to each State 
                educational agency an amount which bears the 
                same ratio to such one-half of such remainder 
                as the number of children aged 5 to 17, 
                inclusive, in the State bears to the number of 
                such children in all States; and
                  [(B) one-half of such remainder shall be 
                distributed according to each State's share of 
                allocations under part A of title I.
          [(2) Minimum.--Except as provided in paragraph (3), 
        no State educational agency shall receive an allotment 
        under this subsection for any fiscal year in an amount 
        that is--
                  [(A) less than one-half of 1 percent of the 
                amount made available under this subsection for 
                such fiscal year; or
                  [(B) less than the amount allotted to such 
                State for fiscal year 1988 under title II of 
                the Education for Economic Security Act.
          [(3) Ratable reductions.--(A) If the sums made 
        available under this part for any fiscal year are 
        insufficient to pay the full amounts that all State 
        educational agencies are eligible to receive under 
        paragraph (2)(B) for such year, the Secretary shall 
        ratably reduce the allotment to such agencies for such 
        year.
          [(B) If additional funds become available for making 
        payments under paragraph (2)(B) for such fiscal year, 
        allotments that were reduced under subparagraph (A) 
        shall be increased on the same basis as such allotments 
        were reduced.
  [(c) Reallotment of Unused Funds.--The amount of any State 
educational agency's allotment under subsection (b) for any 
fiscal year to carry out this part which the Secretary 
determines will not be required for that fiscal year to carry 
out this part shall be available for reallotment from time to 
time, on such dates during that year as the Secretary may 
determine, to other State educational agencies in proportion to 
the original allotments to those State educational agencies 
under subsection (b) for that year but with such proportionate 
amount for any of those other State educational agencies being 
reduced to the extent it exceeds the sum the Secretary 
estimates that the State educational agency needs and will be 
able to use for that year, and the total of those reductions 
shall be similarly reallotted among the State educational 
agencies whose proportionate amounts were not so reduced. Any 
amounts reallotted to a State educational agency under this 
subsection during a year shall be deemed a part of the State 
educational agency's allotment under subsection (b) for that 
year.
  [(d) Definition.--For the purposes of this part the term 
``State'' means each of the 50 States, the District of 
Columbia, and the Commonwealth of Puerto Rico.
  [(e) Data.--The number of children aged 5 to 17, inclusive, 
in the State and in all States shall be determined by the 
Secretary on the basis of the most recent satisfactory data 
available to the Secretary.

[SEC. 3505. STATE APPLICATION.

  [(a) Application.--Each State educational agency desiring to 
receive an allotment under this part shall file an application 
with the Secretary which covers a period of 5 fiscal years. 
Such application shall be filed at such time, in such manner, 
and containing or accompanied by such information as the 
Secretary may reasonably require.
  [(b) Contents of Application.--Each application described in 
subsection (a) shall--
          [(1) provide assurances that--
                  [(A) the State educational agency shall use 
                the allotment provided under this part to award 
                grants to local educational agencies within the 
                State to enable such local educational agencies 
                to provide assistance to schools served by such 
                agency to carry out the purpose of this part;
                  [(B) the State educational agency will 
                provide such fiscal control and funds 
                accounting as the Secretary may require;
                  [(C) every public elementary school in the 
                State is eligible to receive assistance under 
                this part once over the 5-year duration of the 
                program assisted under this part;
                  [(D) funds provided under this part will 
                supplement, not supplant, State and local funds 
                made available for activities authorized under 
                this part;
                  [(E) during the 5-year period described in 
                the application, the State educational agency 
                will evaluate its standards and programs for 
                teacher preparation and inservice professional 
                development for elementary mathematics and 
                science;
                  [(F) the State educational agency will take 
                into account the needs for greater access to 
                and participation in mathematics and science by 
                students and teachers from historically 
                underrepresented groups, including females, 
                minorities, individuals with limited English 
                proficiency, the economically disadvantaged, 
                and individuals with disabilities; and
                  [(G) that the needs of teachers and students 
                in areas with high concentrations of low-income 
                students and sparsely populated areas will be 
                given priority in awarding assistance under 
                this part;
          [(2) provide, if appropriate, a description of how 
        funds paid under this part will be coordinated with 
        State and local funds and other Federal resources, 
        particularly with respect to programs for the 
        professional development and inservice training of 
        elementary school teachers in science and mathematics; 
        and
          [(3) describe procedures--
                  [(A) for submitting applications for programs 
                described in section 3506 for distribution of 
                assistance under this part within the State; 
                and
                  [(B) for approval of applications by the 
                State educational agency, including appropriate 
                procedures to assure that such agency will not 
                disapprove an application without notice and 
                opportunity for a hearing.
  [(c) State Administration.--Not more than 5 percent of the 
funds allotted to each State educational agency under this part 
shall be used for the administrative costs of such agency 
associated with carrying out the program assisted under this 
part.

[SEC. 3506. LOCAL APPLICATION.

  [(a) Application.--A local educational agency that desires to 
receive a grant under this part shall submit an application to 
the State educational agency. Each such application shall 
contain assurances that each school served by the local 
educational agency shall be eligible for assistance under this 
part only once.
  [(b) Contents of Application.--Each application described in 
subsection (a) shall--
          [(1) describe how the local educational agency plans 
        to set priorities on the use and distribution among 
        schools of grant funds received under this part to meet 
        the purpose of this part;
          [(2) include assurances that the local educational 
        agency has made every effort to match on a dollar-for-
        dollar basis from private or public sources the funds 
        received under this part, except that no such 
        application shall be penalized or denied assistance 
        under this part based on failure to provide such 
        matching funds;
          [(3) describe, if applicable, how funds under this 
        part will be coordinated with State, local, and other 
        Federal resources, especially with respect to programs 
        for the professional development and inservice training 
        of elementary school teachers in science and 
        mathematics; and
          [(4) describe the process which will be used to 
        determine different levels of assistance to be awarded 
        to schools with different needs.
  [(c) Priority.--In awarding grants under this part, the State 
educational agency shall give priority to applications that--
          [(1) assign highest priority to providing assistance 
        to schools which--
                  [(A) are most seriously underequipped; or
                  [(B) serve large numbers or percentages of 
                economically disadvantaged students;
          [(2) are attentive to the needs of underrepresented 
        groups in science and mathematics;
          [(3) demonstrate how science and mathematics 
        equipment will be part of a comprehensive plan of 
        curriculum planning or implementation and teacher 
        training supporting hands-on laboratory activities; and
          [(4) assign priority to providing equipment and 
        materials for students in grades 1 through 6.

[SEC. 3507. PROGRAM REQUIREMENTS.

  [(a) Coordination.--Each State educational agency receiving 
an allotment under this part shall--
          [(1) disseminate information to school districts and 
        schools, including private nonprofit elementary 
        schools, regarding the program assisted under this 
        part;
          [(2) evaluate applications of local educational 
        agencies;
          [(3) award grants to local educational agencies based 
        on the priorities described in section 3506(c); and
          [(4) evaluate local educational agencies' end-of-year 
        summaries and submit such evaluation to the Secretary.
  [(b) Limitations on Use of Funds.--
          [(1) In general.--Except as provided in paragraph 
        (2), grant funds and matching funds under this part 
        only shall be used to purchase science equipment, 
        science materials, or mathematical manipulative 
        materials and shall not be used for computers, computer 
        peripherals, software, textbooks, or staff development 
        costs.
          [(2) Capital improvements.--Grant funds under this 
        part may not be used for capital improvements. Not more 
        than 50 percent of any matching funds provided by the 
        local educational agency may be used for capital 
        improvements of classroom science facilities to support 
        the hands-on instruction that this part is intended to 
        support, such as the installation of electrical 
        outlets, plumbing, lab tables or counters, or 
        ventilation mechanisms.

[SEC. 3508. FEDERAL ADMINISTRATION.

  [(a) Technical Assistance and Evaluation Procedures.--The 
Secretary shall provide technical assistance and, in 
consultation with State and local representatives of the 
program assisted under this part, shall develop procedures for 
State and local evaluations of the programs assisted under this 
part.
  [(b) Report.--The Secretary shall report to the Congress each 
year on the program assisted under this part in accordance with 
section 10701.

[SEC. 3509. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated $30,000,000 for 
fiscal year 1995, and such sums as may be necessary for each of 
the four succeeding fiscal years, to carry out this part.

   [PART F--ELEMENTARY AND SECONDARY SCHOOL LIBRARY MEDIA RESOURCES 
                                PROGRAM

[SEC. 3601. PROGRAM AUTHORIZED.

  [The Secretary shall award grants or make allocations in 
accordance with section 3602 for the acquisition of school 
library media resources for the use of students, library media 
specialists, and teachers in elementary and secondary schools 
in accordance with this part.

[SEC. 3602. ALLOCATION TO STATES.

  [(a) From the amount appropriated pursuant to section 3605 in 
each fiscal year, the Secretary shall award funds to each State 
having an approved plan under section 3603 as follows:
          [(1) Amounts below $50,000,000.--If the amount made 
        available under subsection (a) for a fiscal year is 
        less than $50,000,000, then the Secretary shall award 
        grants to States, on a competitive basis, taking into 
        account such factors as age and condition of existing 
        school library media collections and the relative 
        economic need of the students to be served.
          [(2) Amounts equal to or exceeding $50,000,000.--If 
        the amount made available under subsection (a) for a 
        fiscal year equals or exceeds $50,000,000, then the 
        Secretary shall allocate to each State an amount which 
        bears the same relationship to such amount as the 
        amount such State received under title II for such year 
        bears to the amount all States received under such 
        title for such year.

[SEC. 3603. STATE PLANS.

  [(a) In General.--In order for a State to receive a grant or 
an allocation of funds under this part for any fiscal year, 
such State shall have in effect for such fiscal year a State 
plan. Such plan shall--
          [(1) designate the State educational agency as the 
        State agency responsible for the administration of the 
        program assisted under this part;
          [(2) set forth a program under which funds paid to 
        the State in accordance with section 3602 will be 
        expended solely for--
                  [(A) acquisition of school library media 
                resources, including books and foreign language 
                resources, for the use of students, school 
                library media specialists, and teachers in 
                elementary and secondary schools in the United 
                States; and
                  [(B) administration of the State plan, 
                including development and revision of 
                standards, relating to school library media 
                resources, except that the amount used for 
                administration of the State plan in any fiscal 
                year shall not exceed three percent of the 
                amount available to such State under section 
                3602 for such fiscal year; and
          [(3) set forth criteria to be used in allotting funds 
        for school library media resources among the local 
        educational agencies of the State, which allotment 
        shall take into consideration the relative need of the 
        students, school media specialists, and teachers to be 
        served.
  [(b) Plan Submission.--The State plan may be submitted as 
part of a consolidated application under section 14302.

[SEC. 3604. DISTRIBUTION OF ALLOCATION TO LOCAL EDUCATIONAL AGENCIES.

  [From the funds allocated to a State under section 3602(2) in 
each fiscal year, such State shall distribute not less than 97 
percent of such funds in such year to local educational 
agencies within such State according to the relative enrollment 
of students in elementary and secondary schools within the 
school districts of such State, adjusted to provide higher per 
pupil allotments to local educational agencies that have the 
greatest number or percentages of students whose education 
imposes a higher than average cost per child, such as those 
students--
          [(1) living in areas with high concentrations of low-
        income families;
          [(2) from low-income families; and
          [(3) living in sparsely populated areas.

[SEC. 3605. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated to carry out this 
part $200,000,000 for fiscal year 1995 and such sums as may be 
necessary for each of the four succeeding fiscal years.]

           *       *       *       *       *       *       *


                       TITLE V--PROMOTING EQUITY

                   [PART A--MAGNET SCHOOLS ASSISTANCE

[SEC. 5101. FINDINGS.

  [The Congress finds that--
          [(1) magnet schools are a significant part of our 
        Nation's effort to achieve voluntary desegregation in 
        our Nation's schools;
          [(2) the use of magnet schools has increased 
        dramatically since the date of enactment of the Magnet 
        Schools Assistance program, with approximately 
        1,400,000 students nationwide now attending such 
        schools, of which more than 60 percent of the students 
        are nonwhite;
          [(3) magnet schools offer a wide range of distinctive 
        programs that have served as models for school 
        improvement efforts;
          [(4) in administering the Magnet Schools Assistance 
        program, the Federal Government has learned that--
                  [(A) where magnet programs are implemented 
                for only a portion of a school's student body, 
                special efforts must be made to discourage the 
                isolation of--
                          [(i) magnet school students from 
                        other students in the school; and
                          [(ii) students by racial 
                        characteristics;
                  [(B) local educational agencies can maximize 
                their effectiveness in achieving the purposes 
                of the Magnet Schools Assistance program if 
                such agencies have more flexibility in the 
                administration of such program in order to 
                serve students attending a school who are not 
                enrolled in the magnet school program;
                  [(C) local educational agencies must be 
                creative in designing magnet schools for 
                students at all academic levels, so that school 
                districts do not skim off only the highest 
                achieving students to attend the magnet 
                schools;
                  [(D) consistent with desegregation 
                guidelines, local educational agencies must 
                seek to enable participation in magnet school 
                programs by students who reside in the 
                neighborhoods where the programs operate; and
                  [(E) in order to ensure that magnet schools 
                are sustained after Federal funding ends, the 
                Federal Government must assist school districts 
                to improve their capacity to continue to 
                operate magnet schools at a high level of 
                performance; and
          [(5) it is in the best interest of the Federal 
        Government to--
                  [(A) continue the Federal Government's 
                support of school districts implementing court-
                ordered desegregation plans and school 
                districts seeking to foster meaningful 
                interaction among students of different racial 
                and ethnic backgrounds, beginning at the 
                earliest stage of such students' education;
                  [(B) ensure that all students have equitable 
                access to quality education that will prepare 
                such students to function well in a culturally 
                diverse, technologically oriented, and highly 
                competitive, global community; and
                  [(C) maximize the ability of local 
                educational agencies to plan, develop, 
                implement and continue effective and innovative 
                magnet schools that contribute to State and 
                local systemic reform.

[SEC. 5102. STATEMENT OF PURPOSE.

  [The purpose of this part is to assist in the desegregation 
of schools served by local educational agencies by providing 
financial assistance to eligible local educational agencies 
for--
          [(1) the elimination, reduction, or prevention of 
        minority group isolation in elementary and secondary 
        schools with substantial proportions of minority 
        students;
          [(2) the development and implementation of magnet 
        school projects that will assist local educational 
        agencies in achieving systemic reforms and providing 
        all students the opportunity to meet challenging State 
        content standards and challenging State student 
        performance standards;
          [(3) the development and design of innovative 
        educational methods and practices; and
          [(4) courses of instruction within magnet schools 
        that will substantially strengthen the knowledge of 
        academic subjects and the grasp of tangible and 
        marketable vocational skills of students attending such 
        schools.

[SEC. 5103. PROGRAM AUTHORIZED.

  [The Secretary, in accordance with this part, is authorized 
to make grants to eligible local educational agencies, and 
consortia of such agencies where appropriate, to carry out the 
purpose of this part for magnet schools that are--
          [(1) part of an approved desegregation plan; and
          [(2) designed to bring students from different 
        social, economic, ethnic, and racial backgrounds 
        together.

[SEC. 5104. DEFINITION.

  [For the purpose of this part, the term ``magnet school'' 
means a public elementary or secondary school or public 
elementary or secondary education center that offers a special 
curriculum capable of attracting substantial numbers of 
students of different racial backgrounds.

[SEC. 5105. ELIGIBILITY.

  [A local educational agency, or consortium of such agencies 
where appropriate, is eligible to receive assistance under this 
part to carry out the purposes of this part if such agency or 
consortium--
          [(1) is implementing a plan undertaken pursuant to a 
        final order issued by a court of the United States, or 
        a court of any State, or any other State agency or 
        official of competent jurisdiction, that requires the 
        desegregation of minority-group-segregated children or 
        faculty in the elementary and secondary schools of such 
        agency; or
          [(2) without having been required to do so, has 
        adopted and is implementing, or will, if assistance is 
        made available to such local educational agency or 
        consortium of such agencies under this part, adopt and 
        implement a plan that has been approved by the 
        Secretary as adequate under title VI of the Civil 
        Rights Act of 1964 for the desegregation of minority-
        group-segregated children or faculty in such schools.

[SEC. 5106. APPLICATIONS AND REQUIREMENTS.

  [(a) Applications.--An eligible local educational agency or 
consortium of such agencies desiring to receive assistance 
under this part shall submit an application to the Secretary at 
such time, in such manner, and containing such information and 
assurances as the Secretary may reasonably require.
  [(b) Information and Assurances.--Each such application shall 
include--
          [(1) a description of--
                  [(A) how assistance made available under this 
                part will be used to promote desegregation, 
                including how the proposed magnet school 
                project will increase interaction among 
                students of different social, economic, ethnic, 
                and racial backgrounds;
                  [(B) the manner and extent to which the 
                magnet school project will increase student 
                achievement in the instructional area or areas 
                offered by the school;
                  [(C) how an applicant will continue the 
                magnet school project after assistance under 
                this part is no longer available, including, if 
                applicable, an explanation of why magnet 
                schools established or supported by the 
                applicant with funds under this part cannot be 
                continued without the use of funds under this 
                part;
                  [(D) how funds under this part will be used 
                to implement services and activities that are 
                consistent with other programs under this Act, 
                the Goals 2000: Educate America Act, and other 
                Acts, as appropriate, in accordance with the 
                provisions of section 14306; and
                  [(E) the criteria to be used in selecting 
                students to attend the proposed magnet school 
                projects; and
          [(2) assurances that the applicant will--
                  [(A) use funds under this part for the 
                purposes specified in section 5102;
                  [(B) employ State certified or licensed 
                teachers in the courses of instruction assisted 
                under this part to teach or supervise others 
                who are teaching the subject matter of the 
                courses of instruction;
                  [(C) not engage in discrimination based on 
                race, religion, color, national origin, sex, or 
                disability in--
                          [(i) the hiring, promotion, or 
                        assignment of employees of the agency 
                        or other personnel for whom the agency 
                        has any administrative responsibility;
                          [(ii) the assignment of students to 
                        schools, or to courses of instruction 
                        within the school, of such agency, 
                        except to carry out the approved plan; 
                        and
                          [(iii) designing or operating 
                        extracurricular activities for 
                        students;
                  [(D) carry out a high-quality education 
                program that will encourage greater parental 
                decisionmaking and involvement; and
                  [(E) give students residing in the local 
                attendance area of the proposed magnet school 
                projects equitable consideration for placement 
                in those projects.
  [(c) Special Rule.--No application may be approved under this 
section unless the Assistant Secretary of Education for Civil 
Rights determines that the assurances described in subsection 
(b)(2)(C) will be met.

[SEC. 5107. PRIORITY.

  [In approving applications under this part, the Secretary 
shall give priority to applicants that--
          [(1) demonstrate the greatest need for assistance, 
        based on the expense or difficulty of effectively 
        carrying out an approved desegregation plan and the 
        projects for which assistance is sought;
          [(2) propose to carry out new magnet school projects, 
        or significantly revise existing magnet school 
        projects;
          [(3) propose to select students to attend magnet 
        school projects by methods such as lottery, rather than 
        through academic examination;
          [(4) propose to implement innovative educational 
        approaches that are consistent with the State's and 
        local educational agency's approved systemic reform 
        plans, if any, under title III of the Goals 2000: 
        Educate America Act; and
          [(5) propose to draw on comprehensive community 
        involvement plans.

[SEC. 5108. USE OF FUNDS.

  [(a) In General.--Grant funds made available under this part 
may be used by an eligible local educational agency or 
consortium of such agencies--
          [(1) for planning and promotional activities directly 
        related to the development, expansion, continuation, or 
        enhancement of academic programs and services offered 
        at magnet schools;
          [(2) for the acquisition of books, materials, and 
        equipment, including computers and the maintenance and 
        operation thereof, necessary for the conduct of 
        programs in magnet schools;
          [(3) for the payment, or subsidization of the 
        compensation, of elementary and secondary school 
        teachers who are certified or licensed by the State, 
        and instructional staff where applicable, who are 
        necessary for the conduct of programs in magnet 
        schools; and
          [(4) with respect to a magnet school program offered 
        to less than the entire student population of a school, 
        for instructional activities that--
                  [(A) are designed to make available the 
                special curriculum that is offered by the 
                magnet school project to students who are 
                enrolled in the school but who are not enrolled 
                in the magnet school program; and
                  [(B) further the purposes of this part.
  [(b) Special Rule.--Grant funds under this part may be used 
in accordance with paragraphs (2) and (3) of subsection (a) 
only if the activities described in such paragraphs are 
directly related to improving the students' reading skills or 
knowledge of mathematics, science, history, geography, English, 
foreign languages, art, or music, or to improving vocational 
skills.

[SEC. 5109. PROHIBITIONS.

  [(a) Transportation.--Grants under this part may not be used 
for transportation or any activity that does not augment 
academic improvement.
  [(b) Planning.--A local educational agency shall not expend 
funds under this part after the third year that such agency 
receives funds under this part for such project.

[SEC. 5110. LIMITATIONS.

  [(a) Duration of Awards.--A grant under this part shall be 
awarded for a period that shall not exceed three fiscal years.
  [(b) Limitation on Planning Funds.--A local educational 
agency may expend for planning not more than 50 percent of the 
funds received under this part for the first year of the 
project, 15 percent of such funds for the second such year, and 
10 percent of such funds for the third such year.
  [(c) Amount.--No local educational agency or consortium 
awarded a grant under this part shall receive more than 
$4,000,000 under this part in any one fiscal year.
  [(d) Timing.--To the extent practicable, the Secretary shall 
award grants for any fiscal year under this part not later than 
June 1 of the applicable fiscal year.

[SEC. 5111. INNOVATIVE PROGRAMS.

  [(a) In General.--From amounts reserved under subsection (d) 
for each fiscal year, the Secretary shall award grants to local 
educational agencies or consortia of such agencies described in 
section 5105 to enable such agencies or consortia to conduct 
innovative programs that--
          [(1) carry out the purpose of this part; and
          [(2) involve strategies other than magnet schools, 
        such as neighborhood or community model schools--
                  [(A) organized around a special emphasis, 
                theme or concept; and
                  [(B) involving extensive parent and community 
                involvement.
  [(b) Applicability.--Sections 5103, 5106, 5107, and 5108, 
shall not apply to grants awarded under subsection (a).
  [(c) Applications.--Each local educational agency or 
consortia of such agencies desiring a grant under this section 
shall submit an application to the Secretary at such time, in 
such manner, and containing such information and assurances as 
the Secretary may reasonably require.
  [(d) Innovative Programs.--The Secretary shall reserve not 
more than 5 percent of the funds appropriated under section 
5113(a) for each fiscal year to award grants under this 
section.

[SEC. 5112. EVALUATIONS.

  [(a) Reservation.--The Secretary may reserve not more than 
two percent of the funds appropriated under section 5113(a) for 
any fiscal year to carry out evaluations of projects assisted 
under this part.
  [(b) Contents.--Each evaluation described in subsection (a), 
at a minimum, shall address--
          [(1) how and the extent to which magnet school 
        programs lead to educational quality and improvement;
          [(2) the extent to which magnet school programs 
        enhance student access to quality education;
          [(3) the extent to which magnet school programs lead 
        to the elimination, reduction, or prevention of 
        minority group isolation in elementary and secondary 
        schools with substantial proportions of minority 
        students; and
          [(4) the extent to which magnet school programs 
        differ from other school programs in terms of the 
        organizational characteristics and resource allocations 
        of such magnet school programs.

[SEC. 5113. AUTHORIZATION OF APPROPRIATIONS; RESERVATION.

  [(a) Authorization.--For the purpose of carrying out this 
part, there are authorized to be appropriated $120,000,000 for 
fiscal year 1995 and such sums as may be necessary for each of 
the 4 succeeding fiscal years.
  [(b) Availability of Funds for Grants to Agencies Not 
Previously Assisted.--In any fiscal year for which the amount 
appropriated pursuant to subsection (a) exceeds $75,000,000, 
the Secretary shall give priority to using such amounts in 
excess of $75,000,000 to award grants to local educational 
agencies or consortia of such agencies that did not receive a 
grant under this part in the preceding fiscal year.

                  [PART B--WOMEN'S EDUCATIONAL EQUITY

[SEC. 5201. SHORT TITLE; FINDINGS.

  [(a) Short Title.--This part may be cited as the ``Women's 
Educational Equity Act of 1994''.
  [(b) Findings.--The Congress finds that--
          [(1) since the enactment of title IX of the Education 
        Amendments of 1972, women and girls have made strides 
        in educational achievement and in their ability to 
        avail themselves of educational opportunities;
          [(2) because of funding provided under the Women's 
        Educational Equity Act, more curricula, training, and 
        other educational materials concerning educational 
        equity for women and girls are available for national 
        dissemination;
          [(3) teaching and learning practices in the United 
        States are frequently inequitable as such practices 
        relate to women and girls, for example--
                  [(A) sexual harassment, particularly that 
                experienced by girls, undermines the ability of 
                schools to provide a safe and equitable 
                learning or workplace environment;
                  [(B) classroom textbooks and other 
                educational materials do not sufficiently 
                reflect the experiences, achievements, or 
                concerns of women and, in most cases, are not 
                written by women or persons of color;
                  [(C) girls do not take as many mathematics 
                and science courses as boys, girls lose 
                confidence in their mathematics and science 
                ability as girls move through adolescence, and 
                there are few women role models in the 
                sciences; and
                  [(D) pregnant and parenting teenagers are at 
                high risk for dropping out of school and 
                existing dropout prevention programs do not 
                adequately address the needs of such teenagers;
          [(4) efforts to improve the quality of public 
        education also must include efforts to ensure equal 
        access to quality education programs for all women and 
        girls;
          [(5) Federal support should address not only research 
        and development of innovative model curricula and 
        teaching and learning strategies to promote gender 
        equity, but should also assist schools and local 
        communities implement gender equitable practices;
          [(6) Federal assistance for gender equity must be 
        tied to systemic reform, involve collaborative efforts 
        to implement effective gender practices at the local 
        level, and encourage parental participation; and
          [(7) excellence in education, high educational 
        achievements and standards, and the full participation 
        of women and girls in American society, cannot be 
        achieved without educational equity for women and 
        girls.

[SEC. 5202. STATEMENT OF PURPOSES.

  [It is the purpose of this part--
          [(1) to promote gender equity in education in the 
        United States;
          [(2) to provide financial assistance to enable 
        educational agencies and institutions to meet the 
        requirements of title IX of the Educational Amendments 
        of 1972; and
          [(3) to promote equity in education for women and 
        girls who suffer from multiple forms of discrimination 
        based on sex, race, ethnic origin, limited-English 
        proficiency, disability, or age.

[SEC. 5203. PROGRAMS AUTHORIZED.

  [(a) In General.--The Secretary is authorized--
          [(1) to promote, coordinate, and evaluate gender 
        equity policies, programs, activities and initiatives 
        in all Federal education programs and offices;
          [(2) to develop, maintain, and disseminate materials, 
        resources, analyses, and research relating to education 
        equity for women and girls;
          [(3) to provide information and technical assistance 
        to assure the effective implementation of gender equity 
        programs;
          [(4) to coordinate gender equity programs and 
        activities with other Federal agencies with 
        jurisdiction over education and related programs;
          [(5) to assist the Assistant Secretary of the Office 
        of Educational Research and Improvement in identifying 
        research priorities related to education equity for 
        women and girls; and
          [(6) to perform any other activities consistent with 
        achieving the purposes of this part.
  [(b) Grants Authorized.--
          [(1) In general.--The Secretary is authorized to make 
        grants to, and enter into contracts and cooperative 
        agreements with, public agencies, private nonprofit 
        agencies, organizations, institutions, student groups, 
        community groups, and individuals, for a period not to 
        exceed four years, to--
                  [(A) provide grants to develop model equity 
                programs; and
                  [(B) provide funds for the implementation of 
                equity programs in schools throughout the 
                Nation.
          [(2) Support and technical assistance.--To achieve 
        the purposes of this part, the Secretary is authorized 
        to provide support and technical assistance--
                  [(A) to implement effective gender-equity 
                policies and programs at all educational 
                levels, including--
                          [(i) assisting educational agencies 
                        and institutions to implement policies 
                        and practices to comply with title IX 
                        of the Education Amendments of 1972;
                          [(ii) training for teachers, 
                        counselors, administrators, and other 
                        school personnel, especially preschool 
                        and elementary school personnel, in 
                        gender equitable teaching and learning 
                        practices;
                          [(iii) leadership training for women 
                        and girls to develop professional and 
                        marketable skills to compete in the 
                        global marketplace, improve self-
                        esteem, and benefit from exposure to 
                        positive role models;
                          [(iv) school-to-work transition 
                        programs, guidance and counseling 
                        activities, and other programs to 
                        increase opportunities for women and 
                        girls to enter a technologically 
                        demanding workplace and, in particular, 
                        to enter highly skilled, high paying 
                        careers in which women and girls have 
                        been underrepresented;
                          [(v) enhancing educational and career 
                        opportunities for those women and girls 
                        who suffer multiple forms of 
                        discrimination, based on sex and on 
                        race, ethnic origin, limited-English 
                        proficiency, disability, socioeconomic 
                        status, or age;
                          [(vi) assisting pregnant students and 
                        students rearing children to remain in 
                        or to return to secondary school, 
                        graduate, and prepare their preschool 
                        children to start school;
                          [(vii) evaluating exemplary model 
                        programs to assess the ability of such 
                        programs to advance educational equity 
                        for women and girls;
                          [(viii) introduction into the 
                        classroom of textbooks, curricula, and 
                        other materials designed to achieve 
                        equity for women and girls;
                          [(ix) programs and policies to 
                        address sexual harassment and violence 
                        against women and girls and toensure 
that educational institutions are free from threats to the safety of 
students and personnel;
                          [(x) nondiscriminatory tests of 
                        aptitude and achievement and of 
                        alternative assessments that eliminate 
                        biased assessment instruments from use;
                          [(xi) programs to increase 
                        educational opportunities, including 
                        higher education, vocational training, 
                        and other educational programs for low-
                        income women, including underemployed 
                        and unemployed women, and women 
                        receiving assistance under a State 
                        program funded under part A of title IV 
                        of the Social Security Act;
                          [(xii) programs to improve 
                        representation of women in educational 
                        administration at all levels; and
                          [(xiii) planning, development and 
                        initial implementation of--
                                  [(I) comprehensive 
                                institution- or districtwide 
                                evaluation to assess the 
                                presence or absence of gender 
                                equity in educational settings;
                                  [(II) comprehensive plans for 
                                implementation of equity 
                                programs in State and local 
                                educational agencies and 
                                institutions of higher 
                                education; including community 
                                colleges; and
                                  [(III) innovative approaches 
                                to school-community 
                                partnerships for educational 
                                equity.
                  [(B) for research and development, which 
                shall be coordinated with each of the research 
                institutes of the Office of Educational 
                Research and Improvement to avoid duplication 
                of research efforts, designed to advance gender 
                equity nationwide and to help make policies and 
                practices in educational agencies and 
                institutions, and local communities, gender 
                equitable, including--
                          [(i) research and development of 
                        innovative strategies and model 
                        training programs for teachers and 
                        other education personnel;
                          [(ii) the development of high quality 
                        and challenging assessment instruments 
                        that are nondiscriminatory;
                          [(iii) the development and evaluation 
                        of model curricula, textbooks, 
                        software, and other educational 
                        materials to ensure the absence of 
                        gender stereotyping and bias;
                          [(iv) the development of instruments 
                        and procedures that employ new and 
                        innovative strategies to assess whether 
                        diverse educational settings are gender 
                        equitable;
                          [(v) the development of instruments 
                        and strategies for evaluation, 
                        dissemination, and replication of 
                        promising or exemplary programs 
                        designed to assist local educational 
                        agencies in integrating gender equity 
                        in their educational policies and 
                        practices;
                          [(vi) updating high quality 
                        educational materials previously 
                        developed through awards made under 
                        this part;
                          [(vii) the development of policies 
                        and programs to address and prevent 
                        sexual harassment and violence to 
                        ensure that educational institutions 
                        are free from threats to safety of 
                        students and personnel;
                          [(viii) the development and 
                        improvement of programs and activities 
                        to increase opportunity for women, 
                        including continuing educational 
                        activities, vocational education, and 
                        programs for low-income women, 
                        including underemployed and unemployed 
                        women, and women receiving assistance 
                        under the State program funded under 
                        part A of title IV of the Social 
                        Security Act; and
                          [(ix) the development of guidance and 
                        counseling activities, including career 
                        education programs, designed to ensure 
                        gender equity.

[SEC. 5204. APPLICATIONS.

  [An application under this part shall--
          [(1) set forth policies and procedures that will 
        ensure a comprehensive evaluation of the activities 
        assisted under this part, including an evaluation of 
        the practices, policies, and materials used by the 
        applicant and an evaluation or estimate of the 
        continued significance of the work of the project 
        following completion of the award period;
          [(2) where appropriate, demonstrate how funds 
        received under this part will be used to promote the 
        attainment of one or more of the National Education 
        Goals;
          [(3) demonstrate how the applicant will address 
        perceptions of gender roles based on cultural 
        differences or stereotypes;
          [(4) where appropriate, describe how funds under this 
        part will be used in a manner that is consistent with 
        programs under the School-to-Work Opportunities Act of 
        1994;
          [(5) for applications for assistance under section 
        5203(b)(1), demonstrate how the applicant will foster 
        partnerships and, where applicable, share resources 
        with State educational agencies, local educational 
        agencies, institutions of higher education, community-
        based organizations (including organizations serving 
        women), parent, teacher, and student groups, businesses 
        or other recipients of Federal educational funding 
        which may include State literacy resource centers;
          [(6) for applications for assistance under section 
        5203(b)(1), demonstrate how parental involvement in the 
        project will be encouraged; and
          [(7) for applications for assistance under section 
        5203(b)(1), describe plans for continuation of the 
        activities assisted under this part with local support 
        following completion of the grant period and 
        termination of Federal support under this part.

[SEC. 5205. CRITERIA AND PRIORITIES.

  [(a) Criteria and Priorities.--
          [(1) In general.--The Secretary shall establish 
        separate criteria and priorities for awards under 
        paragraphs (1) and (2) of section 5203(b) to ensure 
        that funds under this part are used for programs that 
        most effectively will achieve the purposes of this 
        part.
          [(2) Criteria.--The criteria described in subsection 
        (a) may include the extent to which the activities 
        assisted under this part--
                  [(A) address the needs of women and girls of 
                color and women and girls with disabilities;
                  [(B) meet locally defined and documented 
                educational equity needs and priorities, 
                including compliance with title IX of the 
                Education Amendments of 1972;
                  [(C) are a significant component of a 
                comprehensive plan for educational equity and 
                compliance with title IX of the Education 
                Amendments of 1972 in the particular school 
                district, institution of higher education, 
                vocational-technical institution, or other 
                educational agency or institution; and
                  [(D) implement an institutional change 
                strategy with long-term impact that will 
                continue as a central activity of the applicant 
                after the grant under this part has terminated.
  [(b) Priorities.--In approving applications under this part, 
the Secretary may give special consideration to applications--
          [(1) submitted by applicants that have not received 
        assistance under this part or under part C of title IX 
        of this Act (as such part was in effect on October 1, 
        1988);
          [(2) for projects that will contribute significantly 
        to directly improving teaching and learning practices 
        in the local community; and
          [(3) for projects that will--
                  [(A) provide for a comprehensive approach to 
                enhancing gender equity in educational 
                institutions and agencies;
                  [(B) draw on a variety of resources, 
                including the resources of local educational 
                agencies, community-based organizations, 
                institutions of higher education, and private 
                organizations;
                  [(C) implement a strategy with long-term 
                impact that will continue as a central activity 
                of the applicant after the grant under this 
                part has terminated;
                  [(D) address issues of national significance 
                that can be duplicated; and
                  [(E) address the educational needs of women 
                and girls who suffer multiple or compound 
                discrimination based on sex and on race, ethnic 
                origin, disability, or age.
  [(c) Special Rule.--To the extent feasible, the Secretary 
shall ensure that grants awarded under this part for each 
fiscal year address--
          [(1) all levels of education, including preschool, 
        elementary and secondary education, higher education, 
        vocational education, and adult education;
          [(2) all regions of the United States; and
          [(3) urban, rural, and suburban educational 
        institutions.
  [(d) Coordination.--Research activities supported under this 
part--
          [(1) shall be carried out in consultation with the 
        Office of Educational Research and Improvement to 
        ensure that such activities are coordinated with and 
        enhance the research and development activities 
        supported by the Office; and
          [(2) may include collaborative research activities 
        which are jointly funded and carried out with the 
        Office of Educational Research and Improvement.
  [(e) Limitation.--Nothing in this part shall be construed as 
prohibiting men and boys from participating in any programs or 
activities assisted with funds under this part.

[SEC. 5206. REPORT.

  [The Secretary, not later than January 1, 1999, shall submit 
to the President and the Congress a report on the status of 
educational equity for girls and women in the Nation.

[SEC. 5207. ADMINISTRATION.

  [(a) Evaluation and Dissemination.--The Secretary shall 
evaluate in accordance with section 14701, and disseminate, 
materials and programs developed under this part and shall 
report to the Congress regarding such evaluation materials and 
programs not later than January 1, 1998.
  [(b) Program Operations.--The Secretary shall ensure that the 
activities assisted under this part are administered within the 
Department by a person who has recognized professional 
qualifications and experience in the field of gender equity 
education.

[SEC. 5208. AUTHORIZATION OF APPROPRIATIONS.

  [For the purpose of carrying out this part, there are 
authorized to be appropriated $5,000,000 for fiscal year 1995 
and such sums as may be necessary for each of the four 
succeeding fiscal years, of which not less than two-thirds of 
the amount appropriated under this section for each fiscal year 
shall be available to carry out the activities described in 
section 5203(b)(1).]

           *       *       *       *       *       *       *


           [TITLE VI--INNOVATIVE EDUCATION PROGRAM STRATEGIES

[SEC. 6001. FINDINGS AND STATEMENT OF PURPOSE.

  [(a) Findings.--The Congress finds that chapter 2 of title I 
of this Act (as such chapter was in effect on the day preceding 
the date of enactment of the Improving America's Schools Act of 
1994) has been successful in achieving the goals of increasing 
local flexibility, reducing administrative burden, providing 
services for private school students, encouraging innovation, 
and contributing to the improvement of elementary and secondary 
educational programs.
  [(b) Statement of Purpose.--It is the purpose of programs 
under this title--
          [(1) to support local education reform efforts which 
        are consistent with and support statewide reform 
        efforts under Goals 2000: Educate America Act;
          [(2) to support State and local efforts to accomplish 
        the National Education Goals;
          [(3) to provide funding to enable State and local 
        educational agencies to implement promising educational 
        reform programs;
          [(4) to provide a continuing source of innovation, 
        and educational improvement, including support for 
        library services and instructional and media materials; 
        and
          [(5) to meet the special educational needs of at risk 
        and high cost students.
  [(c) State and Local Responsibility.--The basic 
responsibility for the administration of funds made available 
under this title is within the State educational agencies, but 
it is the intent of Congress that the responsibility be carried 
out with a minimum of paperwork and that the responsibility for 
the design and implementation of programs assisted under this 
title will be mainly that of local educational agencies, school 
superintendents and principals, and classroom teachers and 
supporting personnel, because such agencies and individuals 
have the most direct contact with students and are most likely 
to be able to design programs to meet the educational needs of 
students in their own school districts.

[SEC. 6002. AUTHORIZATION OF APPROPRIATIONS; DURATION OF ASSISTANCE.

  [(a) Authorization.--To carry out the purposes of this title, 
there are authorized to be appropriated $370,000,000 for fiscal 
year 1995 and such sums as may be necessary for each of the 
four succeeding fiscal years.
  [(b) Duration of Assistance.--During the period beginning 
October 1, 1994, and ending September 30, 1999, the Secretary 
shall, in accordance with the provisions of this title, make 
payments to State educational agencies for the purpose of this 
title.

[SEC. 6003. DEFINITION.

  [For the purposes of this title the term ``effective schools 
programs'' means school-based programs that may encompass 
preschool through secondary school levels and that have the 
objectives of (1) promoting school-level planning, 
instructional improvement, and staff development, (2) 
increasing the academic achievement levels of all children and 
particularly educationally disadvantaged children, and (3) 
achieving as ongoing conditions in the school the following 
factors identified through effective schools research as 
distinguishing effective from ineffective schools:
          [(A) Strong and effective administrative and 
        instructional leadership that creates consensus on 
        instructional goals and organizational capacity for 
        instructional problem solving.
          [(B) Emphasis on the acquisition of basic and higher 
        order skills.
          [(C) A safe and orderly school environment that 
        allows teachers and pupils to focus their energies on 
        academic achievement.
          [(D) A climate of expectation that virtually all 
        children can learn under appropriate conditions.
          [(E) Continuous assessment of students and programs 
        to evaluate the effects of instruction.

                   [PART A--STATE AND LOCAL PROGRAMS

[SEC. 6101. ALLOTMENT TO STATES.

  [(a) Reservations.--From the sums appropriated to carry out 
this title in any fiscal year, the Secretary shall reserve not 
to exceed one percent for payments to outlying areas to be 
allotted in accordance with their respective needs.
  [(b) Allotment.--From the remainder of such sums, the 
Secretary shall allot to each State an amount which bears the 
same ratio to the amount of such remainder as the school-age 
population of the State bears to the school-age population of 
all States, except that no State shall receive less than an 
amount equal to one-half of one percent of such remainder.
  [(c) Definitions.--For purposes of this part:
          [(1) The term ``school-age population'' means the 
        population aged 5 through 17.
          [(2) The term ``States'' includes the 50 States, the 
        District of Columbia, and the Commonwealth of Puerto 
        Rico.

[SEC. 6102. ALLOCATION TO LOCAL EDUCATIONAL AGENCIES.

  [(a) Distribution Rule.--From the sums made available each 
year to carry out this title, the State educational agency 
shall distribute not less than 85 percent to local educational 
agencies within such State according to the relative 
enrollments in public and private, nonprofit schools within the 
school districts of such agencies, adjusted, in accordance with 
criteria approved by the Secretary, to provide higher per pupil 
allocations to local educational agencies which have the 
greatest numbers or percentages of children whose education 
imposes a higher than average cost per child, such as--
          [(1) children living in areas with high 
        concentrations of low-income families;
          [(2) children from low-income families; and
          [(3) children living in sparsely populated areas.
  [(b) Calculation of Enrollments.--
          [(1) In general.--The calculation of relative 
        enrollments under subsection (a) shall be on the basis 
        of the total of--
                  [(A) the number of children enrolled in 
                public schools; and
                  [(B) the number of children enrolled in 
                private nonprofit schools that desire that 
                their children participate in programs or 
                projects assisted under this title, for the 
                fiscal year preceding the fiscal year for which 
                the determination is made.
          [(2) Construction.--Nothing in this subsection shall 
        diminish the responsibility of local educational 
        agencies to contact, on an annual basis, appropriate 
        officials from private nonprofit schools within the 
        areas served by such agencies in order to determine 
        whether such schools desire that their children 
        participate in programs assisted under this part.
          [(3) Adjustments.--(A) Relative enrollments under 
        subsection (a) shall be adjusted, in accordance with 
        criteria approved by the Secretary under subparagraph 
        (B), to provide higher per pupil allocations only to 
        local educational agencies which serve the greatest 
        numbers or percentages of--
                  [(i) children living in areas with high 
                concentrations of low-income families;
                  [(ii) children from low-income families; or
                  [(iii) children living in sparsely populated 
                areas.
          [(B) The Secretary shall review criteria submitted by 
        a State educational agency for adjusting allocations 
        under paragraph (1) and shall approve such criteria 
        only if the Secretary determines that such criteria are 
        reasonably calculated to produce an adjusted allocation 
        that reflects the relative needs within the State's 
        local educational agencies based on the factors set 
        forth in subparagraph (A).
  [(c) Payment of Allocations.--
          [(1) Distribution.--From the funds paid to a State 
        educational agency pursuant to section 6002 for a 
        fiscal year, a State educational agency shall 
        distribute to each eligible local educational agency 
        which has submitted an application as required in 
        section 6202 the amount of such local educational 
        agency allocation as determined under subsection (a).
          [(2) Additional funds.--(A) Additional funds 
        resulting from higher per pupil allocations provided to 
        a local educational agency on the basis of adjusted 
        enrollments of children described in subsection (a), 
        may, at the discretion of the local educational agency, 
        be allocated for expenditures to provide services for 
        children enrolled in public and private nonprofit 
        schools in direct proportion to the number of children 
        described in subsection (a) and enrolled in such 
        schools within the local educational agency.
          [(B) In any fiscal year, any local educational agency 
        that elects to allocate such additional funds in the 
        manner described in subparagraph (A) shall allocate all 
        additional funds to schools within the local 
        educational agency in such manner.
          [(C) The provisions of subparagraphs (A) and (B) may 
        not be construed to require any school to limit the use 
        of such additional funds to the provision of services 
        to specific students or categories of students.

                        [PART B--STATE PROGRAMS

[SEC. 6201. STATE USES OF FUNDS.

  [(a) Authorized Activities.--A State educational agency may 
use funds made available for State use under this title only 
for--
          [(1) State administration of programs under this 
        title including--
                  [(A) supervision of the allocation of funds 
                to local educational agencies;
                  [(B) planning, supervision, and processing of 
                State funds; and
                  [(C) monitoring and evaluation of programs 
                and activities under this title; and
          [(2) technical assistance and direct grants to local 
        educational agencies and statewide education reform 
        activities including effective schools programs which 
        assist local educational agencies to provide targeted 
        assistance.
  [(b) Limitations and Requirements.--Not more than 25 percent 
of funds available for State programs under this title in any 
fiscal year may be used for State administration under 
subsection (a)(1).

[SEC. 6202. STATE APPLICATIONS.

  [(a) Application Requirements.--Any State which desires to 
receive assistance under this part shall submit to the 
Secretary an application which--
          [(1) designates the State educational agency as the 
        State agency responsible for administration and 
        supervision of programs assisted under this title;
          [(2)(A) provides for a biennial submission of data on 
        the use of funds, the types of services furnished, and 
        the students served under this title; and
          [(B) in fiscal year 1998 provides for an evaluation 
        of the effectiveness of programs assisted under this 
        title;
          [(3) sets forth the allocation of such funds required 
        to implement section 6402;
          [(4) provides that the State educational agency will 
        keep such records and provide such information to the 
        Secretary as may be required for fiscal audit and 
        program evaluation (consistent with the 
        responsibilities of the Secretary under this section);
          [(5) provides assurance that, apart from technical 
        and advisory assistance and monitoring compliance with 
        this title, the State educational agency has not 
        exercised and will not exercise any influence in the 
        decisionmaking processes of local educational agencies 
        as to the expenditure made pursuant to an application 
        under section 6303;
          [(6) contains assurances that there is compliance 
        with the specific requirements of this title; and
          [(7) provides for timely public notice and public 
        dissemination of the information provided pursuant to 
        paragraph (2).
  [(b) Period of Application.--An application filed by the 
State under subsection (a) shall be for a period not to exceed 
three years, and may be amended annually as may be necessary to 
reflect changes without filing a new application.
  [(c) Audit Rule.--Local educational agencies receiving less 
than an average of $5,000 each under this title shall not be 
audited more frequently than once every five years.

              [PART C--LOCAL INNOVATIVE EDUCATION PROGRAMS

[SEC. 6301. TARGETED USE OF FUNDS.

  [(a) General Rule.--Funds made available to local educational 
agencies under section 6102 shall be used for innovative 
assistance described in subsection (b).
  [(b) Innovative Assistance.--The innovative assistance 
programs referred to in subsection (a) include--
          [(1) technology related to the implementation of 
        school-based reform programs, including professional 
        development to assist teachers and other school 
        officials regarding how to use effectively such 
        equipment and software;
          [(2) programs for the acquisition and use of 
        instructional and educational materials, including 
        library services and materials (including media 
        materials), assessments, reference materials, computer 
        software and hardware for instructional use, and other 
        curricular materials which are tied to high academic 
        standards and which will be used to improve student 
        achievement and which are part of an overall education 
        reform program;
          [(3) promising education reform projects, including 
        effective schools and magnet schools;
          [(4) programs to improve the higher order thinking 
        skills of disadvantaged elementary and secondary school 
        students and to prevent students from dropping out of 
        school;
          [(5) programs to combat illiteracy in the student and 
        adult population, including parent illiteracy;
          [(6) programs to provide for the educational needs of 
        gifted and talented children;
          [(7) school reform activities that are consistent 
        with the Goals 2000: Educate America Act; and
          [(8) school improvement programs or activities under 
        sections 1116 and 1117.

[SEC. 6302. ADMINISTRATIVE AUTHORITY.

  [In order to conduct the activities authorized by this title, 
each State or local educational agency may use funds reserved 
for this title to make grants to and to enter into contracts 
with local educational agencies, institutions of higher 
education, libraries, museums, and other public and private 
nonprofit agencies, organizations, and institutions.

[SEC. 6303. LOCAL APPLICATIONS.

  [(a) Contents of Application.--A local educational agency or 
consortium of such agencies may receive an allocation of funds 
under this title for any year for which an application is 
submitted to the State educational agency and such application 
is certified to meet the requirements of this section. The 
State educational agency shall certify any such application if 
such application--
          [(1)(A) sets forth the planned allocation of funds 
        among innovative assistance programs described in 
        section 6301 and describes the programs, projects, and 
        activities designed to carry out such innovative 
        assistance which the local educational agency intends 
        to support, together with the reasons for the selection 
        of such programs, projects, and activities; and
          [(B) sets forth the allocation of such funds required 
        to implement section 6402;
          [(2) describes how assistance under this title will 
        contribute to meeting the National Education Goals and 
        improving student achievement or improving the quality 
        of education for students;
          [(3) provide assurances of compliance with the 
        provisions of this title, including the participation 
        of children enrolled in private, nonprofit schools in 
        accordance with section 6402;
          [(4) agrees to keep such records, and provide such 
        information to the State educational agency as 
        reasonably may be required for fiscal audit and program 
        evaluation, consistent with the responsibilities of the 
        State agency under this title; and
          [(5) provides in the allocation of funds for the 
        assistance authorized by this title, and in the design, 
        planning and implementation of such programs, for 
        systematic consultation with parents of children 
        attending elementary and secondary schools in the area 
        served by the local educational agency, with teachers 
        and administrative personnel in such schools, and with 
        other groups involved in the implementation of this 
        title (such as librarians, school counselors, and other 
        pupil services personnel) as may be considered 
        appropriate by the local educational agency.
  [(b) Period of Application.--An application filed by a local 
educational agency under subsection (a) shall be for a period 
not to exceed three fiscal years, may provide for the 
allocation of funds to programs for a period of three years, 
and may be amended annually as may be necessary to reflect 
changes without filing a new application.
  [(c) Local Educational Agency Discretion.--Subject to the 
limitations and requirements of this title, a local educational 
agency shall have complete discretion in determining how funds 
under this part shall be divided among the areas of targeted 
assistance. In exercising such discretion, a local educational 
agency shall ensure that expenditures under this part carry out 
the purposes of this title and are used to meet the educational 
needs within the schools of such local educational agency.

               [PART D--GENERAL ADMINISTRATIVE PROVISIONS

[SEC. 6401. MAINTENANCE OF EFFORT; FEDERAL FUNDS SUPPLEMENTARY.

  [(a) Maintenance of Effort.--
          [(1) In general.--Except as provided in paragraph 
        (2), a State is entitled to receive its full allocation 
        of funds under this part for any fiscal year if the 
        Secretary finds that either the combined fiscal effort 
        per student or the aggregate expenditures within the 
        State with respect to the provision of free public 
        education for the fiscal year preceding the fiscal year 
        for which the determination is made was not less than 
        90 percent of such combined fiscal effort or aggregate 
        expenditures for the second fiscal year preceding the 
        fiscal year for which the determination is made.
          [(2) Reduction of funds.--The Secretary shall reduce 
        the amount of the allocation of funds under this part 
        in any fiscal year in the exact proportion to which the 
        State fails to meet the requirements of paragraph (1) 
        by falling below 90 percent of both the fiscal effort 
        per student and aggregate expenditures (using the 
        measure most favorable to the State), and no such 
        lesser amount shall be used for computing the effort 
        required under paragraph (1) for subsequent years.
          [(3) Waivers.--The Secretary may waive, for one 
        fiscal year only, the requirements of this section if 
        the Secretary determines that such a waiver would be 
        equitable due to exceptional or uncontrollable 
        circumstances such as a natural disaster or a 
        precipitous and unforeseen decline in the financial 
        resources of the State.
  [(b) Federal Funds Supplementary.--A State or local 
educational agency may use and allocate funds received under 
this part only so as to supplement and, to the extent 
practical, increase the level of funds that would, in the 
absence of Federal funds made available under this part, be 
made available from non-Federal sources, and in no case may 
such funds be used so as to supplant funds from non-Federal 
sources.

[SEC. 6402. PARTICIPATION OF CHILDREN ENROLLED IN PRIVATE SCHOOLS.

  [(a) Participation on Equitable Basis.--
          [(1) In general.--To the extent consistent with the 
        number of children in the school district of a local 
        educational agency which is eligible to receive funds 
        under this title or which serves the area in which a 
        program or project assisted under this title is located 
        who are enrolled in private nonprofit elementary and 
        secondary schools, or with respect to instructional or 
        personnel training programs funded by the State 
        educational agency from funds made available for State 
        use, such agency, after consultation with appropriate 
        private school officials, shall provide for the benefit 
        of such children in such schools secular, neutral, and 
        nonideological services, materials, and equipment, 
        including the participation of the teachers of such 
        children (and other educational personnel serving such 
        children) in training programs, and the repair, minor 
        remodeling, or construction of public facilities as may 
        be necessary for their provision (consistent with 
        subsection (c) of this section), or, if such services, 
        materials, and equipment are not feasible or necessary 
        in one or more such private schools as determined by 
        the local educational agency after consultation with 
        the appropriate private school officials, shall provide 
        such other arrangements as will assure equitable 
        participation of such children in the purposes and 
        benefits of this title.
          [(2) Other provisions for services.--If no program or 
        project is carried out under paragraph (1) in the 
        school district of a local educational agency, the 
        State educational agency shall make arrangements, such 
        as through contracts with nonprofit agencies or 
        organizations, under which children in private schools 
        in such district are provided with services and 
        materials to the extent that would have occurred if the 
        local educational agency had received funds under this 
        title.
          [(3) Application of requirements.--The requirements 
        of this section relating to the participation of 
        children, teachers, and other personnel serving such 
        children shall apply to programs and projects carried 
        out under this title by a State or local educational 
        agency, whether directly or through grants to or 
        contracts with other public or private agencies, 
        institutions, or organizations.
  [(b) Equal Expenditures.--Expenditures for programs pursuant 
to subsection (a) shall be equal (consistent with the number of 
children to be served) to expenditures for programs under this 
title for children enrolled in the public schools of the local 
educational agency, taking into account the needs of the 
individual children and other factors which relate to such 
expenditures, and when funds available to a local educational 
agency under this title are used to concentrate programs or 
projects on a particular group, attendance area, or grade or 
age level, children enrolled in private schools who are 
included within the group, attendance area, or grade or age 
level selected for such concentration shall, after consultation 
with the appropriate private school officials, be assured 
equitable participation in the purposes and benefits of such 
programs or projects.
  [(c) Funds.--
          [(1) Administration of funds and property.--The 
        control of funds provided under this title, and title 
        to materials, equipment, and property repaired, 
        remodeled, or constructed with such funds, shall be in 
        a public agency for the uses and purposes provided in 
        this title, and a public agency shall administer such 
        funds and property.
          [(2) Provision of services.--The provision of 
        services pursuant to this title shall be provided by 
        employees of a public agency or through contract by 
        such public agency with a person, an association, 
        agency, or corporation who or which, in the provision 
        of such services, is independent of such private school 
        and of any religious organizations, and such employment 
        or contract shall be under the control and supervision 
        of such public agency, and the funds provided under 
        this title shall not be commingled with State or local 
        funds.
  [(d) State Prohibition Waiver.--If by reason of any provision 
of law a State or local educational agency is prohibited from 
providing for the participation in programs of children 
enrolled in private elementary and secondary schools, as 
required by this section, the Secretary shall waive such 
requirements and shall arrange for the provision of services to 
such children through arrangements which shall be subject to 
the requirements of this section.
  [(e) Waiver and Provision of Services.--
          [(1) Failure to comply.--If the Secretary determines 
        that a State or a local educational agency has 
        substantially failed or is unwilling to provide for the 
        participation on an equitable basis of children 
        enrolled in private elementary and secondary schools as 
        required by this section, the Secretary may waive such 
        requirements and shall arrange for the provision of 
        services to such children through arrangements which 
        shall be subject to the requirements of this section.
          [(2) Withholding of allocation.--Pending final 
        resolution of any investigation or complaint that could 
        result in a determination under this subsection or 
        subsection (d), the Secretary may withhold from the 
        allocation of the affected State or local educational 
        agency the amount estimated by the Secretary to be 
        necessary to pay the cost of those services.
  [(f) Determination.--Any determination by the Secretary under 
this section shall continue in effect until the Secretary 
determines that there will no longer be any failure or 
inability on the part of the State or local educational agency 
to meet the requirements of subsections (a) and (b).
  [(g) Payment From State Allotment.--When the Secretary 
arranges for services pursuant to this section, the Secretary 
shall, after consultation with the appropriate public and 
private school officials, pay the cost of such services, 
including the administrative costs of arranging for those 
services, from the appropriate allotment of the State under 
this title.
  [(h) Review.--
          [(1) Written objections.--The Secretary shall not 
        take any final action under this section until the 
        State educational agency and the local educational 
        agency affected by such action have had an opportunity, 
        for not less than 45 days after receiving written 
        notice thereof, to submit written objections and to 
        appear before the Secretary or the Secretary's designee 
        to show cause why that action should not be taken.
          [(2) Court action.--If a State or local educational 
        agency is dissatisfied with the Secretary's final 
        action after a proceeding under paragraph (1), such 
        agency may, not later than 60 days after notice of such 
        action, file with the United States court of appeals 
        for the circuit in which such State is located a 
        petition for review of that action. A copy of the 
        petition shall be transmitted by the clerk of the court 
        to the Secretary. The Secretary thereupon shall file in 
        the court the record of the proceedings on which the 
        Secretary based this action, as provided in section 
        2112 of title 28, United States Code.
          [(3) Remand to secretary.--The findings of fact by 
        the Secretary, if supported by substantial evidence, 
        shall be conclusive; but the court, for good cause 
        shown, may remand the case to the Secretary to take 
        further evidence and the Secretary may make new or 
        modified findings of fact and may modify the 
        Secretary's previous action, and shall file in the 
        court the record of the further proceedings. Such new 
        or modified findings of fact shall likewise be 
        conclusive if supported by substantial evidence.
          [(4) Court review.--Upon the filing of such petition, 
        the court shall have jurisdiction to affirm the action 
        of the Secretary or to set such action aside, in whole 
        or in part. The judgment of the court shall be subject 
        to review by the Supreme Court of the United States 
        upon certiorari or certification as provided in section 
        1254 of title 28, United States Code.
  [(i) Prior Determination.--Any bypass determination by the 
Secretary under chapter 2 of title I of this Act (as such 
chapter was in effect on the day preceding the date of 
enactment of the Improving America's Schools Act of 1994) 
shall, to the extent consistent with the purposes of this 
title, apply to programs under this title.

[SEC. 6403. FEDERAL ADMINISTRATION.

  [(a) Technical Assistance.--The Secretary, upon request, 
shall provide technical assistance to State and local 
educational agencies under this title.
  [(b) Rulemaking.--The Secretary shall issue regulations under 
this title only to the extent that such regulations are 
necessary to ensure that there is compliance with the specific 
requirements and assurances required by this title.
  [(c) Availability of Appropriations.--Notwithstanding any 
other provision of law, unless expressly in limitation of this 
subsection, funds appropriated in any fiscal year to carry out 
activities under this title shall become available for 
obligation on July 1 of such fiscal year and shall remain 
available for obligation until the end of the subsequent fiscal 
year.]

           *       *       *       *       *       *       *


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

           *       *       *       *       *       *       *


                       [PART B--NATIVE HAWAIIANS

[SEC. 9201. SHORT TITLE.

  [This part may be cited as the ``Native Hawaiian Education 
Act''.

[SEC. 9202. FINDINGS.

  [The Congress finds and declares as follows:
          [(1) Native Hawaiians are a distinct and unique 
        indigenous people with a historical continuity to the 
        original inhabitants of the Hawaiian archipelago, whose 
        society was organized as a nation and internationally 
        recognized as such by the United States, Britain, 
        France, and Japan, as evidenced by treaties governing 
        friendship, commerce, and navigation.
          [(2) At the time of the arrival of the first non-
        indigenous people in Hawai`i in 1778, the Native 
        Hawaiian people lived in a highly organized, self-
        sufficient subsistence social system based on a 
        communal land tenure system with a sophisticated 
        language, culture, and religion.
          [(3) A unified monarchial government of the Hawaiian 
        Islands was established in 1810 under Kamehameha I, the 
        first King of Hawai`i.
          [(4) From 1826 until 1893, the United States 
        recognized the sovereignty and independence of the 
        Kingdom of Hawai`i, which was established in 1810 under 
        Kamehameha I, extended full and complete diplomatic 
        recognition to the Kingdom of Hawai`i, and entered into 
        treaties and conventions with the Kingdom of Hawai`i to 
        govern friendship, commerce and navigation in 1826, 
        1842, 1849, 1875, and 1887.
          [(5) In 1893, the sovereign, independent, 
        internationally recognized, and indigenous government 
        of Hawai`i, the Kingdom of Hawai`i, was overthrown by a 
        small group of non-Hawaiians, including United States 
        citizens, who were assisted in their efforts by the 
        United States Minister, a United States naval 
        representative, and armed naval forces of the United 
        States. Because of the participation of United States 
        agents and citizens in the overthrow of the Kingdom of 
        Hawai`i, the Congress, on behalf of the people of the 
        United States, apologized to Native Hawaiians for the 
        overthrow and the deprivation of the rights of Native 
        Hawaiians to self-determination through Public Law 103-
        150 (107 Stat. 1510).
          [(6) In 1898, the joint resolution entitled ``A Joint 
        Resolution to provide for annexing the Hawaiian Islands 
        to the United States'', approved July 7, 1898 (30 Stat. 
        750), ceded absolute title of all lands held by the 
        Republic of Hawai`i, including the government and crown 
        lands of the former Kingdom of Hawai`i, to the United 
        States, but mandated that revenue generated from these 
        lands be used ``solely for the benefit of the 
        inhabitants of the Hawaiian Islands for educational and 
        other public purposes''.
          [(7) By 1919, the Native Hawaiian population had 
        declined from an estimated 1,000,000 in 1778 to an 
        alarming 22,600, and in recognition of this severe 
        decline, the Congress in 1921 enacted the Hawaiian 
        Homes Commission Act, 1920, which designated 
        approximately 200,000 acres of ceded public lands for 
        homesteading by Native Hawaiians.
          [(8) Through the enactment of the Hawaiian Homes 
        Commission Act, 1920, the Congress affirmed the special 
        relationship between the United States and the Native 
        Hawaiians, as expressed by then Secretary of the 
        Interior Franklin K. Lane, who was quoted in the 
        committee report for the Hawaiian Homes Commission Act, 
        1920, as saying: ``One thing that impressed me . . . 
        was the fact that the natives of the island who are our 
        wards, I should say, and for whom in a sense we are 
        trustees, are falling off rapidly in numbers and many 
        of them are in poverty.''.
          [(9) In 1938, the United States Congress again 
        acknowledged the unique status of the Hawaiian people 
        by including in the Act of June 20, 1938 (52 Stat. 781 
        et seq.), a provision to lease lands within the 
        National Parks extension to Native Hawaiians and to 
        permit fishing in the area ``only by native Hawaiian 
        residents of said area or of adjacent villages and by 
        visitors under their guidance.''.
          [(10) Under the Act entitled ``An Act to provide for 
        the admission of the State of Hawai`i into the Union'' 
        approved March 18, 1959 (73 Stat. 4), the United States 
        transferred responsibility for the administration of 
        the Hawaiian Home Lands to the State of Hawai`i but 
        reaffirmed the trust relationship which existed between 
        the United States and the Hawaiian people by retaining 
        the exclusive power to enforce the trust, including the 
        power to approve land exchanges and legislative 
        amendments affecting the rights of beneficiaries under 
        such Act.
          [(11) In 1959, under the Act entitled ``An Act to 
        provide for the admission of the State of Hawai`i into 
        the Union'', approved March 18, 1959 (73 Stat. 4), the 
        United States ceded to the State of Hawai`i title to 
        the public lands formerly held by the United States, 
        but mandated that such lands be held by the State ``in 
        public trust' and reaffirmed the special relationship 
        which existed between the United States and the 
        Hawaiian people by retaining the legal responsibility 
        to enforce the public trust responsibility of the State 
        of Hawai`i for the betterment of the conditions of 
        Native Hawaiians, as defined in section 201(a) of the 
        Hawaiian Homes Commission Act, 1920.
          [(12) The United States assumed special 
        responsibilities for Native Hawaiian lands and 
        resources at the time of the annexation of the 
        Territory in 1898, upon adoption of the Hawaiian Homes 
        Commission Act, 1920, and upon admission of the State 
        of Hawai`i into the Union in 1959, and has retained 
        certain of those responsibilities.
          [(13) In recognition of the special relationship 
        which exists between the United States and the Native 
        Hawaiian people, the Congress has extended to Native 
        Hawaiians the same rights and privileges accorded to 
        American Indian, Alaska Native, Eskimo, and Aleut 
        communities under the Native American Programs Act of 
        1974, the American Indian Religious Freedom Act, the 
        National Museum of the American Indian Act, the Native 
        American Graves Protection and Repatriation Act, the 
        National Historic Preservation Act, and the Native 
        American Languages Act.
          [(14) In recognition of the special relationship 
        which exists between the United States and the Native 
        Hawaiian people, the Congress has enacted numerous 
        special provisions of law for the benefit of Native 
        Hawaiians in the areas of health, education, labor, and 
        housing.
          [(15) In 1981, the Senate instructed the Office of 
        Education to submit to the Congress a comprehensive 
        report on Native Hawaiian education. The report, 
        entitled the ``Native Hawaiian Educational Assessment 
        Project'', was released in 1983 and documented that 
        Native Hawaiians scored below parity with national 
        norms on standardized achievement tests, were 
        disproportionately represented in many negative social 
        and physical statistics, indicative of special 
        educational needs, and had educational needs which were 
        related to their unique cultural situation, such as 
        different learning styles and low self-image.
          [(16) In recognition of the educational needs of 
        Native Hawaiians, in 1988, the Congress enacted title 
        IV of the Augustus F. Hawkins-Robert T. Stafford 
        Elementary and Secondary School Improvement Amendments 
        of 1988 to authorize and develop supplemental 
        educational programs to benefit Native Hawaiians.
          [(17) In 1993, the Kamehameha Schools Bishop Estate 
        released a ten-year update of the Native Hawaiian 
        Educational Assessment Project, which found that 
        despite the successes of the programs established under 
        title IV of the Augustus F. Hawkins-Robert T. Stafford 
        Elementary and Secondary School Improvement Amendments 
        of 1988, many of the same educational needs still exist 
        for Native Hawaiians. For example--
                  [(A) educational risk factors continue to 
                start even before birth for many Native 
                Hawaiian children, including--
                          [(i) late or no prenatal care;
                          [(ii) half of Native Hawaiian women 
                        who give birth are unmarried; and
                          [(iii) high rates of births to 
                        teenage parents;
                  [(B) Native Hawaiian students continue to 
                begin their school experience lagging behind 
                other students in terms of readiness factors 
                such as vocabulary test scores;
                  [(C) Native Hawaiian students continue to 
                score below national norms on standardized 
                education achievement tests at all grade 
                levels;
                  [(D) both public and private schools continue 
                to show a pattern of lower percentages of 
                Native Hawaiian students in the uppermost 
                achievement levels and in gifted and talented 
                programs;
                  [(E) Native Hawaiian students continue to be 
                overrepresented among students qualifying for 
                special education programs provided to students 
                with learning disabilities, mild mental 
                retardation, emotional impairment, and other 
                such disabilities;
                  [(F) Native Hawaiians continue to be 
                underrepresented in institutions of higher 
                education and among adults who have completed 
                four or more years of college;
                  [(G) Native Hawaiians continue to be 
                disproportionately represented in many negative 
                social and physical statistics, indicative of 
                special educational needs, for example--
                          [(i) Native Hawaiian students are 
                        more likely to be retained in grade 
                        level and to be excessively absent in 
                        secondary school;
                          [(ii) Native Hawaiian students are 
                        the highest users of drugs and alcohol 
                        in the State of Hawai`i; and
                          [(iii) Native Hawaiian children 
                        continue to be disproportionately 
                        victimized by child abuse and neglect; 
                        and
                  [(H) Native Hawaiians now comprise over 23 
                percent of the students served by the State of 
                Hawai`i Department of Education and there are 
                and will continue to be geographically rural, 
                isolated areas with a high Native Hawaiian 
                population density.
          [(18) The findings described in paragraphs (1) 
        through (17) are contrary to the high rate of literacy 
        and integration of traditional culture and Western 
        education achieved by Native Hawaiians through a 
        Hawaiian language-based public school system 
        established in 1840 by Kamehameha III.
          [(19) After the overthrow of the Kingdom of Hawai`i 
        in 1893, Hawaiian medium schools were banned. After 
        annexation, throughout the territorial and statehood 
        period, and until 1986, use of Hawaiian as a medium of 
        education in public schools was declared unlawful, 
        thereby causing incalculable harm to a culture that 
        placed a very high value on the power of language, as 
        exemplified in the traditional saying: ``I ka ``olelo 
        no ke ola; I ka ``olelo no ka make. In the language 
        rests life; In the language rests death.''.
          [(20) Despite the consequences of over 100 years of 
        nonindigenous influence, the Native Hawaiian people are 
        determined to preserve, develop, and transmit to future 
        generations their ancestral territory, and their 
        cultural identity in accordance with their own 
        spiritual and traditional beliefs, customs, practices, 
        language, and social institutions.
          [(21) The State of Hawai`i, in the constitution and 
        statutes of the State of Hawai`i--
                  [(A) reaffirms and protects the unique right 
                of the Native Hawaiian people to practice and 
                perpetuate their culture and religious customs, 
                beliefs, practices, and language; and
                  [(B) recognizes the traditional language of 
                the Native Hawaiian people as an official 
                language of the State of Hawai`i, which may be 
                used as the language of instruction for all 
                subjects and grades in the public school 
                system.

[SEC. 9203. PURPOSE.

  [It is the purpose of this part to--
          [(1) authorize and develop supplemental educational 
        programs to assist Native Hawaiians in reaching the 
        National Education Goals;
          [(2) provide direction and guidance to appropriate 
        Federal, State, and local agencies to focus resources, 
        including resources made available under this part, on 
        Native Hawaiian education, through the establishment of 
        a Native Hawaiian Education Council, and five island 
        councils;
          [(3) supplement and expand existing programs and 
        authorities in the area of education to further the 
        purposes of the title; and
          [(4) encourage the maximum participation of Native 
        Hawaiians in planning and management of Native Hawaiian 
        Education Programs.

[SEC. 9204. NATIVE HAWAIIAN EDUCATION COUNCIL AND ISLAND COUNCILS.

  [(a) Establishment of Native Hawaiian Education Council.--In 
order to better effectuate the purposes of this part through 
the coordination of educational and related services and 
programs available to Native Hawaiians, including those 
programs receiving funding under this part, the Secretary is 
authorized to establish a Native Hawaiian Education Council 
(hereafter in this part referred to as the ``Education 
Council'').
  [(b) Composition of Education Council.--The Education Council 
shall consist of not more than 25 members, including a 
representative of--
          [(1) each recipient of funds from the Secretary under 
        this part;
          [(2) the State of Hawai`i Department of Education;
          [(3) the State of Hawai`i Office of Hawaiian Affairs;
          [(4) Native Hawaiian educational organizations, such 
        as Alu Like, Inc., Kamehameha Schools Bishop Estate, 
        Hawaiian Language Immersion Advisory Council, Aha 
        Punana Leo, and the Queen Lili``uokalani Trust and 
        Children's Center; and
          [(5) each Native Hawaiian education island council 
        established under subsection (f).
  [(c) Conditions and Terms.--At least three-fourths of the 
members of the Education Council shall be Native Hawaiians. 
Members of the Education Council shall be appointed for three-
year terms.
  [(d) Administrative Grant for the Education Council.--The 
Secretary shall make a direct grant to the Education Council in 
order to enable the Education Council to--
          [(1) coordinate the educational and related services 
        and programs available to Native Hawaiians, including 
        the programs assisted under this part, and assess the 
        extent to which such services and programs meet the 
        needs of Native Hawaiians; and
          [(2) provide direction and guidance, through the 
        issuance of reports and recommendations, to appropriate 
        Federal, State, and local agencies in order to focus 
        and improve the use of resources, including resources 
        made available under this part, on Native Hawaiian 
        education.
  [(e) Additional Duties of the Education Council.--
          [(1) In general.--The Education Council shall provide 
        copies of any reports and recommendations issued by the 
        Education Council to the Secretary, the Committee on 
        Indian Affairs of the Senate, and the Committee on 
        Education and Labor of the House of Representatives, 
        including any information that the Education Council 
        provides to the Secretary pursuant to subsection (i).
          [(2) Annual report.--The Education Council shall 
        present to the Secretary an annual report on the 
        Education Council's activities.
          [(3) Island council support and assistance.--The 
        Education Council shall provide such administrative 
        support and financial assistance to the island councils 
        established pursuant to subsection (f) as the Secretary 
        deems appropriate.
  [(f) Establishment of Island Councils.--
          [(1) In general.--In order to better effectuate the 
        purposes of this part and to ensure the adequate 
        representation of island and community interests within 
        the Education Council, the Office of Hawaiian Affairs 
        of the State of Hawai`i is authorized to facilitate the 
        establishment of Native Hawaiian education island 
        councils (hereafter in this part referred to as 
        ``island councils'') for the following islands:
                  [(A) Hawai`i.
                  [(B) Maui and Lana`i.
                  [(C) Moloka`i.
                  [(D) Kaua`i and Ni`ihau.
                  [(E) O`ahu.
          [(2) Composition of island councils.--Each island 
        council shall consist of parents, students, and other 
        community members who have an interest in the education 
        of Native Hawaiians, and shall be representative of the 
        educational needs of all age groups, from preschool 
        through adulthood. At least three-fourths of the 
        members of each island council shall be Native 
        Hawaiians
  [(g) Administrative Provisions Relating to Education Council 
and Island Councils.--The Education Council and each island 
council shall meet at the call of the chairperson of the 
respective council, or upon the request of the majority of the 
members of the respective council, but in any event not less 
than four times during each calendar year. The provisions of 
the Federal Advisory Committee Act shall not apply to the 
Education Council and each island council.
  [(h) Compensation.--Members of the Education Council and each 
island council shall not receive any compensation for services 
on the Education Council and each island council, respectively.
  [(i) Report.--Not later than four years after the date of the 
enactment of the Improving America's Schools Act of 1994, the 
Secretary shall prepare and submit to the Committee on Indian 
Affairs of the Senate, and the Committee on Education and Labor 
of the House of Representatives, a report which summarizes the 
annual reports of the Education Council, describes the 
allocation and utilization of funds under this part, and 
contains recommendations for changes in Federal, State, and 
local policy to advance the purposes of this part.
  [(j) Authorization of Appropriations.--There are authorized 
to be appropriated $500,000 for fiscal year 1995, and such sums 
as may be necessary for each of the 4 succeeding fiscal years, 
to carry out this section. Funds appropriated under the 
authority of this subsection shall remain available until 
expended.

[SEC. 9205. NATIVE HAWAIIAN FAMILY-BASED EDUCATION CENTERS.

  [(a) General Authority.--The Secretary is authorized to make 
direct grants, to Native Hawaiian educational organizations or 
educational entities with experience in developing or operating 
Native Hawaiian programs or programs of instruction conducted 
in the Native Hawaiian language, to expand the operation of 
Family-Based Education Centers throughout the Hawaiian Islands. 
The programs of such centers may be conducted in the Hawaiian 
language, the English language, or a combination thereof, and 
shall include--
          [(1) parent-infant programs for prenatal through 
        three-year-olds;
          [(2) preschool programs for four- and five-year-olds;
          [(3) continued research and development; and
          [(4) a long-term followup and assessment program, 
        which may include educational support services for 
        Native Hawaiian language immersion programs or 
        transition to English speaking programs.
  [(b) Administrative Costs.--Not more than 7 percent of the 
funds appropriated to carry out the provisions of this section 
for any fiscal year may be used for administrative purposes.
  [(c) Authorization of Appropriations.--In addition to any 
other amount authorized to be appropriated for the centers 
described in subsection (a), there are authorized to be 
appropriated $6,000,000 for fiscal year 1995, and such sums as 
may be necessary for each of the four succeeding fiscal years, 
to carry out this section. Funds appropriated under the 
authority of this subsection shall remain available until 
expended.

[SEC. 9206. NATIVE HAWAIIAN HIGHER EDUCATION PROGRAM.

  [(a) General Authority.--
          [(1) In general.--The Secretary is authorized to make 
        direct grants, to Native Hawaiian educational 
        organizations oreducational entities with experience in 
developing or operating Native Hawaiian programs or programs of 
instruction conducted in the Native Hawaiian language, to enable such 
organizations or entities to provide a program of baccalaureate and 
post-baccalaureate fellowship assistance to Native Hawaiian students.
          [(2) Activities.--Such program may include--
                  [(A) full or partial fellowship support for 
                Native Hawaiian students enrolled at two- or 
                four-year degree granting institutions of 
                higher education with awards to be based on 
                academic potential and financial need; and
                  [(B) full or partial fellowship support for 
                Native Hawaiian students enrolled at post-
                baccalaureate degree granting institutions of 
                higher education with priority given to 
                providing fellowship support for professions in 
                which Native Hawaiians are underrepresented and 
                with fellowship awards to be based on academic 
                potential and financial need;
                  [(C) counseling and support services for 
                students receiving fellowship assistance under 
                paragraph (1);
                  [(D) college preparation and guidance 
                counseling at the secondary school level for 
                students who may be eligible for fellowship 
                support pursuant to subsection (a)(2)(A);
                  [(E) appropriate research and evaluation of 
                the activities authorized by this section; and
                  [(F) implementation of faculty development 
                programs for the improvement and matriculation 
                of Native Hawaiian students.
  [(b) Special Conditions Required.--For the purpose of 
fellowships awarded under subsection (a), fellowship conditions 
shall be established whereby fellowship recipients obtain an 
enforceable contract obligation to provide their professional 
services, either during the fellowship period or upon 
completion of a baccalaureate or post-baccalaureate degree 
program, to the Native Hawaiian community.
  [(c) Special Rule.--No policy shall be made in implementing 
this section to prevent a Native Hawaiian student enrolled at 
an accredited two- or four-year degree granting institution of 
higher education outside of the State of Hawai`i from receiving 
a fellowship pursuant to subsections (a) and (b) of this 
section.
  [(d) Administrative Costs.--Not more than 7 percent of the 
funds appropriated to carry out the provisions of this section 
for any fiscal year may be used for administrative purposes.
  [(e) Authorization of Appropriations.--There are authorized 
to be appropriated $2,000,000 for fiscal year 1995, and such 
sums as may be necessary for each of the four succeeding fiscal 
years, to carry out this section. Funds appropriated under the 
authority of this subsection shall remain available until 
expended.

[SEC. 9207. NATIVE HAWAIIAN GIFTED AND TALENTED PROGRAM.

  [(a) General Authority.--The Secretary is authorized to make 
a grant, to a Native Hawaiian educational organization or an 
educational entity with experience in developing or operating 
Native Hawaiian programs or programs of instruction conducted 
in the Native Hawaiian language, for a gifted and talented 
program designed to--
          [(1) address the special needs of Native Hawaiian 
        elementary and secondary school students who are gifted 
        and talented students; and
          [(2) provide those support services to the families 
        of such students that are needed to enable such 
        students to benefit from the program.
  [(b) Uses of Funds.--The program funded under this section 
may include--
          [(1) the identification of the special needs of 
        Native Hawaiian gifted and talented students, 
        particularly with respect to--
                  [(A) the emotional and psychosocial needs of 
                such students; and
                  [(B) the provision of those support services 
                to the families of such students that are 
                needed to enable such students to benefit from 
                the program;
          [(2) the conduct of educational, psychosocial, and 
        developmental activities which hold reasonable promise 
        of resulting in substantial progress toward meeting the 
        educational needs of such students, including 
        demonstrating and exploring the use of the Native 
        Hawaiian language and exposure to Native Hawaiian 
        cultural traditions;
          [(3) leadership programs designed to--
                  [(A) replicate programs throughout the State 
                of Hawai`i for gifted and talented students who 
                are not served under this section; and
                  [(B) coordinate with other Native American 
                gifted and talented leadership programs, 
                including the dissemination of information 
                derived from the program conducted under this 
                section; and
          [(4) appropriate research, evaluation, and related 
        activities pertaining to--
                  [(A) the needs of such students; and
                  [(B) the provision of those support services 
                to the families of such students that are 
                needed to enable such students to benefit from 
                the program.
  [(c) Information Provision.--The Secretary is authorized to 
facilitate the establishment of a national network of Native 
Hawaiian and American Indian Gifted and Talented Centers, and 
ensure that the information developed by these centers shall be 
readily available to the educational community at large.
  [(d) Administrative Costs.--Not more than 7 percent of the 
funds appropriated to carry out the provisions of this section 
for any fiscal year may be used for administrative purposes.
  [(e) Authorization of Appropriations.--In addition to any 
other amount authorized to be appropriated for the program 
described in this section, there are authorized to be 
appropriated $1,500,000 for fiscal year 1995, and such sums as 
may be necessary for each of the 4 succeeding fiscal years, to 
carry out this section. Funds appropriated under the authority 
of this subsection shall remain available until expended.

[SEC. 9208. NATIVE HAWAIIAN SPECIAL EDUCATION PROGRAM.

  [(a) General Authority.--The Secretary is authorized to make 
grants to, or enter into contracts with, Native Hawaiian 
educational organizations or educational entities with 
experience in developing or operating Native Hawaiian programs 
or programs of instruction conducted in the Native Hawaiian 
language, to operate a program to address the special education 
needs of Native Hawaiian students. Such program may include--
          [(1) the identification of Native Hawaiian students 
        with disabilities or who are otherwise in need of 
        special educational services;
          [(2) the identification of the special education 
        needs of such students, particularly with respect to--
                  [(A) the emotional and psychosocial needs of 
                such students; and
                  [(B) the provision of those support services 
                to the families of such students that are 
                needed to enable such students to benefit from 
                the program;
          [(3) the conduct of educational activities consistent 
        with part B of the Education of Individuals with 
        Disabilities Education Act which hold reasonable 
        promise of resulting in substantial progress toward 
        meeting the educational needs of such students;
          [(4) the conduct of educational, psychosocial, and 
        developmental activities which hold reasonable promise 
        of resulting in substantial progress toward meeting the 
        educational needs of such students, including 
        demonstrating and exploring the use of the Native 
        Hawaiian language and exposure to Native Hawaiian 
        cultural traditions; and
          [(5) appropriate research, evaluation, and related 
        activities pertaining to--
                  [(A) the needs of such students;
                  [(B) the provision of those support services 
                to the families of such students that are 
                needed to enable such student to benefit from 
                the program; and
                  [(C) the outcomes and benefits of activities 
                assisted under this section upon such students.
  [(b) Administrative Costs.--Not more than 7 percent of the 
funds appropriated to carry out the provisions of this section 
for any fiscal year may be used for administrative purposes.
  [(c) Authorization of Appropriations.--In addition to any 
other amount authorized to be appropriated for the program 
described in this section, there are authorized to be 
appropriated $2,000,000 for fiscal year 1995, and such sums as 
may be necessary for each of the four succeeding fiscal years, 
to carry out this section. Funds appropriated under the 
authority of this subsection shall remain available until 
expended.

[SEC. 9209. NATIVE HAWAIIAN CURRICULUM DEVELOPMENT, TEACHER TRAINING 
                    AND RECRUITMENT PROGRAM.

  [(a) General Authority.--The Secretary is authorized to make 
direct grants, to Native Hawaiian educational organizations or 
educational entities with experience in developing or operating 
Native Hawaiian programs or programs of instruction conducted 
in the Native Hawaiian language, for the following purposes:
          [(1) Curricula.--The development of curricula to 
        address the needs of Native Hawaiian students, 
        particularly elementary and secondary school students, 
        which may include programs of instruction conducted in 
        the Native Hawaiian language, and mathematics and 
        science curricula incorporating the relevant 
        application of Native Hawaiian culture and traditions.
          [(2) Preteacher training.--The development and 
        implementation of preteacher training programs in order 
        to ensure that student teachers within the State of 
        Hawai`i, particularly student teachers who are likely 
        to be employed in schools with a high concentration of 
        Native Hawaiian students, are prepared to better 
        address the unique needs of Native Hawaiian students, 
        within the context of Native Hawaiian culture, language 
        and traditions.
          [(3) Inservice teacher training.--The development and 
        implementation of inservice teacher training programs, 
        in order to ensure that teachers, particularly teachers 
        employed in schools with a high concentration of Native 
        Hawaiian students, are prepared to better address the 
        unique needs of Native Hawaiian students, within the 
        context of Native Hawaiian culture, language and 
        traditions.
          [(4) Teacher recruitment.--The development and 
        implementation of teacher recruitment programs to meet 
        the objectives of--
                  [(A) enhancing teacher recruitment within 
                communities with a high concentration of Native 
                Hawaiian students; and
                  [(B) increasing the numbers of teachers who 
                are of Native Hawaiian ancestry.
  [(b) Priority.--In awarding grants under this section, the 
Secretary shall give priority to awarding grants for activities 
described in subsection (a) that--
          [(1) focus on the needs of at-risk youth; or
          [(2) employ a program of instruction conducted in the 
        Native Hawaiian language, except that entities 
        receiving grants awarded pursuant to subsection (a)(2) 
        shall coordinate in the development of new curricula.
  [(c) Administrative Costs.--Not more than 7 percent of the 
funds appropriated to carry out the provisions of this section 
for any fiscal year may be used for administrative purposes.
  [(d) Authorization of Appropriations.--There are authorized 
to be appropriated $2,000,000 for fiscal year 1995, and such 
sums as may be necessary for each of the four succeeding fiscal 
years, to carry out this section. Funds appropriated under the 
authority of this subsection shall remain available until 
expended.

[SEC. 9210. NATIVE HAWAIIAN COMMUNITY-BASED EDUCATION LEARNING CENTERS.

  [(a) General Authority.--The Secretary is authorized to make 
direct grants, to collaborative efforts between community-based 
Native Hawaiian organizations and community colleges, to 
develop, establish, and operate a minimum of three community-
based education learning centers.
  [(b) Purpose.--The learning centers described in subsection 
(a) shall meet the needs of families and communities through 
interdepartmental and interagency coordination of new and 
existing public and private programs and services, which may 
include--
          [(1) preschool programs;
          [(2) after-school programs; and
          [(3) vocational and adult education programs.
  [(c) Administrative Costs.--Not more than 7 percent of the 
funds appropriated to carry out the provisions of this section 
for any fiscal year may be used for administrative purposes.
  [(d) Authorization of Appropriations.--There are authorized 
to be appropriated $1,000,000 for fiscal year 1995, and such 
sums as may be necessary for each of the four succeeding fiscal 
years, to carry out this section. Funds appropriated under the 
authority of this subsection shall remain available until 
expended.

[SEC. 9211. ADMINISTRATIVE PROVISIONS.

  [(a) Application Required.--No grant may be made under this 
part, nor any contract be entered into under this part, unless 
an application is submitted to the Secretary in such form, in 
such manner, and containing such information as the Secretary 
may determine necessary to carry out the provisions of this 
title.
  [(b) Special Rule.--Each application submitted under this 
title shall be accompanied by the comments of each local 
educational agency serving students who will participate in the 
project for which assistance is sought.

[SEC. 9212. DEFINITIONS.

  [For the purposes of this part--
          [(1) The term ``Native Hawaiian'' means any 
        individual who is--
                  [(A) a citizen of the United States; and
                  [(B) a descendant of the aboriginal people, 
                who prior to 1778, occupied and exercised 
                sovereignty in the area that now comprises the 
                State of Hawai`i, as evidenced by--
                          [(i) genealogical records;
                          [(ii) Kupuna (elders) or Kama`aina 
                        (long-term community residents) 
                        verification; or
                          [(iii) certified birth records.
          [(2) The term ``Native Hawaiian educational 
        organization'' means a private nonprofit organization 
        that--
                  [(A) serves the interests of Native 
                Hawaiians;
                  [(B) has Native Hawaiians in substantive and 
                policymaking positions within the organization;
                  [(C) has a demonstrated expertise in the 
                education of Native Hawaiian youth; and
                  [(D) has demonstrated expertise in research 
                and program development.
          [(3) The term ``Native Hawaiian Organization'' means 
        a private nonprofit organization that--
                  [(A) serves the interests of Native 
                Hawaiians;
                  [(B) has Native Hawaiians in substantive and 
                policymaking positions within the 
                organizations; and
                  [(C) is recognized by the Governor of Hawai`i 
                for the purpose of planning, conducting, or 
                administering programs (or portions of 
                programs) for the benefit of Native Hawaiians.
          [(4) The term ``Native Hawaiian language'' means the 
        single Native American language indigenous to the 
        original inhabitants of the State of Hawai`i.
          [(5) The term ``Office of Hawaiian Affairs'' means 
        the Office of Hawaiian Affairs established by the 
        Constitution of the State of Hawai`i.
          [(6) The term ``Native Hawaiian community-based 
        organization'' means any organization which is composed 
        primarily of Native Hawaiians from a specific community 
        and which assists in the social, cultural and 
        educational development of Native Hawaiians in that 
        community.

                    [PART C--ALASKA NATIVE EDUCATION

[SEC. 9301. SHORT TITLE.

  [This part may be cited as the ``Alaska Native Educational 
Equity, Support and Assistance Act''.

[SEC. 9302. FINDINGS.

  [The Congress finds and declares:
          [(1) The attainment of educational success is 
        critical to the betterment of the conditions, long-term 
        well-being and preservation of the culture of Alaska 
        Natives.
          [(2) It is the policy of the Federal Government to 
        encourage the maximum participation by Alaska Natives 
        in the planning and the management of Alaska Native 
        education programs.
          [(3) Alaska Native children enter and exit school 
        with serious educational handicaps.
          [(4) The educational achievement of Alaska Native 
        children is far below national norms. In addition to 
        low Native performance on standardized tests, Native 
        student dropout rates are high, and Natives are 
        significantly underrepresented among holders of 
        baccalaureate degrees in the State of Alaska. As a 
        result, Native students are being denied their 
        opportunity to become full participants in society by 
        grade school and high school educations that are 
        condemning an entire generation to an underclass status 
        and a life of limited choices.
          [(5) The programs authorized herein, combined with 
        expanded Head Start, infant learning and early 
        childhood education programs, and parent education 
        programs are essential if educational handicaps are to 
        be overcome.
          [(6) The sheer magnitude of the geographic barriers 
        to be overcome in delivering educational services in 
        rural and village Alaska should be addressed through 
        the development and implementation of innovative, model 
        programs in a variety of areas.
          [(7) Congress finds that Native children should be 
        afforded the opportunity to begin their formal 
        education on a par with their non-Native peers. The 
        Federal Government should lend support to efforts 
        developed by and undertaken within the Alaska Native 
        community to improve educational opportunity for all 
        students.

[SEC. 9303. PURPOSE.

  [It is the purpose of this part to--
          [(1) recognize the unique educational needs of Alaska 
        Natives;
          [(2) authorize the development of supplemental 
        educational programs to benefit Alaska Natives;
          [(3) supplement existing programs and authorities in 
        the area of education to further the purposes of this 
        part; and
          [(4) provide direction and guidance to appropriate 
        Federal, State and local agencies to focus resources, 
        including resources made available under this part, on 
        meeting the educational needs of Alaska Natives.

[SEC. 9304. ALASKA NATIVE EDUCATIONAL PLANNING, CURRICULUM DEVELOPMENT, 
                    TEACHER TRAINING AND RECRUITMENT PROGRAM.

  [(a) General Authority.--The Secretary shall make direct 
grants to Alaska Native organizations or educational entities 
with experience in developing or operating Alaska Native 
programs or programs of instruction conducted in Alaska Native 
languages, or to partnerships involving Alaska Native 
organizations, for the following purposes:
          [(1) Educational planning.--The consolidation of 
        existing educational plans, recommendations and 
        research into implementation methods and strategies to 
        improve schooling for Alaska Natives.
          [(2) Implementation of educational plans.--The 
        adoption and implementation of specific educational 
        plans developed under subsection (1) above.
          [(3) Curricula.--The development of curricula to 
        address the needs of Alaska Native students, 
        particularly elementary and secondary school students, 
        which may include innovative programs and pilot and 
        demonstration programs to develop and introduce 
        curriculum materials that reflect cultural diversities 
        or the contributions of Alaska Native people, programs 
        of instruction conducted in Native languages, and the 
        development of networks to introduce successful 
        techniques, programs and curriculum materials to rural 
        and urban schools, including:
                  [(A) multimedia social studies curricula 
                which fully and accurately portray the role of 
                Native Americans historically and 
                contemporarily; and
                  [(B) curricula and teaching materials for 
                instructions in Native languages.
          [(4) Preteacher training.--The development and 
        implementation of preteacher training programs in order 
        to ensure that student teachers within the State of 
        Alaska, particularly student teachers who are likely to 
        be employed in schools with a high concentration of 
        Alaska Native students, are prepared to better address 
        the cultural diversity and unique needs of Alaska 
        Native students;
          [(5) Teacher recruitment.--The development and 
        implementation of teacher recruitment programs to meet 
        the objectives of--
                  [(A) increasing the numbers of teachers who 
                are Alaska Natives;
                  [(B) enhancing teacher recruitment within 
                communities with a high concentration of Alaska 
                Native students; and
                  [(C) improving the teacher selection 
                processes in order to recruit teachers who are 
                more positively responsive to rural conditions 
                and who are suited for effective cross-cultural 
                instruction.
          [(6) Inservice teacher training.--The development and 
        implementation of inservice teacher training programs 
        in order to ensure that teachers are prepared to better 
        address the unique needs of Alaska Native students.
  [(b) Administrative Costs.--Not more than 10 percent of the 
funds appropriated to carry out the provisions of this section 
for any fiscal year may be used for administrative purposes.
  [(c) Authorization of Appropriations.--There are authorized 
to be appropriated $5,000,000 for fiscal year 1995, and such 
sums as may be necessary for each of the four succeeding fiscal 
years, to carry out this section. Funds appropriated under the 
authority of this subsection shall remain available until 
expended.

[SEC. 9305. ALASKA NATIVE HOME BASED EDUCATION FOR PRESCHOOL CHILDREN.

  [(a) General Authority.--The Secretary shall make direct 
grants to Alaska Native organizations or educational entities 
with experience in developing or operating Alaska Native 
programs, or to partnerships involving Alaska Native 
organizations, to implement home instruction programs for 
Alaska Native preschool youngsters. The objective of such 
programs shall be to develop parents as educators for their 
children and to assure the active involvement of parents in the 
education of their children from the earliest ages.
  [(b) Program Elements.--Home based education programs for 
Alaska Native children shall include--
          [(1) parent-infant programs for prenatal through 
        three-year olds;
          [(2) preschool programs for four- and five-year olds;
          [(3) training, education and support programs to 
        teach parents skills in observation, reading readiness, 
        story telling and critical thinking;
          [(4) continued research and development; and
          [(5) a long-term followup and assessment program.
  [(c) Eligibility of HIPPY Programs.--Programs based on the 
HIPPY (Home Instruction Program for Preschool Youngsters) model 
shall be eligible for funding under this section.
  [(d) Administrative Costs.--Not more than 10 percent of the 
funds appropriated to carry out the provisions of this section 
for any fiscal year may be used for administrative purposes.
  [(e) Authorization of Appropriations.--There is authorized to 
be appropriated $2,000,000 for fiscal year 1995, and such sums 
as may be necessary for each of the four succeeding fiscal 
years,to carry out this section. Funds appropriated under the 
authority of this subsection shall remain available until expended.

[SEC. 9306. ALASKA NATIVE STUDENT ENRICHMENT PROGRAMS.

  [(a) General Authority.--The Secretary shall make a grant or 
grants to Alaska Native educational organizations or 
educational entities with experience in developing or operating 
Alaska Native programs, or to partnerships including Alaska 
Native organizations, for enrichment programs for Alaska Native 
students in the areas of science and mathematics education. The 
programs shall be designed to--
          [(1) prepare qualified students from rural areas who 
        are preparing to enter village high schools to excel in 
        science and mathematics; and
          [(2) provide those support services to the families 
        of such students that are needed to enable such 
        students to benefit from the program.
  [(b) Uses of Funds.--The program funded under this section 
may include--
          [(1) the identification of the students eligible to 
        participate in the program;
          [(2) the conduct of educational, psychosocial, and 
        developmental activities which hold reasonable promise 
        of resulting in substantial enrichment of the 
        educational performance of the participating students;
          [(3) leadership programs designed to provide for the 
        replication of the program in other subject matter 
        areas and the dissemination of information derived from 
        the program; and
          [(4) appropriate research, evaluation and related 
        activities pertaining to the benefits of such 
        enrichment programs.
  [(c) Administrative Costs.--Not more than 10 percent of the 
funds appropriated to carry out the provisions of this section 
for any fiscal year may be used for administrative purposes.
  [(d) Authorization of Appropriations.--There are authorized 
to be appropriated $1,000,000 for fiscal year 1995, and such 
sums as may be necessary for each of the four succeeding fiscal 
years, to carry out this section. Funds appropriated under the 
authority of this subsection shall remain available until 
expended.

[SEC. 9307. ADMINISTRATIVE PROVISIONS.

  [(a) Application Required.--No grant may be made under this 
part, nor any contract be entered into under this part, unless 
an application is submitted to the Secretary in such form, in 
such manner, and containing such information as the Secretary 
may determine necessary to carry out the provisions of this 
part.
  [(b) Applications by Local School Districts or State 
Educational Entities.--Local school districts or State 
educational entities shall apply for funding under this part in 
partnership with Alaska Native organizations.
  [(c) Consultation Required.--Each applicant for funding shall 
provide for ongoing advice from and consultation with 
representatives of the Alaska Native community.
  [(d) Local Educational Agency Coordination.--Each local 
educational agency serving students who will participate in the 
program for which assistance is sought shall be informed 
regarding each application submitted under this part, except 
that approval by or concurrence from such local educational 
agency shall not be required.
  [(e) Implementation of Authorities.--The Secretary shall 
expeditiously obligate funds appropriated as provided in this 
part.

[SEC. 9308. DEFINITIONS.

  [For purposes of this part--
          [(1) the term ``Alaska Native'' has the same meaning 
        as the term ``Native'' has in section 3(b) of the 
        Alaska Native Claims Settlement Act; and
          [(2) the term ``Alaska Native organization'' means a 
        federally recognized tribe, consortium of tribes, 
        regional nonprofit Native association, and other Alaska 
        Native organizations that--
                  [(A) has or commits to acquire expertise in 
                the education of Alaska Natives; and
                  [(B) has Alaska Natives in substantive and 
                policy-making positions within the 
                organization.]

               TITLE X--PROGRAMS OF NATIONAL SIGNIFICANCE

             [PART A--FUND FOR THE IMPROVEMENT OF EDUCATION

[SEC. 10101. FUND FOR THE IMPROVEMENT OF EDUCATION.

  [(a) Fund Authorized.--From funds appropriated under 
subsection (d), the Secretary is authorized to support 
nationally significant programs and projects to improve the 
quality of education, assist all students to meet challenging 
State content standards and challenging State student 
performance standards, and contribute to achievement of the 
National Education Goals. The Secretary is authorized to carry 
out such programs and projects directly or through grants to, 
or contracts with, State and local educational agencies, 
institutions of higher education, and other public and private 
agencies, organizations, and institutions.
  [(b) Uses of Funds.--
          [(1) In general.--Funds under this section may be 
        used for--
                  [(A) activities that will promote systemic 
                education reform at the State and local levels, 
                such as--
                          [(i) research and development related 
                        to challenging State content and 
                        challenging State student performance 
                        standards;
                          [(ii) the development and evaluation 
                        of model strategies for--
                                  [(I) assessment of student 
                                learning;
                                  [(II) professional 
                                development for teachers and 
                                administrators;
                                  [(III) parent and community 
                                involvement; and
                                  [(IV) other aspects of 
                                systemic reform;
                          [(iii) developing and evaluating 
                        strategies for eliminating ability-
                        grouping practices, and developing 
                        policies and programs that place all 
                        students on a college-preparatory path 
                        of study, particularly in academic 
                        fields such as mathematics, science, 
                        English, and social studies, including 
                        comprehensive inservice programs for 
                        teachers and pupil services personnel 
                        and academic enrichment programs that 
                        supplement regular courses for 
                        students;
                          [(iv) developing and evaluating 
                        programs that directly involve parents 
                        and family members in the academic 
                        progress of their children;
                          [(v) developing and evaluating 
                        strategies for integrating instruction 
                        and assessment such that teachers and 
                        administrators can focus on what 
                        students should know and be able to do 
                        at particular grade levels, which 
                        instruction shall promote the synthesis 
                        of knowledge, encourage the development 
                        of problem-solving skills drawing on a 
                        vast range of disciplines, and promote 
                        the development of higher order 
                        thinking by all students; and
                          [(vi) developing and evaluating 
                        strategies for supporting professional 
                        development for teachers across all 
                        disciplines and for pupil services 
                        personnel, guidance counselors, and 
                        administrators, including inservice 
                        training that improves the skills of 
                        pupil services personnel, counselors 
                        and administrators for working with 
                        students from diverse populations;
                  [(B) demonstrations at the State and local 
                levels that are designed to yield nationally 
                significant results, including approaches to 
                public school choice and school-based 
                decisionmaking;
                  [(C) joint activities with other agencies to 
                assist the effort to achieve the National 
                Education Goals, including activities related 
                to improving the transition from preschool to 
                school and from school to work, as well as 
                activities related to the integration of 
                education and health and social services;
                  [(D) activities to promote and evaluate 
                counseling and mentoring for students, 
                including intergenerational mentoring;
                  [(E) activities to promote and evaluate 
                coordinated pupil services programs;
                  [(F) activities to promote comprehensive 
                health education;
                  [(G) activities to promote environmental 
                education;
                  [(H) activities to promote consumer, 
                economic, and personal finance education, such 
                as saving, investing, and entrepreneurial 
                education;
                  [(I) activities to promote programs to assist 
                students to demonstrate competence in foreign 
                languages;
                  [(J) studies and evaluation of various 
                education reform strategies and innovations 
                being pursued by the Federal Government, 
                States, and local educational agencies;
                  [(K) activities to promote metric education;
                  [(L) the identification and recognition of 
                exemplary schools and programs, such as Blue 
                Ribbon Schools;
                  [(M) programs designed to promote gender 
                equity in education by evaluating and 
                eliminating gender bias in instruction and 
                educational materials, identifying, and 
                analyzing gender inequities in educational 
                practices, and implementing and evaluating 
                educational policies and practices designed to 
                achieve gender equity;
                  [(N) programs designed to reduce excessive 
                student mobility, retain students who move 
                within a school district at the same school, 
                educate parents about the effect of mobility on 
                a child's education and encourage parents to 
                participate in school activities;
                  [(O) experiential-based learning, such as 
                service-learning;
                  [(P) the development and expansion of public-
                private partnership programs which extend the 
                learning experience, via computers, beyond the 
                classroom environment into student homes 
                through such programs as the Buddy System 
                Computer Project;
                  [(Q) other programs and projects that meet 
                the purposes of this section;
                  [(R) activities to promote child abuse 
                education and prevention programs;
                  [(S) activities to raise standards and 
                expectations for academic achievement among all 
                students, especially disadvantaged students 
                traditionally underserved in schools;
                  [(T) activities to provide the academic 
                support, enrichment and motivation to enable 
                all students to reach such standards;
                  [(U) demonstrations relating to the planning 
                and evaluations of the effectiveness of 
                projects under which local educational agencies 
                or schools contract with private management 
                organizations to reform a school or schools;
                  [(V) demonstrations that are designed to test 
                whether prenatal and counseling provided to 
                pregnant students may have a positive effect on 
                pregnancy outcomes, with such education and 
                counseling emphasizing the importance of 
                prenatal care, the value of sound diet and 
                nutrition habits, and the harmful effects of 
                smoking, alcohol, and substance abuse on fetal 
                development;
                  [(W) programs under section 10102;
                  [(X) programs under section 10103;
                  [(Y) programs under section 10104; and
                  [(Z) programs under section 10105;
          [(2) Additional uses.--The Secretary may also use 
        funds under this section to complete the project 
        periods for direct grants or contracts awarded under 
        the provisions of this Act, the Fund for the 
        Improvement and Reform of Schools and Teaching Act, or 
        title III of the Education for Economic Security Act, 
        as such Acts were in effect on the day preceding the 
        date of the enactment of the Improving America's 
        Schools Act of 1994.
          [(3) Special rule.--The Secretary shall not make 
        available more than $1,000,000 to carry out paragraph 
        (1)(R), nor more than $1,000,000 to carry out paragraph 
        (1)(V) during the period beginning on October 1, 1994, 
        through September 30, 1999.
  [(c) Awards.--
          [(1) In general.--The Secretary may--
                  [(A) make awards under this section on the 
                basis of competitions announced by the 
                Secretary; and
                  [(B) support meritorious unsolicited 
                proposals.
          [(2) Special rule.--The Secretary shall ensure that 
        programs, projects, and activities supported under this 
        section are designed so that the effectiveness of such 
        programs, projects, and activities is readily 
        ascertainable.
          [(3) Peer review.--The Secretary shall use a peer 
        review process in reviewing applications for assistance 
        under this section and may use funds appropriated under 
        subsection (d) for the cost of such peer review.
  [(d) Authorization.--For the purpose of carrying out this 
section, there are authorized to be appropriated $50,000,000 
for fiscal year 1995 and such sums as may be necessary for each 
of the four succeeding fiscal years.

[SEC. 10102. ELEMENTARY SCHOOL COUNSELING DEMONSTRATION.

  [(a) Counseling Demonstration.--
          [(1) In General.--The Secretary may award grants 
        under this section to establish or expand elementary 
        school counseling programs.
          [(2) Priority.--In awarding grants under this 
        section, the Secretary shall give special consideration 
        to applications describing programs that--
                  [(A) demonstrate the greatest need for new or 
                additional counseling services among the 
                children in the elementary schools served by 
                the applicant;
                  [(B) propose the most promising and 
                innovative approaches for initiating or 
                expanding elementary school counseling; and
                  [(C) show the greatest potential for 
                replication and dissemination.
          [(3) Equitable distribution.--In awarding grants 
        under this section, the Secretary shall ensure an 
        equitable geographic distribution among the regions of 
        the United States and among urban, suburban, and rural 
        areas.
          [(4) Duration.--A grant under this section shall be 
        awarded for a period not to exceed three years.
          [(5) Maximum grant.--A grant under this section shall 
        not exceed $400,000 for any fiscal year.
  [(b) Applications.--
          [(1) In general.--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 reasonably require.
          [(2) Contents.--Each application for a grant under 
        this section shall--
                  [(A) describe the elementary school 
                population to be targeted by the program, the 
                particular personal, social, emotional, 
                educational, and career development needs of 
                such population, and the current school 
                counseling resources available for meeting such 
                needs;
                  [(B) describe the activities, services, and 
                training to be provided by the program and the 
                specific approaches to be used to meet the 
                needs described in subparagraph (A);
                  [(C) describe the methods to be used to 
                evaluate the outcomes and effectiveness of the 
                program;
                  [(D) describe the collaborative efforts to be 
                undertaken with institutions of higher 
                education, businesses, labor organizations, 
                community groups, social service agencies, and 
                other public or private entities to enhance the 
                program and promote school-linked services 
                integration;
                  [(E) describe collaborative efforts with 
                institutions of higher education which 
                specifically seek to enhance or improve 
                graduate programs specializing in the 
                preparation of elementary school counselors, 
                school psychologists, and school social 
                workers;
                  [(F) document that the applicant has the 
                personnel qualified to develop, implement, and 
                administer the program;
                  [(G) describe how any diverse cultural 
                populations, if applicable, would be served 
                through the program;
                  [(H) assure that the funds made available 
                under this part for any fiscal year will be 
                used to supplement and, to the extent 
                practicable, increase the level of funds that 
                would otherwise be available from non-Federal 
                sources for the program described in the 
                application, and in no case supplant such funds 
                from non-Federal sources; and
                  [(I) assure that the applicant will appoint 
                an advisory board composed of parents, school 
                counselors, school psychologists, school social 
                workers, other pupil services personnel, 
                teachers, school administrators, and community 
                leaders to advise the local educational agency 
                on the design and implementation of the 
                program.
  [(c) Use of Funds.--
          [(1) In general.--Grant funds under this section 
        shall be used to initiate or expand elementary school 
        counseling programs that comply with the requirements 
        in paragraph (2).
          [(2) Program requirements.--Each program assisted 
        under this section shall--
                  [(A) be comprehensive in addressing the 
                personal, social, emotional, and educational 
                needs of all students;
                  [(B) use a developmental, preventive approach 
                to counseling;
                  [(C) increase the range, availability, 
                quantity, and quality of counseling services in 
                the elementary schools of the local educational 
                agency;
                  [(D) expand counseling services only through 
                qualified school counselors, school 
                psychologists, and school social workers;
                  [(E) use innovative approaches to increase 
                children's understanding of peer and family 
                relationships, work and self, decisionmaking, 
                academic and career planning, or to improve 
                social functioning;
                  [(F) provide counseling services that are 
                well-balanced among classroom group and small 
                group counseling, individual counseling, and 
                consultation with parents, teachers, 
                administrators, and other pupil services 
                personnel;
                  [(G) include inservice training for school 
                counselors, school social workers, school 
                psychologists, other pupil services personnel, 
                teachers, and instructional staff;
                  [(H) involve parents of participating 
                students in the design, implementation, and 
                evaluation of a counseling program;
                  [(I) involve collaborative efforts with 
                institutions of higher education, businesses, 
                labor organizations, community groups, social 
                service agencies, or other public or private 
                entities to enhance the program and promote 
                school-linked services integration; and
                  [(J) evaluate annually the effectiveness and 
                outcomes of the counseling services and 
                activities assisted under this section.
          [(3) Report.--The Secretary shall issue a report 
        evaluating the programs assisted pursuant to each grant 
        under this subsection at the end of each grant period 
        in accordance with section 14701, but in no case later 
        than January 30, 1998.
          [(4) Dissemination.--The Secretary shall make the 
        programs assisted under this section available for 
        dissemination, either through the National Diffusion 
        Network or other appropriate means.
          [(5) Limit on administration.--Not more than five 
        percent of the amounts made available under this 
        section in any fiscal year shall be used for 
        administrative costs to carry out this section.
  [(d) Definitions.--For purposes of this section--
          [(1) the term ``school counselor'' means an 
        individual who has documented competence in counseling 
        children and adolescents in a school setting and who--
                  [(A) possesses State licensure or 
                certification granted by an independent 
                professional regulatory authority;
                  [(B) in the absence of such State licensure 
                or certification, possesses national 
                certification in school counseling or a 
                specialty of counseling granted by an 
                independent professional organization; or
                  [(C) holds a minimum of a master's degree in 
                school counseling from a program accredited by 
                the Council for Accreditation of Counseling and 
                Related Educational Programs or the equivalent;
          [(2) the term ``school psychologist'' means an 
        individual who--
                  [(A) possesses a minimum of 60 graduate 
                semester hours in school psychology from an 
                institution of higher education and has 
                completed 1,200 clock hours in a supervised 
                school psychology internship, of which 600 
                hours shall be in the school setting;
                  [(B) possesses State licensure or 
                certification in the State in which the 
                individual works; or
                  [(C) in the absence of such State licensure 
                or certification, possesses national 
                certification by the National School Psychology 
                Certification Board;
          [(3) the term ``school social worker'' means an 
        individual who holds a master's degree in social work 
        and is licensed or certified by the State in which 
        services are provided or holds a school social work 
        specialist credential; and
          [(4) the term ``supervisor'' means an individual who 
        has the equivalent number of years of professional 
        experience in such individual's respective discipline 
        as is required of teaching experience for the 
        supervisor or administrative credential in the State of 
        such individual.

[SEC. 10103. PARTNERSHIPS IN CHARACTER EDUCATION PILOT PROJECT.

  [(a) Program Authorized.--
          [(1) In general.--The Secretary is authorized to make 
        up to a total of ten grants annually to partnerships of 
        State educational agencies and local educational 
        agencies for the design and implementation of character 
        education programs that incorporate the elements of 
        character listed in subsection (d), as well as other 
        character elements identified by applicants.
          [(2) Maximum amount of grant.--No State educational 
        agency shall receive more than a total of $1,000,000 in 
        grants under this part.
          [(3) Duration.--Each grant under this section shall 
        be awarded for a period not to exceed five years, of 
        which the State educational agency shall not use more 
        than one year for planning and program design.
  [(b) State Educational Agency Applications.--
          [(1) Requirement.--Each State educational agency 
        desiring a grant under this section shall submit an 
        application to the Secretary at such time and in such 
        manner as the Secretary may require.
          [(2) Partnerships.--Each State educational agency 
        desiring a grant under this section shall form a 
        partnership with at least one local educational agency 
        to be eligible for funding. The partnership shall 
        pursue State and local initiatives to meet the 
        objectives of this section.
          [(3) Application.--Each application under this 
        section shall include--
                  [(A) a list of the local educational agencies 
                entering into the partnership with the State 
                educational agency;
                  [(B) a description of the goals of the 
                partnership;
                  [(C) a description of activities that will be 
                pursued by the participating local educational 
                agencies, including--
                          [(i) how parents, students, and other 
                        members of the community, including 
                        members of private and nonprofit 
                        organizations, will be involved in the 
                        design and implementation of the 
                        program;
                          [(ii) curriculum and instructional 
                        practices;
                          [(iii) methods of teacher training 
                        and parent education that will be used 
                        or developed; and
                          [(iv) examples of activities that 
                        will be carried out under this part;
                  [(D) a description of how the State 
                educational agency will provide technical and 
                professional assistance to its local 
                educational agency partners in the development 
                and implementation of character education 
                programs;
                  [(E) a description of how the State 
                educational agency will evaluate the success of 
                local programs and how local educational 
                agencies will evaluate the progress of their 
                own programs;
                  [(F) a description of how the State 
                educational agency will assist other interested 
                local educational agencies that are not members 
                of the original partnership in designing and 
                establishing programs;
                  [(G) a description of how the State 
                educational agency will establish a 
                clearinghouse for information on model 
                programs, materials, and other information the 
                State and local educational agencies determine 
                to be appropriate;
                  [(H) an assurance that the State educational 
                agency will annually provide to the Secretary 
                such information as may be required to 
                determine the effectiveness of the program; and
                  [(I) any other information that the Secretary 
                may require.
          [(4) Non-partner local educational agencies.--Any 
        local educational agency that was not a partner with 
        the State when the application was submitted may become 
        a partner by submitting an application for partnership 
        to the State educational agency, containing such 
        information that the State educational agency may 
        require.
  [(c) Evaluation and Program Development.--
          [(1) Requirement.--Each State educational agency 
        receiving a grant under this section shall submit to 
        the Secretary a comprehensive evaluation of the program 
        assisted under this part, including the impact on 
        students, teachers, administrators, parents, and 
        others--
                  [(A) by the mid-term of the program; and
                  [(B) not later than one year after completion 
                of such program.
          [(2) Contracts for evaluation.--Each State 
        educational agency receiving a grant under this section 
        may contract with outside sources, including 
        institutions of higher education, and private and 
        nonprofit organizations, for purposes of evaluating 
        their program and measuring the success of the program 
        toward fostering in students the elements of character 
        listed in subsection (b).
          [(3) Factors.--Factors which may be considered in 
        evaluating the success of the program may include--
                  [(A) discipline problems;
                  [(B) students' grades;
                  [(C) participation in extracurricular 
                activities;
                  [(D) parental and community involvement;
                  [(E) faculty and administration involvement; 
                and
                  [(F) student and staff morale.
          [(4) Materials and program development.--Local 
        educational agencies, after consulting with the State 
        educational agency, may contract with outside sources, 
        including institutions of higher education, and private 
        and nonprofit organizations, for assistance in 
        developing curriculum, materials, teacher training, and 
        other activities related to character education.
  [(d) Elements of Character.--
          [(1) In general.--Applicants desiring funding under 
        this part shall develop character education programs 
        that incorporate the following elements of character:
                  [(A) Caring.
                  [(B) Civic virtue and citizenship.
                  [(C) Justice and fairness.
                  [(D) Respect.
                  [(E) Responsibility.
                  [(F) Trustworthiness.
                  [(G) Any other elements deemed appropriate by 
                the members of the partnership.
          [(2) Additional elements of character.--A local 
        educational agency participating under this section 
        may, after consultation with schools and communities of 
        such agency, define additional elements of character 
        that the agency determines to be important to the 
        schools and communities of such agency.
  [(e) Use of Funds.--Of the total funds received by a State 
educational agency in any fiscal year under this section--
          [(1) not more than 30 percent of such funds may be 
        retained by the State educational agency, of which--
                  [(A) not more than 10 percent of such funds 
                may be used for administrative purposes; and
                  [(B) the remainder of such funds may be used 
                for--
                          [(i) collaborative initiatives with 
                        local educational agencies;
                          [(ii) the establishment of the 
                        clearinghouse, preparation of 
                        materials, teacher training; and
                          [(iii) other appropriate activities; 
                        and
          [(2) the remaining of such funds shall be used to 
        award subgrants to local educational agencies, of 
        which--
                  [(A) not more than 10 percent of such funds 
                may be retained for administrative purposes; 
                and
                  [(B) the remainder of such funds may be used 
                to--
                          [(i) award subgrants to schools 
                        within the local educational agency; 
                        and
                          [(ii) pursue collaborative efforts 
                        with the State educational agency.
  [(f) Selection of Grantees.--
          [(1) Criteria.--The Secretary shall select, through 
        peer review, partnerships to receive grants under this 
        section on the basis of the quality of the applications 
        submitted under subsection (b), taking into 
        consideration such factors as--
                  [(A) the quality of the activities proposed 
                by local educational agencies;
                  [(B) the extent to which the program fosters 
                in students the elements of character;
                  [(C) the extent of parental, student, and 
                community involvement;
                  [(D) the number of local educational agencies 
                involved in the effort;
                  [(E) the quality of the plan for measuring 
                and assessing success; and
                  [(F) the likelihood that the goals of the 
                program will be realistically achieved.
          [(2) Diversity of projects.--The Secretary shall 
        approve applications under this section in a manner 
        that ensures, to the extent practicable, that programs 
        assisted under this section--
                  [(A) serve different areas of the Nation, 
                including urban, suburban, and rural areas; and
                  [(B) serve schools that serve minorities, 
                Native Americans, students of limited-English 
                proficiency, and disadvantaged students.

[SEC. 10104. PROMOTING SCHOLAR-ATHLETE COMPETITIONS.

  [(a) In General.--The Secretary is authorized to award a 
grant to a nonprofit organization to reimburse such 
organizations for the costs of conducting scholar-athlete games 
to be held in 1995.
  [(b) Priority.--In awarding the grant under subsection (a), 
the Secretary shall give priority to a nonprofit organization 
that--
          [(1) is described in section 501(c)(3) of, and exempt 
        from taxation under section 501(a) of, the Internal 
        Revenue Code of 1986, and is affiliated with a 
        university capable of hosting a large educational, 
        cultural, and athletic event that will serve as a 
        national model;
          [(2) has the capability and experience in 
        administering federally funded scholar-athlete games;
          [(3) has the ability to provide matching funds, on a 
        dollar-for-dollar basis, from foundations and the 
        private sector for the purpose of conducting a scholar-
        athlete program;
          [(4) has the organizational structure and capability 
        to administer a model scholar-athlete program in the 
        summer of 1995;
          [(5) has the organizational structure and expertise 
        to replicate the scholar-athlete program in various 
        venues throughout the United States in 1996 and 
        thereafter, as well as replicate such program 
        internationally; and
          [(6) has plans for conducting scholar-athlete games 
        after 1995 without Federal assistance.

[SEC. 10105. SMALLER LEARNING COMMUNITIES.

  [(a) In General.--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) strategies and methods the applicant will use to 
        create the smaller learning community or communities;
          [(2) curriculum and instructional practices, 
        including any particular themes or emphases, to be used 
        in the learning environment;
          [(3) the extent of involvement of teachers and other 
        school personnel in investigating, designing, 
        implementing and sustaining the smaller learning 
        community or communities;
          [(4) the process to be used for involving students, 
        parents and other stakeholders in the development and 
        implementation of the smaller learning community or 
        communities;
          [(5) any cooperation or collaboration among community 
        agencies, organizations, businesses, and others to 
        develop or implement a plan to create the smaller 
        learning community or communities;
          [(6) the training and professional development 
        activities that will be offered to teachers and others 
        involved in the activities assisted under this part;
          [(7) the goals and objectives of the activities 
        assisted under this part, including a description of 
        how such activities will better enable all students to 
        reach challenging State content standards and State 
        student performance standards;
          [(8) the methods by which the applicant will assess 
        progress in meeting such goals and objectives;
          [(9) if the smaller learning community or communities 
        exist as a school-within-a-school, the relationship, 
        including governance and administration, of the smaller 
        learning community to the rest of the school;
          [(10) a description of the administrative and 
        managerial relationship between the local educational 
        agency and the smaller learning community or 
        communities, including how such agency will demonstrate 
        a commitment to the continuity of the smaller learning 
        community or communities, including the continuity of 
        student and teacher assignment to a particular learning 
        community;
          [(11) how the applicant will coordinate or use funds 
        provided under this part with other funds provided 
        under this Act or other Federal laws;
          [(12) grade levels or ages of students who will 
        participate in the smaller learning community or 
        communities; and
          [(13) the method of placing students in the smaller 
        learning community or communities, such that students 
        are not placed according to ability, performance or any 
        other measure, so that students are placed at random or 
        by their own choice, not pursuant to testing or other 
        judgments.
  [(b) Authorized Activities.--Funds under this section may be 
used--
          [(1) to study the feasibility of creating the smaller 
        learning community or communities as well as effective 
        and innovative organizational and instructional 
        strategies that will be used in the smaller learning 
        community or communities;
          [(2) to research, develop and implement strategies 
        for creating the smaller learning community or 
        communities, as well as effective and innovative 
        changes in curriculum and instruction, geared to high 
        State content standards and State student performance 
        standards;
          [(3) to provide professional development for school 
        staff in innovative teaching methods that challenge and 
        engage students to be used in the smaller learning 
        community or communities; and
          [(4) to develop and implement strategies to include 
        parents, business representatives, local institutions 
        of higher education, community-based organizations, and 
        other community members in the smaller learning 
        communities, as facilitators of activities that enable 
        teachers to participate in professional development 
        activities, as well as to provide links between 
        students and their community.

[SEC. 10106. NATIONAL STUDENT AND PARENT MOCK ELECTION.

  [(a) In General.--The Secretary is authorized to award grants 
to national nonprofit, nonpartisan organizations that work to 
promote voter participation in American elections to enable 
such organizations to carry out voter education activities for 
students and their parents. Such activities shall--
          [(1) be limited to simulated national elections that 
        permit participation by students and parents from all 
        50 States in the United States; and
          [(2) consist of--
                  [(A) school forums and local cable call-in 
                shows on the national issues to be voted upon 
                in an ``issue forum'';
                  [(B) speeches and debates before students and 
                parents by local candidates or stand-ins for 
                such candidates;
                  [(C) quiz team competitions, mock press 
                conferences and speechwriting competitions;
                  [(D) weekly meetings to follow the course of 
                the campaign; or
                  [(E) school and neighborhood campaigns to 
                increase voter turnout, including newsletters, 
                posters, telephone chains, and transportation.
  [(b) Requirement.--Each organization receiving a grant under 
this section shall present awards to outstanding student and 
parent mock election projects.

[SEC. 10107. MODEL PROJECTS.

  [(a) Program Authorized.--The Secretary is authorized to 
award grants to cultural institutions to enable such 
institutions to develop and expand model projects of outreach 
activities for at-risk children in the communities served by 
such institutions, including activities which integrate such 
institution's cultural programming with other disciplines, 
including environmental, mathematics, and science programs.
  [(b) Priority.--In awarding grants under this section the 
Secretary shall give priority to activities that are part of an 
overall State, local, and private commitment, seek to improve 
learning for at-risk youth, and are substantially funded by 
State, local, or private funds.

                 [PART B--GIFTED AND TALENTED CHILDREN

[SEC. 10201. SHORT TITLE.

  [This part may be cited as the ``Jacob K. Javits Gifted and 
Talented Students Education Act of 1994''.

[SEC. 10202. FINDINGS AND PURPOSES.

  [(a) Findings.--The Congress finds and declares that--
          [(1) all students can learn to high standards and 
        must develop their talents and realize their potential 
        if the United States is to prosper;
          [(2) gifted and talented students are a national 
        resource vital to the future of the Nation and its 
        security and well-being;
          [(3) too often schools fail to challenge students to 
        do their best work, and students who are not challenged 
        will not learn to challenging State content standards 
        and challenging State student performance standards, 
        fully develop their talents, and realize their 
        potential;
          [(4) unless the special abilities of gifted and 
        talented students are recognized and developed during 
        such students' elementary and secondary school years, 
        much of such students' special potential for 
        contributing to the national interest is likely to be 
        lost;
          [(5) gifted and talented students from economically 
        disadvantaged families and areas, and students of 
        limited-English proficiency are at greatest risk of 
        being unrecognized and of not being provided adequate 
        or appropriate educational services;
          [(6) State and local educational agencies and private 
        nonprofit schools often lack the necessary specialized 
        resources to plan and implement effective programs for 
        the early identification of gifted and talented 
        students and for the provision of educational services 
        and programs appropriate to their special needs;
          [(7) the Federal Government can best carry out the 
        limited but essential role of stimulating research and 
        development and personnel training and providing a 
        national focal point of information and technical 
        assistance that is necessary to ensure that the 
        Nation's schools are able to meet the special 
        educational needs of gifted and talented students, and 
        thereby serve a profound national interest; and
          [(8) the experience and knowledge gained in 
        developing and implementing programs for gifted and 
        talented students can and should be used as a basis 
        to--
                  [(A) develop a rich and challenging 
                curriculum for all students; and
                  [(B) provide all students with important and 
                challenging subject matter to study and 
                encourage the habits of hard work.
  [(b) Statement of Purpose.--It is the purpose of this part--
          [(1) to provide financial assistance to State and 
        local educational agencies, institutions of higher 
        education, and other public and private agencies and 
        organizations, to initiate a coordinated program of 
        research, demonstration projects, personnel training, 
        and similar activities designed to build a nationwide 
        capability in elementary and secondary schools to meet 
        the special educational needs of gifted and talented 
        students;
          [(2) to encourage the development of rich and 
        challenging curricula for all students through the 
        appropriate application and adaptation of materials and 
        instructional methods developed under this part; and
          [(3) to supplement and make more effective the 
        expenditure of State and local funds, for the education 
        of gifted and talented students.

[SEC. 10203. CONSTRUCTION.

  [Nothing in this part shall be construed to prohibit a 
recipient of funds under this part from serving gifted and 
talented students simultaneously with students with similar 
educational needs, in the same educational settings where 
appropriate.

[SEC. 10204. AUTHORIZED PROGRAMS.

  [(a) Establishment of Program.--
          [(1) In general.--From the sums appropriated under 
        section 10207 in any fiscal year the Secretary (after 
        consultation with experts in the field of the education 
        of gifted and talented students) shall make grants to 
        or enter into contracts with State educational 
        agencies, local educational agencies, institutions of 
        higher education, or other public agencies and private 
        agencies and organizations (including Indian tribes and 
        Indian organizations (as such terms are defined by the 
        Indian Self-Determination and Education Assistance Act) 
        and Native Hawaiian organizations) to assist such 
        agencies, institutions, and organizations which submit 
        applications in carrying out programs or projects 
        authorized by this part that are designed to meet the 
        educational needs of gifted and talented students, 
        including the training of personnel in the education of 
        gifted and talented students and in the use, where 
        appropriate, of gifted and talented services, 
        materials, and methods for all students.
          [(2) Application.--Each entity desiring assistance 
        under this part shall submit an application to the 
        Secretary at such time, in such manner, and containing 
        such information as the Secretary may reasonably 
        require. Each such application shall describe how--
                  [(A) the proposed gifted and talented 
                services, materials, and methods can be 
                adapted, if appropriate, for use by all 
                students; and
                  [(B) the proposed programs can be evaluated.
  [(b) Uses of Funds.--Programs and projects assisted under 
this section may include--
          [(1) professional development (including fellowships) 
        for personnel (including leadership personnel) involved 
        in the education of gifted and talented students;
          [(2) establishment and operation of model projects 
        and exemplary programs for serving gifted and talented 
        students, including innovative methods for identifying 
        and educating students who may not be served by 
        traditional gifted and talented programs, summer 
        programs, mentoring programs, service learning 
        programs, and cooperative programs involving business, 
        industry, and education;
          [(3) training of personnel and parents involved in 
        gifted and talented programs with respect to the impact 
        of gender role socialization on the educational needs 
        of gifted and talented children and in gender equitable 
        education methods, techniques and practices;
          [(4) implementing innovative strategies, such as 
        cooperative learning, peer tutoring and service 
        learning;
          [(5) strengthening the capability of State 
        educational agencies and institutions of higher 
        education to provide leadership and assistance to local 
        educational agencies and nonprofit private schools in 
        the planning, operation, and improvement of programs 
        for the identification and education of gifted and 
        talented students and the appropriate use of gifted and 
        talented programs and methods to serve all students;
          [(6) programs of technical assistance and information 
        dissemination, including how gifted and talented 
        programs and methods, where appropriate, may be adapted 
        for use by all students; and
          [(7) carrying out--
                  [(A) research on methods and techniques for 
                identifying and teaching gifted and talented 
                students, and for using gifted and talented 
                programs and methods to serve all students; and
                  [(B) program evaluations, surveys, and the 
                collection, analysis, and development of 
                information needed to accomplish the purposes 
                of this part.
  [(c) Establishment of National Center.--
          [(1) In general.--The Secretary (after consultation 
        with experts in the field of the education of gifted 
        and talented students) shall establish a National 
        Center for Research and Development in the Education of 
        Gifted and Talented Children and Youth through grants 
        to or contracts with one or more institutions of higher 
        education or State educational agency, or a combination 
        or consortium of such institutions and agencies, for 
        the purpose of carrying out activities described in 
        paragraph (7) of subsection (b).
          [(2) Director.--Such National Center shall have a 
        Director. The Secretary may authorize the Director to 
        carry out such functions of the National Center as may 
        be agreed upon through arrangements with other 
        institutions of higher education, State or local 
        educational agencies, or other public or private 
        agencies and organizations.
  [(d) Limitation.--Not more than 30 percent of the funds 
available in any fiscal year to carry out the programs and 
projects authorized by this section may be used to conduct 
activities pursuant to subsection (b)(7) or (c).
  [(e) Coordination.--Research activities supported under this 
section--
          [(1) shall be carried out in consultation with the 
        Office of Educational Research and Improvement to 
        ensure that such activities are coordinated with and 
        enhance the research and development activities 
        supported by such Office; and
          [(2) may include collaborative research activities 
        which are jointly funded and carried out with such 
        Office.

[SEC. 10205. PROGRAM PRIORITIES.

  [(a) General Priority.--In the administration of this part 
the Secretary shall give highest priority--
          [(1) to the identification of and the provision of 
        services to gifted and talented students who may not be 
        identified and served through traditional assessment 
        methods (including economically disadvantaged 
        individuals, individuals of limited-English 
        proficiency, and individuals with disabilities); and
          [(2) to programs and projects designed to develop or 
        improve the capability of schools in an entire State or 
        region of the Nation through cooperative efforts and 
        participation of State and local educational agencies, 
        institutions of higher education, and other public and 
        private agencies and organizations (including business, 
        industry, and labor), to plan, conduct, and improve 
        programs for the identification of and service to 
        gifted and talented students, such as mentoring and 
        apprenticeship programs.
  [(b) Service Priority.--In approving applications for 
assistance under section 10204(a)(2), the Secretary shall 
assure that in each fiscal year at least one-half of the 
applications approved under such section address the priority 
described in subsection (a)(1).

[SEC. 10206. GENERAL PROVISIONS.

  [(a) Participation of Private School Children and Teachers.--
In making grants and entering into contracts under this part, 
the Secretary shall ensure, where appropriate, that provision 
is made for the equitable participation of students and 
teachers in private nonprofit elementary and secondary schools, 
including the participation of teachers and other personnel in 
professional development programs serving such children.
  [(b) Review, Dissemination, and Evaluation.--The Secretary 
shall--
          [(1) use a peer review process in reviewing 
        applications under this part;
          [(2) ensure that information on the activities and 
        results of programs and projects funded under this part 
        is disseminated to appropriate State and local agencies 
        and other appropriate organizations, including 
        nonprofit private organizations; and
          [(3) evaluate the effectiveness of programs under 
        this part in accordance with section 14701, both in 
        terms of the impact on students traditionally served in 
        separate gifted and talented programs and on other 
        students, and submit the results of such evaluation to 
        Congress not later than January 1, 1998.
  [(c) Program Operations.--The Secretary shall ensure that the 
programs under this part are administered within the Department 
by a person who has recognized professional qualifications and 
experience in the field of the education of gifted and talented 
students and who shall--
          [(1) administer the programs authorized by this part;
          [(2) coordinate all programs for gifted and talented 
        students administered by the Department;
          [(3) serve as a focal point of national leadership 
        and information on the educational needs of gifted and 
        talented students and the availability of educational 
        services and programs designed to meet such needs; and
          [(4) assist the Assistant Secretary of the Office of 
        Educational Research and Improvement in identifying 
        research priorities which reflect the needs of gifted 
        and talented students.

[SEC. 10207. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated $10,000,000 for 
fiscal year 1995 and such sums as may be necessary for each of 
the four succeeding fiscal years to carry out the provisions of 
this part.]

           *       *       *       *       *       *       *


                       [PART D--ARTS IN EDUCATION

                       [Subpart 1--Arts Education

[SEC. 10401. SUPPORT FOR ARTS EDUCATION.

  [(a) Findings.--The Congress finds that--
          [(1) the arts are forms of understanding and ways of 
        knowing that are fundamentally important to education;
          [(2) the arts are important to excellent education 
        and to effective school reform;
          [(3) the most significant contribution of the arts to 
        education reform is the transformation of teaching and 
        learning;
          [(4) such transformation is best realized in the 
        context of comprehensive, systemic education reform;
          [(5) demonstrated competency in the arts for American 
        students is among the National Education Goals;
          [(6) participation in performing arts activities has 
        proven to be an effective strategy for promoting the 
        inclusion of persons with disabilities in mainstream 
        settings;
          [(7) opportunities in the arts have enabled persons 
        of all ages with disabilities to participate more fully 
        in school and community activities;
          [(8) the arts can motivate at-risk students to stay 
        in school and become active participants in the 
        educational process; and
          [(9) arts education should be an integral part of the 
        elementary and secondary school curriculum.
  [(b) Purposes.--The purposes of this subpart are to--
          [(1) support systemic education reform by 
        strengthening arts education as an integral part of the 
        elementary and secondary school curriculum;
          [(2) help ensure that all students have the 
        opportunity to learn to challenging State content 
        standards and challenging State student performance 
        standards in the arts; and
          [(3) support the national effort to enable all 
        students to demonstrate competence in the arts in 
        accordance with the National Education Goals.
  [(c) Eligible Recipients.--In order to carry out the purposes 
of this subpart, the Secretary is authorized to award grants 
to, or enter into contracts or cooperative agreements with--
          [(1) State educational agencies;
          [(2) local educational agencies;
          [(3) institutions of higher education;
          [(4) museums and other cultural institutions; and
          [(5) other public and private agencies, institutions, 
        and organizations.
  [(d) Authorized Activities.--Funds under this subpart may be 
used for--
          [(1) research on arts education;
          [(2) the development of, and dissemination of 
        information about, model arts education programs;
          [(3) the development of model arts education 
        assessments based on high standards;
          [(4) the development and implementation of curriculum 
        frameworks for arts education;
          [(5) the development of model preservice and 
        inservice professional development programs for arts 
        educators and other instructional staff;
          [(6) supporting collaborative activities with other 
        Federal agencies or institutions involved in arts 
        education, such as the National Endowment for the Arts, 
        the Institute of Museum and Library Services, the John 
        F. Kennedy Center for the Performing Arts, Very Special 
        Arts, and the National Gallery of Art;
          [(7) supporting model projects and programs in the 
        performing arts for children and youth through 
        arrangements made with the John F. Kennedy Center for 
        the Performing Arts;
          [(8) supporting model projects and programs by Very 
        Special Arts which assure the participation in 
        mainstream settings in arts and education programs of 
        individuals with disabilities;
          [(9) supporting model projects and programs to 
        integrate arts education into the regular elementary 
        and secondary school curriculum; and
          [(10) other activities that further the purposes of 
        this subpart.
  [(e) Coordination.--
          [(1) In general.--A recipient of funds under this 
        subpart shall, to the extent possible, coordinate 
        projects assisted under this subpart with appropriate 
        activities of public and private cultural agencies, 
        institutions, and organizations, including museums, 
        arts education associations, libraries, and theaters.
          [(2) Special rule.--In carrying out this subpart, the 
        Secretary shall coordinate with the National Endowment 
        for the Arts, the Institute of Museum and Library 
        Services, the John F. Kennedy Center for the Performing 
        Arts, Very Special Arts, and the National Gallery of 
        Art.
  [(f) Authorization.--
          [(1) In general.--For the purpose of carrying out 
        this subpart, there are authorized to be appropriated 
        $11,000,000 for fiscal year 1995 and such sums as may 
        be necessary for each of the four succeeding fiscal 
        years.
          [(2) Special rule.--If the amount appropriated under 
        paragraph (1) for any fiscal year is $9,000,000 or 
        less, then such amount shall only be available to carry 
        out the activities described in paragraphs (7) and (8) 
        of subsection (d).

    [Subpart 2--Cultural Partnerships for At-Risk Children and Youth

[SEC. 10411. FINDINGS AND PURPOSE.

  [(a) Findings.--The Congress finds:
          [(1) With local school budget cuts there are 
        inadequate arts and cultural programs available for 
        children and youth in schools, especially at the 
        elementary school level.
          [(2) The arts promote progress in academic subjects 
        as shown by research conducted by the National 
        Endowment for the Arts.
          [(3) Children and youth who receive instruction in 
        the arts and humanities, or who are involved in 
        cultural activities, remain in school longer and are 
        more successful than children who do not receive such 
        instruction.
          [(4) Learning in the arts and humanities promotes 
        progress in other academic subjects, and generates 
        positive self-esteem and a greater sense of 
        accomplishment in young people.
          [(5) School-university and school-cultural 
        institution partnerships that upgrade teacher training 
        in the arts and humanities have significantly 
        contributed to improved instruction and achievement 
        levels of school-aged children.
          [(6) Museum outreach, cultural activities and 
        informal education for at-risk children and youth have 
        contributed significantly to the educational 
        achievement and enhanced interest in learning of at-
        risk children and youth.
          [(7) The Goals 2000: Educate America Act, other 
        legislation and local, State and national resources 
        support the integration of the arts and humanities into 
        the regular curriculum and school day for all children.
          [(8) While all children benefit from instruction in 
        the arts and the humanities, at-risk children and youth 
        have a special, additional need for arts and cultural 
        programs both in school and after school.
  [(b) Purpose.--The purpose of this subpart is to make 
demonstration grants to eligible entities to improve the 
educational performance and future potential of at-risk 
children and youth by providing comprehensive and coordinated 
educational and cultural services.

[SEC. 10412. PROGRAM AUTHORIZED.

  [(a) In General.--The Secretary is authorized to award grants 
to eligible entities to pay the Federal share of the costs of 
the activities described in section 10413.
  [(b) Special Requirements.--
          [(1) In general.--The Secretary shall award grants 
        under this subpart only to programs designed to--
                  [(A) promote and enhance educational and 
                cultural activities;
                  [(B) provide multi-year services to at-risk 
                children and youth and to integrate community 
                cultural resources into in-school and after-
                school educational programs;
                  [(C) provide integration of community 
                cultural resources into the regular curriculum 
                and school day;
                  [(D) focus school and cultural resources in 
                the community on coordinated cultural services 
                to address the needs of at-risk children and 
                youth;
                  [(E) provide effective cultural programs to 
                facilitate the transition from preschool 
                programs to elementary school programs, 
                including programs under the Head Start Act and 
                part H of the Individuals with Disabilities 
                Education Act;
                  [(F) facilitate school-to-work transition 
                from secondary schools and alternative schools 
                to job training, higher education and 
                employment through educational programs and 
                activities that utilize school resources;
                  [(G) increase parental and community 
                involvement in the educational, social, and 
                cultural development of at-risk children and 
                youth; or
                  [(H)(i) develop programs and strategies that 
                provide high-quality coordinated educational 
                and cultural services; and
                  [(ii) provide a model to replicate such 
                services in other schools and communities.
          [(2) Partnership.--An interagency partnership 
        comprised of the Secretary of Education, the Chairman 
        of the National Endowment for the Humanities, the 
        Chairman of the National Endowment for the Arts, and 
        the Director of the Institute of Museum and Library 
        Services, or their designees, shall establish criteria 
        and procedures for awarding grants, including the 
        establishment of panels to review the applications, and 
        shall administer the grants program authorized by this 
        section. The Secretary shall publish such criteria and 
        procedures in the Federal Register.
          [(3) Coordination.--Grants may only be awarded under 
        this subpart to eligible entities that agree to 
        coordinate activities carried out under other Federal, 
        State, and local grants, received by the members of the 
        partnership for purposes and target populations 
        described in this subpart, into an integrated service 
        delivery system located at a school, cultural, or other 
        community-based site accessible to and utilized by at-
        risk youth.
          [(4) Eligible entities.--For purposes of this 
        subpart, the term ``eligible entity'' means a 
        partnership between--
                  [(A) a local educational agency or an 
                individual school that is eligible to 
                participate in a schoolwide program under 
                section 1114; and
                  [(B) at least one institution of higher 
                education, museum, local arts agency, or 
                cultural entity that is accessible to 
                individuals within the school district of such 
                local educational agency or school, and that 
                has a history of providing quality services to 
                the community, which may include--
                          [(i) nonprofit institutions of higher 
                        education, museums, libraries, 
                        performing, presenting and exhibiting 
                        arts organizations, literary arts 
                        organizations, State and local arts 
                        organizations, cultural institutions, 
                        and zoological and botanical 
                        organizations; or
                          [(ii) private for-profit entities 
                        with a history of training children and 
                        youth in the arts.
          [(5) Geographic distribution.--In awarding grants 
        under this subpart the Secretary, to the extent 
        feasible, shall ensure an equitable geographic 
        distribution of such grants.
          [(6) Duration.--Grants made under this subpart may be 
        renewable for a maximum of five years if the Secretary 
        determines that the eligible recipient has made 
        satisfactory progress toward the achievement of the 
        program objectives described in the application.
          [(7) Models.--The Secretary, in consultation with the 
        Chairman of the National Endowment for the Humanities, 
        the Chairman of the National Endowment for the Arts and 
        the director of the Institute of Museum and Library 
        Services, or their designees, shall submit successful 
        models under this title to the National Diffusion 
        Network for review.
  [(c) Target Population.--To be eligible for a grant under 
this subpart, an eligible entity shall serve--
          [(1) students enrolled in schools participating in a 
        schoolwide program under section 1114 and the families 
        of such students to the extent practicable;
          [(2) out-of-school children and youth at risk of 
        disadvantages resulting from teenage parenting, 
        substance abuse, recent migration, disability, limited-
        English proficiency, illiteracy, being the child of a 
        teenage parent, living in a single parent household, or 
        dropping out of school; or
          [(3) any combination of in-school and out-of-school 
        at-risk children and youth.

[SEC. 10413. AUTHORIZED ACTIVITIES.

  [(a) In General.--Grants awarded under this subpart may be 
used--
          [(1) to plan, develop, acquire, expand, and improve 
        school-based or community-based coordinated educational 
        and cultural programs to strengthen the educational 
        performance and future potential of in-school or out-
        of-school at-risk children and youth through grants, 
        cooperative agreements, contracts for services, or 
        administrative coordination;
          [(2) to provide at-risk students with integrated 
        cultural activities designed to develop a love of 
        learning that fosters the smooth transition of 
        preschool children to elementary school;
          [(3) to design collaborative cultural activities for 
        students in secondary or alternative schools that 
        ensure the smooth transition to job training, higher 
        education, or full employment;
          [(4) to provide child care for children of at-risk 
        students who would not otherwise be able to participate 
        in the program;
          [(5) to provide transportation necessary for 
        participation in the program;
          [(6) to work with existing school personnel to 
        develop curriculum materials and programs in the arts;
          [(7) to work with existing school personnel on staff 
        development activities that encourage the integration 
        of the arts into the curriculum;
          [(8) for stipends that allow local artists to work 
        with at-risk children and youth in schools;
          [(9) for training individuals who are not trained to 
        work with children and youth;
          [(10) for cultural programs that encourage the active 
        participation of parents in the education of their 
        children;
          [(11) for programs that use the arts and culture to 
        reform current school practices, including lengthening 
        the school day or academic year;
          [(12) for equipment or supplies that the Secretary 
        determines appropriate; and
          [(13) for evaluation, administration, and 
        supervision.
  [(b) Planning Grants.--
          [(1) Application.--An eligible entity may submit an 
        application to the Secretary for a planning grant for 
        an amount not to exceed $50,000. Such grants shall be 
        for periods of not more than one year.
          [(2) Limit on planning grants.--Not more than 10 
        percent of the amounts appropriated in each fiscal year 
        under this subpart shall be used for grants under this 
        subsection, and an eligible entity may receive not more 
        than one such planning grant.
  [(c) General Provisions.--
          [(1) In general.--Each eligible entity 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.
          [(2) Contents.--Each application submitted pursuant 
        to paragraph (1) shall--
                  [(A) describe the cultural entity or entities 
                that will participate in the partnership;
                  [(B) describe the target population to be 
                served;
                  [(C) describe the services to be provided;
                  [(D) describe a plan for evaluating the 
                success of the program;
                  [(E) in the case of each local educational 
                agency or school participating in the eligible 
                recipient partnership, describe how the 
                activities assisted under this subpart will be 
                perpetuated beyond the duration of the grant;
                  [(F) describe the manner in which the 
                eligible entity will improve the educational 
                achievement or future potential of at-risk 
                youth through more effective coordination of 
                cultural services in the community;
                  [(G) describe the overall and operational 
                goals of the program;
                  [(H) describe the nature and location of all 
                planned sites where services will be delivered 
                and a description of services which will be 
                provided at each site; and
                  [(I) describe training that will be provided 
                to individuals who are not trained to work with 
                children and youth, and how teachers will be 
                involved.

[SEC. 10414. PAYMENTS; AMOUNTS OF AWARD; COST SHARE; LIMITATIONS.

  [(a) Payments.--
          [(1) In general.--The Secretary shall pay to each 
        eligible recipient having an application approved under 
        section 10413(c) the Federal share of the cost of the 
        activities described in the application.
          [(2) Special rule.--(A) Grants awarded under this 
        subpart shall be of sufficient size, scope, and quality 
        to be effective.
          [(B) The Secretary shall award grants under this 
        subpart so as to ensure nonduplication of services 
        provided by grant recipients and services provided by--
                  [(i) the National Endowment for the 
                Humanities;
                  [(ii) the National Endowment for the Arts; 
                and
                  [(iii) the Institute of Museum and Library 
                Services.
  [(b) Cost Share.--
          [(1) Federal share.--The Federal share of a grant 
        under this subpart shall be 80 percent of the cost of 
        carrying out the activities described in the 
        application.
          [(2) Non-federal share.--The non-Federal share of a 
        grant under this subpart shall be 20 percent of the 
        cost of carrying out the activities described in the 
        application and may be in cash or in kind, fairly 
        evaluated, including the provision of equipment, 
        services, or facilities.
  [(c) Limitations.--
          [(1) Noninstructional services.--Not more than 25 
        percent of the grant funds provided in any fiscal year 
        under this subpart may be used for noninstructional 
        activities such as the activities described in 
        paragraphs (4), (5), and (12) of section 10413(a).
          [(2) Supplement and not supplant.--Grant funds 
        awarded under this part shall be used to supplement not 
        supplant the amount of funds made available from non-
        Federal sources, for the activities assisted under this 
        subpart, in amounts that exceed the amounts expended 
        for such activities in the year preceding the year for 
        which the grant is awarded.
          [(3) Administrative costs.--(A) The Secretary may 
        reserve not more than five percent of the grant funds 
        received under this subpart in each fiscal year for the 
        costs of administration.
          [(B) Each eligible recipient may reserve not more 
        than 5 percent of any grant funds received under this 
        subpart in each fiscal year for the costs of 
        administration.

[SEC. 10415. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated to carry out this 
subpart, $45,000,000 for fiscal year 1995, and such sums as may 
be necessary for each of the four succeeding fiscal years.]

           *       *       *       *       *       *       *


                        [PART F--CIVIC EDUCATION

[SEC. 10601.  INSTRUCTION ON THE HISTORY AND PRINCIPLES OF DEMOCRACY IN 
                    THE UNITED STATES.

  [(a) General Authority.--
          [(1) Program established.--(A) The Secretary is 
        authorized to carry out a program to enhance the 
        attainment of the third and sixth National Education 
        Goals by educating students about the history and 
        principles of the Constitution of the United States, 
        including the Bill of Rights, and to foster civic 
        competence and responsibility.
          [(B) Such program shall be known as ``We the People . 
        . . The Citizen and the Constitution''.
          [(2) Educational activities.--The program required by 
        paragraph (1) shall--
                  [(A) continue and expand the educational 
                activities of the ``We the People . . . The 
                Citizen and the Constitution'' program 
                administered by the Center for Civic Education; 
                and
                  [(B) enhance student attainment of 
                challenging content standards in civics and 
                government.
          [(3) Contract or grant authorized.--The Secretary is 
        authorized to award a grant or enter into a contract 
        with the Center for Civic Education to carry out the 
        program described in paragraph (1).
  [(b) Program Content.--The education program authorized by 
this section shall provide--
          [(1) a course of instruction on the basic principles 
        of our Nation's constitutional democracy and the 
        history of the Constitution and the Bill of Rights;
          [(2) at the request of a participating school, school 
        and community simulated congressional hearings 
        following the course of study; and
          [(3) an annual national competition of simulated 
        congressional hearings for secondary students who wish 
        to participate in such program.
  [(c) Availability of Program.--The education program 
authorized by this section shall be made available to public 
and private elementary and secondary schools in the 435 
congressional districts, the Commonwealth of Puerto Rico, the 
Virgin Islands, Guam, American Samoa, and the District of 
Columbia.
  [(d) Special Rule.--After the provisions of subsection (b) 
have been implemented, funds provided under this section may be 
used for--
          [(1) advanced training of teachers about the United 
        States Constitution and the political system the United 
        States created; or
          [(2) a course of instruction at the middle school 
        level on the roles of State and local governments in 
        the Federal system established by the Constitution, 
        which course shall provide for--
                  [(A) optional school and community simulated 
                State legislative hearings;
                  [(B) an annual competition of simulated 
                legislative hearings at the State legislative 
                district, State, and national levels for middle 
                school students who wish to participate in the 
                program; and
                  [(C) participation by public and private 
                middle schools in the 50 States, the District 
                of Columbia, the Commonwealth of Puerto Rico, 
                Guam, American Samoa, the Virgin Islands, and 
                the Commonwealth of the Northern Mariana 
                Islands.

[SEC. 10602. INSTRUCTION IN CIVICS, GOVERNMENT, AND THE LAW.

  [(a) Program Established.--The Secretary is authorized to 
carry out a program of awarding grants and contracts to assist 
State and local educational agencies and other public and 
private nonprofit agencies, organizations, and institutions to 
enhance--
          [(1) attainment by students of challenging State 
        content standards and challenging State student 
        performance standards in civics, government, and the 
        law; and
          [(2) attainment by the Nation of the third and the 
        sixth National Education Goals.
  [(b) Authorized Activities.--Assistance under this section 
may support new and ongoing programs in elementary and 
secondary schools that provide for--
          [(1) the development and implementation of curricular 
        programs that enhance student understanding of--
                  [(A) the values and principles which 
                underlie, and the institutions and processes 
                which comprise, our Nation's system of 
                government;
                  [(B) the role of law in our constitutional 
                democracy, including activities to promote--
                          [(i) legal literacy;
                          [(ii) a dedication by students to the 
                        use of nonviolent means of conflict 
                        resolution such as arbitration, 
                        mediation, negotiation, trials, and 
                        appellate hearings; and
                          [(iii) respect for cultural diversity 
                        and acceptance of cultural differences; 
                        and
                  [(C) the rights and responsibilities of 
                citizenship;
          [(2) professional development for teachers, including 
        preservice and inservice training;
          [(3) outside-the-classroom learning experiences for 
        students, including community service activities;
          [(4) the active participation of community leaders, 
        from the public and private sectors, in the schools; 
        and
          [(5) the provision of technical assistance to State 
        and local educational agencies and other institutions 
        and organizations working to further the progress of 
        the Nation in attaining the third and sixth National 
        Education Goals regarding civics and government.
  [(c) Applications, Peer Review and Priority.--
          [(1) Submission of applications.--A State or local 
        educational agency, other public or private nonprofit 
        agency, organization, or institution that desires to 
        receive a grant or enter into a contract under this 
        section shall submit an application to the Secretary at 
        such time, in such manner, and containing or 
        accompanied by such information as the Secretary may 
        reasonably require.
          [(2) Peer review.--(A) The Secretary shall convene a 
        panel of individuals for purpose of reviewing and 
        rating applications submitted under paragraph (1).
          [(B) Such individuals shall have experience with 
        education programs in civics, government, and the law.
          [(3) Priority.--In awarding grants or awarding 
        contracts under this section, the Secretary shall give 
        priority consideration to applications which propose 
        the operation of statewide programs.
  [(d) Duration of Grants and Exception.--
          [(1) Duration.--Except as provided in paragraph (2), 
        the Secretary shall award grants and contracts under 
        this section for periods of two or three years.
          [(2) Exception.--The Secretary may award a grant or a 
        contract under this section for a period of less than 2 
        years if the Secretary determines that special 
        circumstances exist which warrant a 1-year grant or 
        contract award.

[SEC. 10603. REPORT; AUTHORIZATION OF APPROPRIATIONS.

  [(a) Report.--The Secretary shall report, on a biennial basis 
to the Committee on Education and Labor of the House of 
Representatives and to the Committee on Labor and Human 
Resources of the Senate regarding the distribution and use of 
funds authorized under this part.
  [(b) Authorization of Appropriations.--
          [(1) General.--There are authorized to be 
        appropriated to carry out this part $15,000,000 for 
        fiscal year 1995 and such sums as may be necessary for 
        each of the four succeeding fiscal years.
          [(2) Allocation.--Except as provided in paragraph 
        (3), from the amount appropriated under subsection (a), 
        the Secretary shall allocate--
                  [(A) 40 percent of such amount to carry out 
                section 10601; and
                  [(B) 60 percent of such amount to carry out 
                section 10602.
          [(3) Special rule.--From funds appropriated under 
        paragraph (1), the Secretary shall make available for 
        fiscal year 1995 and each succeeding fiscal year 
        thereafter for the programs under sections 16101 and 
        16102 not less than the amount made available for 
        fiscal year 1994 to carry out such programs under 
        sections 4609 and 1562, respectively, of this Act (as 
        such sections were in effect on the day preceding the 
        date of enactment of the Improving America's Schools 
        Act of 1994).

             [PART G--ALLEN J. ELLENDER FELLOWSHIP PROGRAM

[SEC. 10701. FINDINGS.

  [The Congress finds as follows:
          [(1) It is a worthwhile goal to ensure that all 
        students in America are prepared for responsible 
        citizenship and that all students should have the 
        opportunity to be involved in activities that promote 
        and demonstrate good citizenship.
          [(2) It is a worthwhile goal to ensure that America's 
        educators have access to programs for the continued 
        improvement of their professional skills.
          [(3) Allen J. Ellender, a Senator from Louisiana and 
        President pro tempore of the United States Senate, had 
        a distinguished career in public service characterized 
        by extraordinary energy and real concern for young 
        people. Senator Ellender provided valuable support and 
        encouragement to the Close Up Foundation, a 
        nonpartisan, nonprofit foundation promoting knowledge 
        and understanding of the Federal Government among young 
        people and educators. Therefore, it is a fitting and 
        appropriate tribute to Senator Ellender to provide 
        fellowships in his name to students of limited economic 
        means, the teachers who work with such students, and 
        older Americans, so that such students, teachers, and 
        older Americans may participate in the programs 
        supported by the Close Up Foundation.

      [Subpart 1--Program for Middle and Secondary School Students

[SEC. 10711. ESTABLISHMENT.

  [(a) General Authority.--The Secretary is authorized to make 
grants in accordance with the provisions of this subpart to the 
Close Up Foundation of Washington, District of Columbia, a 
nonpartisan, nonprofit foundation, for the purpose of assisting 
the Close Up Foundation in carrying out its programs of 
increasing understanding of the Federal Government among middle 
and secondary school students.
  [(b) Use of Funds.--Grants under this subpart shall be used 
only to provide financial assistance to economically 
disadvantaged students who participate in the program described 
in subsection (a). Financial assistance received pursuant to 
this subpart by such students shall be known as Allen J. 
Ellender fellowships.

[SEC. 10712. APPLICATIONS.

  [(a) Application Required.--No grant under this subpart may 
be made except upon an application at such time, in such 
manner, and accompanied by such information as the Secretary 
may reasonably require.
  [(b) Contents of Application.--Each such application shall 
contain provisions to assure--
          [(1) that fellowship grants are made to economically 
        disadvantaged middle and secondary school students;
          [(2) that every effort will be made to ensure the 
        participation of students from rural and small town 
        areas, as well as from urban areas, and that in 
        awarding fellowships to economically disadvantaged 
        students, special consideration will be given to the 
        participation of students with special 
educationalneeds, including student with disabilities, ethnic minority 
students, and gifted and talented students; and
          [(3) the proper disbursement of the funds received 
        under this subpart.

      [Subpart 2--Program for Middle and Secondary School Teachers

[SEC. 10721. ESTABLISHMENT.

  [(a) General Authority.--The Secretary is authorized to make 
grants in accordance with the provisions of this subpart to the 
Close Up Foundation of Washington, District of Columbia, a 
nonpartisan, nonprofit foundation, for the purpose of assisting 
the Close Up Foundation in carrying out its programs of 
teaching skills enhancement for middle and secondary school 
teachers.
  [(b) Use of Funds.--Grants under this subpart shall be used 
only for financial assistance to teachers who participate in 
the program described in subsection (a). Financial assistance 
received pursuant to this subpart by such individuals shall be 
known as Allen J. Ellender fellowships.

[SEC. 10722. APPLICATIONS.

  [(a) Application Required.--No grant under this subpart may 
be made except upon an application at such time, in such 
manner, and accompanied by such information as the Secretary 
may reasonably require.
  [(b) Contents of Application.--Each such application shall 
contain provisions to assure--
          [(1) that fellowship grants are made only to teachers 
        who have worked with at least one student from such 
        teacher's school who participates in the programs 
        described in section 10711(a);
          [(2) that not more than one teacher in each school 
        participating in the programs provided for in section 
        10711(a) may receive a fellowship in any fiscal year; 
        and
          [(3) the proper disbursement of the funds received 
        under this subpart.

[Subpart 3--Programs for Recent Immigrants, Students of Migrant Parents 
                          and Older Americans

[SEC. 10731. ESTABLISHMENT.

  [(a) General Authority.--
          [(1) In general.--The Secretary is authorized to make 
        grants in accordance with the provisions of this 
        subpart to the Close Up Foundation of Washington, 
        District of Columbia, a nonpartisan, nonprofit 
        foundation, for the purpose of assisting the Close Up 
        Foundation in carrying out its programs of increasing 
        understanding of the Federal Government among 
        economically disadvantaged older Americans, recent 
        immigrants and students of migrant parents.
          [(2) Definition.--For the purpose of this subpart, 
        the term ``older American'' means an individual who has 
        attained 55 years of age.
  [(b) Use of Funds.--Grants under this subpart shall be used 
for financial assistance to economically disadvantaged older 
Americans, recent immigrants and students of migrant parents 
who participate in the program described in subsection (a). 
Financial assistance received pursuant to this subpart by such 
individuals shall be known as Allen J. Ellender fellowships.

[SEC. 10732. APPLICATIONS.

  [(a) Application Required.--No grant under this subpart may 
be made except upon application at such time, in such manner, 
and accompanied by such information as the Secretary may 
reasonably require.
  [(b) Contents of Application.--Except such application shall 
contain provisions to assure--
          [(1) that fellowship grants are made to economically 
        disadvantaged older Americans, recent immigrants and 
        students of migrant parents;
          [(2) that every effort will be made to ensure the 
        participation of older Americans, recent immigrants and 
        students of migrant parents from rural and small town 
        areas, as well as from urban areas, and that in 
        awarding fellowships, special consideration will be 
        given to the participation of older Americans, recent 
        immigrants and students of migrant parents with special 
        needs, including individuals with disabilities, ethnic 
        minorities, and gifted and talented students;
          [(3) that activities permitted by subsection (a) are 
        fully described; and
          [(4) the proper disbursement of the funds received 
        under this subpart.

                     [Subpart 4--General Provisions

[SEC. 10741. ADMINISTRATIVE PROVISIONS.

  [(a) General Rule.--Payments under this part may be made in 
installments, in advance, or by way of reimbursement, with 
necessary adjustments on account of underpayment or 
overpayment.
  [(b) Audit Rule.--The Comptroller General of the United 
States or any of the Comptroller General's duly authorized 
representatives shall have access for the purpose of audit and 
examination to any books, documents, papers, and records that 
are pertinent to any grant under this part.

[SEC. 10742. AUTHORIZATION OF APPROPRIATIONS.

  [(a) In General.--There are authorized to be appropriated to 
carry out the provisions of subparts 1, 2, and 3 of this part 
$4,400,000 for fiscal year 1995 and such sums as may be 
necessary of each of the four succeeding fiscal years.
  [(b) Special Rule.--Of the funds appropriated pursuant to 
subsection (a), not more than 30 percent may be used for 
teachers associated with students participating in the programs 
described in section 10711(a).]

           *       *       *       *       *       *       *


            [PART I--21ST CENTURY COMMUNITY LEARNING CENTERS

[SEC. 10901. SHORT TITLE.

  [This part may be cited as the ``21st Century Community 
Learning Centers Act''.

[SEC. 10902. FINDINGS.

  [The Congress finds that--
          [(1) a local public school often serves as a center 
        for the delivery of education and human resources for 
        all members of a community;
          [(2) public schools, primarily in rural and inner 
        city communities, should collaborate with other public 
        and nonprofit agencies and organizations, local 
        businesses, educational entities (such as vocational 
        and adult education programs, school-to-work programs, 
        community colleges, and universities), recreational, 
        cultural, and other community and human service 
        entities, for the purpose of meeting the needs of, and 
        expanding the opportunities available to, the residents 
        of the communities served by such schools;
          [(3) by using school facilities, equipment, and 
        resources, communities can promote a more efficient use 
        of public education facilities, especially in rural and 
        inner city areas where limited financial resources have 
        enhanced the necessity for local public schools to 
        become social service centers;
          [(4) the high technology, global economy of the 21st 
        century will require lifelong learning to keep 
        America's workforce competitive and successful, and 
        local public schools should provide centers for 
        lifelong learning and educational opportunities for 
        individuals of all ages; and
          [(5) 21st Century Community Learning Centers enable 
        the entire community to develop an education strategy 
        that addresses the educational needs of all members of 
        local communities.

[SEC. 10903. PROGRAM AUTHORIZATION.

  [(a) Grants by the Secretary.--The Secretary is authorized, 
in accordance with the provisions of this part, to award grants 
to rural and inner-city public elementary or secondary schools, 
or consortia of such schools, to enable such schools or 
consortia to plan, implement, or to expand projects that 
benefit the educational, health, social service, cultural, and 
recreational needs of a rural or inner-city community.
  [(b) Equitable Distribution.--In awarding grants under this 
part, the Secretary shall assure an equitable distribution of 
assistance among the States, among urban and rural areas of the 
United States, and among urban and rural areas of a State.
  [(c) Grant Period.--The Secretary shall award grants under 
this part for a period not to exceed 3 years.
  [(d) Amount.--The Secretary shall not award a grant under 
this part in any fiscal year in an amount less than $35,000.

[SEC. 10904. APPLICATION REQUIRED.

  [(a) Application.--To be eligible to receive a grant under 
this part, an elementary or secondary school or consortium 
shall submit an application to the Secretary at such time, in 
such manner, and accompanied by such information as the 
Secretary may reasonably prescribe. Each such application shall 
include--
          [(1) a comprehensive local plan that enables the 
        school or consortium to serve as a center for the 
        delivery of education and human resources for members 
        of a community;
          [(2) an evaluation of the needs, available resources, 
        and goals and objectives for the proposed project in 
        order to determine which activities will be undertaken 
        to address such needs; and
          [(3) a description of the proposed project, 
        including--
                  [(A) a description of the mechanism that will 
                be used to disseminate information in a manner 
                that is understandable and accessible to the 
                community;
                  [(B) identification of Federal, State, and 
                local programs to be merged or coordinated so 
                that public resources may be maximized;
                  [(C) a description of the collaborative 
                efforts to be undertaken by community-based 
                organizations, related public agencies, 
                businesses, or other appropriate organizations;
                  [(D) a description of how the school or 
                consortium will serve as a delivery center for 
                existing and new services, especially for 
                interactive telecommunication used for 
                education and professional training; and
                  [(E) an assurance that the school or 
                consortium will establish a facility 
                utilization policy that specifically states--
                          [(i) the rules and regulations 
                        applicable to building and equipment 
                        use; and
                          [(ii) supervision guidelines.
  [(b) Priority.--The Secretary shall give priority to 
applications describing projects that offer a broad selection 
of services which address the needs of the community.

[SEC. 10905. USES OF FUNDS.

  [Grants awarded under this part may be used to plan, 
implement, or expand community learning centers which include 
not less than four of the following activities:
          [(1) Literacy education programs.
          [(2) Senior citizen programs.
          [(3) Children's day care services.
          [(4) Integrated education, health, social service, 
        recreational, or cultural programs.
          [(5) Summer and weekend school programs in 
        conjunction with recreation programs.
          [(6) Nutrition and health programs.
          [(7) Expanded library service hours to serve 
        community needs.
          [(8) Telecommunications and technology education 
        programs for individuals of all ages.
          [(9) Parenting skills education programs.
          [(10) Support and training for child day care 
        providers.
          [(11) Employment counseling, training, and placement.
          [(12) Services for individuals who leave school 
        before graduating from secondary school, regardless of 
        the age of such individual.
          [(13) Services for individuals with disabilities.

[SEC. 10906. DEFINITION.

  [For the purpose of this part, the term ``community learning 
center'' means an entity within a public elementary or 
secondary school building that--
          [(1) provides educational, recreational, health, and 
        social service programs for residents of all ages 
        within a local community; and
          [(2) is operated by a local educational agency in 
        conjunction with local governmental agencies, 
        businesses, vocational education programs, institutions 
        of higher education, community colleges, and cultural, 
        recreational, and other community and human service 
        entities.

[SEC. 10907. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated $20,000,000 for 
fiscal year 1995, and such sums as may be necessary for each of 
the four succeeding fiscal years, to carry out this part.

             [PART J--URBAN AND RURAL EDUCATION ASSISTANCE

[SEC. 10951. AUTHORIZATION OF APPROPRIATIONS.

  [(a) Demonstration Grants.--
          [(1) In general.--There are authorized to be 
        appropriated $125,000,000 for fiscal year 1995, and 
        such sums as may be necessary for each of the four 
        succeeding fiscal years, to carry out subparts 1 and 2 
        (other than section 10975).
          [(2) Reservation for subpart 1.--The Secretary shall 
        reserve 50 percent of the amount appropriated under 
        paragraph (1) to carry out subpart 1.
          [(3) Reservation for subpart 2.--The Secretary shall 
        reserve 50 percent of the amount appropriated under 
        paragraph (1) to carry out subpart 2 (other than 
        section 10975).
  [(b) Higher Education Grants.--There are authorized to be 
appropriated $25,000,000 for fiscal year 1995 and such sums as 
may be necessary for each of the four succeeding fiscal years 
to carry out section 10975.
  [(c) Federal Funds To Supplement Not Supplant Non-Federal 
Funds.--An eligible local educational agency may use funds 
received under this part only to supplement and, to the extent 
practicable, increase the level of funds that would, in the 
absence of such Federal funds, be made available from non-
Federal sources for the education of students participating in 
activities assisted under this part, and in no such case may 
such funds be used to supplant funds from non-Federal sources.

[SEC. 10952. DEFINITIONS.

  [Except as otherwise provided, for the purposes of this part:
          [(1) Central city.--The term ``central city'' has the 
        same meaning used by the Bureau of the Census.
          [(2) Metropolitan statistical area.--The term 
        ``metropolitan statistical area'' has the same meaning 
        used by the Bureau of the Census.
          [(3) Poverty level.--The term ``poverty level'' means 
        the criteria of poverty used by the Bureau of the 
        Census in compiling the most recent decennial census.
          [(4) Rural eligible local educational agency.--The 
        term ``rural eligible local educational agency'' means 
        a local educational agency--
                  [(A)(i) in which at least 15 percent of the 
                children enrolled in the schools served by such 
                agency are eligible to be counted under part A 
                of title I; and
                  [(ii) which is not in a metropolitan 
                statistical area; or
                  [(B) in which the total enrollment in the 
                schools served by such agency is less than 
                2,500 students and that does not serve schools 
                located in a metropolitan statistical area.
          [(5) Urban eligible local educational agency.--The 
        term ``urban eligible local educational agency'' means 
        a local educational agency that--
                  [(A) serves the largest central city in a 
                State;
                  [(B) enrolls more than 30,000 students and 
                serves a central city with a population of at 
                least 200,000 in a metropolitan statistical 
                area; or
                  [(C) enrolls between 25,000 and 30,000 
                students and serves a central city with a 
                population of at least 140,000 in a 
                metropolitan statistical area.

            [Subpart 1--Urban Education Demonstration Grants

[SEC. 10961. FINDINGS.

  [The Congress finds that--
          [(1) the ability of the Nation's major urban public 
        school systems to meet the Nation's educational goals 
        will determine the country's economic competitiveness 
        and academic standing in the world community;
          [(2) the quality of public education in the Nation's 
        major urban areas has a direct effect on the economic 
        development of the Nation's inner-cities;
          [(3) the success of urban public schools in boosting 
        the achievement of its minority youth attending such 
        schools will determine the ability of the Nation to 
        close the gap between the ``haves and the have-nots'' 
        in society;
          [(4) the cost to America's businesses to provide 
        remedial education to high school graduates is 
        approximately $21,000,000,000 per year;
          [(5) approximately one-third of the Nation's 
        workforce will be members of minority groups by the 
        year 2000;
          [(6) urban schools enroll a disproportionately large 
        share of the Nation's poor and ``at-risk'' youth;
          [(7) urban schools enroll approximately one-third of 
        the Nation's poor, 40 percent of the Nation's African 
        American children, and 30 percent of the Nation's 
        Hispanic youth;
          [(8) nearly 20 percent of the Nation's limited-
        English-proficient children and 15 percent of the 
        Nation's disabled youth are enrolled in urban public 
        schools;
          [(9) the academic performance of students in the 
        average inner-city public school system is below that 
        of students in most other kinds of school systems;
          [(10) urban public school systems have higher dropout 
        rates, more problems with health care, and less 
        parental participation than other kinds of school 
        systems;
          [(11) urban preschoolers have one-half the access to 
        early childhood development programs as do other 
        children;
          [(12) shortages of teachers in urban public school 
        systems are 2.5 times greater than such shortages in 
        other kinds of school systems;
          [(13) declining numbers of urban minority high school 
        graduates are pursuing postsecondary educational 
        opportunities;
          [(14) urban public school systems have greater 
        problems with teenage pregnancy, discipline, drug 
        abuse, and gangs than do other kinds of school systems;
          [(15) 75 percent of urban public school buildings are 
        over 25 years old, 33 percent of such buildings are 
        over 50 years old, and such buildings are often in 
        serious disrepair and create poor and demoralizing 
        working and learning conditions;
          [(16) solving the challenges facing our Nation's 
        urban schools will require the concerted and 
        collaborative efforts of all levels of government and 
        all sectors of the community;
          [(17) Federal and State funding of urban public 
        schools has not adequately reflected need; and
          [(18) Federal funding that is well-targeted, 
        flexible, and accountable would contribute 
        significantly to addressing the comprehensive needs of 
        inner-city public schools.

[SEC. 10962. PURPOSE.

  [It is the purpose of this subpart to provide financial 
assistance to--
          [(1) assist urban public schools in meeting the 
        National Education Goals;
          [(2) improve the educational and social well-being of 
        urban public school children;
          [(3) close the achievement gap between urban and 
        nonurban public school children, while improving the 
        achievement level of all children nationally;
          [(4) conduct coordinated research on urban public 
        education problems, solutions, and promising practices;
          [(5) improve the Nation's global economic and 
        educational competitiveness by improving the Nation's 
        urban schools; and
          [(6) encourage community, parental, and business 
        collaboration in the improvement of urban schools.

[SEC. 10963. URBAN SCHOOL GRANTS.

  [(a) Authority.--The Secretary is authorized to make grants 
to eligible local educational agencies serving an urban area or 
State educational agencies in the case where the State 
educational agency is the local educational agency for 
activities designed to assist in local school improvement 
efforts and school reform, and to assist the schools of such 
agencies in meeting the National Education Goals.
  [(b) Authorized Activities.--Funds under this section may be 
used to--
          [(1) increase the academic achievement of urban 
        public school children to at least the national 
        average, such as--
                  [(A) effective public schools programs;
                  [(B) tutoring, mentoring, and other 
                activities to improve academic achievement 
                directly;
                  [(C) activities designed to increase the 
                participation of minority and female students 
                in entry level and advanced courses in 
                mathematics and science;
                  [(D) supplementary academic instruction;
                  [(E) efforts to improve problem-solving and 
                higher-order thinking skills;
                  [(F) programs to increase student motivation 
                for learning; and
                  [(G) efforts to lengthen the school day or 
                school year, or to reduce class sizes;
          [(2) ensure the readiness of all urban public school 
        children for school, such as--
                  [(A) full workday, full calendar-year 
                comprehensive early childhood development 
                programs;
                  [(B) parenting classes and parent involvement 
                activities;
                  [(C) activities designed to coordinate 
                prekindergarten and child care programs;
                  [(D) efforts to integrate developmentally 
                appropriate prekindergarten services into the 
                overall public school program;
                  [(E) upgrading the qualifications of early 
                childhood education staff and standards for 
                programs;
                  [(F) collaborative efforts with health and 
                social service agencies to provide 
                comprehensive services and to facilitate the 
                transition from home to school;
                  [(G) establishment of comprehensive child 
                care centers in public secondary schools for 
                students who are parents and their children; 
                and
                  [(H) augmenting early childhood development 
                programs to meet the special educational and 
                cultural needs of limited-English-proficient 
                preschool children;
          [(3) increase the graduation rates of urban public 
        school students to at least the national average, such 
        as--
                  [(A) dropout prevention activities and 
                support services for public school students at-
                risk of dropping out of school;
                  [(B) reentry, outreach, and support 
                activities to recruit students who have dropped 
                out of school to return to school;
                  [(C) development of systemwide policies and 
                practices that encourage students to stay in 
                school;
                  [(D) efforts to provide individualized 
                student support, such as mentoring programs;
                  [(E) collaborative activities between 
                schools, parents, community groups, agencies, 
                and institutions of higher education aimed at 
                preventing individuals from dropping out of 
                school;
                  [(F) programs to increase student attendance; 
                and
                  [(G) alternative programs for students, 
                especially bilingual and special education 
                students, who have dropped out of school or are 
                at risk of dropping out of school;
          [(4) prepare urban public school students to enter 
        higher education, pursue careers, and exercise their 
        responsibilities as citizens, such as--
                  [(A) activities designed to increase the 
                number and percentages of students, 
                particularly minority students, enrolling in 
                postsecondary educational institutions after 
                graduation from public secondary schools;
                  [(B) in-school youth employment, vocational 
                education, and career education programs that 
                improve the transition from school to work;
                  [(C) activities designed in collaboration 
                with colleges and universities to assist urban 
                public school graduates in completing higher 
                education;
                  [(D) efforts to increase voter registration 
                among eligible public secondary school 
                students;
                  [(E) activities designed to promote community 
                service and volunteerism among students, 
                parents, teachers, and the community; and
                  [(F) civic education and other programs 
                designed to enhance responsible citizenship and 
                understanding of the political process;
          [(5) recruit and retain qualified teachers, such as--
                  [(A) school-based management projects and 
                activities;
                  [(B) programs designed to test efforts to 
                increase the professionalization of teachers or 
                to bring teachers up to national voluntary 
                standards;
                  [(C) alternative routes to certification for 
                qualified individuals from business, the 
                military, and other fields;
                  [(D) efforts to recruit and retain teachers, 
                particularly minority teachers, specializing in 
                critical shortage areas, including early 
                childhood teachers, mathematics and science 
                teachers, and special education and bilingual 
                teachers;
                  [(E) upgrading the skills of teacher aides 
                and paraprofessionals to permit such 
                individuals to become certified teachers;
                  [(F) activities specifically designed to 
                increase the number of minority teachers in 
                urban schools;
                  [(G) incentives for teachers to work in 
                inner-city public schools; and
                  [(H) collaborative activities with urban 
                universities to revise and upgrade teacher 
                training programs;
          [(6) provide for ongoing staff development to 
        increase the professional capacities of the teaching 
        staff and the skills of teacher aides and 
        paraprofessionals;
          [(7) decrease the use of drugs and alcohol among 
        urban public school students and enhance the physical 
        and emotional health of such students, such as--
                  [(A) activities designed to improve the self-
                esteem and self-worth of urban public school 
                students;
                  [(B) the provision of health care services 
                and other social services and the coordination 
                of such services with other health care 
                providers;
                  [(C) programs designed to improve safety and 
                discipline and reduce in-school violence, 
                vandalism, and gang activity;
                  [(D) activities that begin in the early 
                grades and are designed to prevent drug and 
                alcohol abuse and smoking among students and 
                teachers;
                  [(E) collaborative activities with other 
                agencies, businesses, and community groups to 
                discourage the advertisement and glorification 
                of drugs and alcohol;
                  [(F) efforts to enhance health education and 
                nutrition education; and
                  [(G) alternative public schools, and schools-
                within-schools programs, including bilingual 
                and special education programs for public 
                school students with special needs; or
          [(8) plan, develop, operate, or expand programs and 
        activities that are designed to assist urban public 
        schools in meeting the National Education Goals, 
        including--
                  [(A) training of teachers and other 
                educational personnel in subject areas, or in 
                instructional technology and methods that will 
                improve the delivery of services in urban 
                settings and assist in the achievement of the 
                National Education Goals, including staff 
                development efforts that emphasize 
                multicultural and gender and disability bias-
                free curricula;
                  [(B) coordination and collaboration with 
                other municipal agencies, child care 
                organizations, universities, or the private 
                sector;
                  [(C) parental involvement and outreach 
                efforts and other activities designed to 
                enhance parental encouragement of student 
                learning;
                  [(D) pupil services and other support 
                services that contribute to progress in 
                achieving National Education Goals;
                  [(E) efforts to acquire and improve access to 
                educational technology;
                  [(F) assist the schools most in need of 
                services by replicating successful efforts of 
                other urban local educational agencies and 
                expanding successful programs within the 
                eligible agency; or
                  [(G) efforts to improve and strengthen the 
                curriculum and coordinate services across grade 
                levels.
  [(c) Applications.--
          [(1) In general.--An eligible local educational 
        agency desiring to receive 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, 
        consistent with this section.
          [(2) Duration.--An application submitted pursuant to 
        paragraph (1) may be for a period of not more than five 
        years.
  [(d) Payments.--The Secretary shall make an award only to 
urban eligible local educational agencies that--
          [(1) comply with the provisions of section 10966; and
          [(2) demonstrate to the satisfaction of the Secretary 
        that the data submitted pursuant to section 10961 shows 
        progress toward meeting National Education Goals.
  [(e) Administrative Costs.--Not more than five percent of any 
award made under this subpart may be used for administrative 
costs.

[SEC. 10964. SPECIAL RULES.

  [(a) Special Consideration.--In making awards under this 
subpart, the Secretary shall give special consideration to 
urban eligible local educational agencies in which there is--
          [(1) low achievement;
          [(2) high poverty; and
          [(3) racial isolation.
  [(b) Flexibility.--Each urban eligible local educational 
agency shall have the flexibility to serve homeless children, 
children in schools undergoing desegregation, immigrants, 
migrants, or other highly mobile populations within the program 
assisted under this subpart.

            [Subpart 2--Rural Education Demonstration Grants

[SEC. 10971. FINDINGS.

  [The Congress finds that--
          [(1) the ability of America's rural public school 
        systems to meet the National Education Goals will 
        contribute to the economic competitiveness and academic 
        standing of the Nation in the world community;
          [(2) approximately 60 percent of the Nation's public 
        school districts are rural with a population of less 
        than 2,500;
          [(3) about 1 out of every 4 of America's rural school 
        children are living below the poverty line;
          [(4) the quality of public education in the rural 
        areas of the Nation has a direct effect on the economic 
        development of the rural communities of the Nation;
          [(5) the success of rural public schools in boosting 
        the achievement of minority youth attending such 
        schools will determine the ability of the Nation to 
        close the gap between the haves and the have-nots in 
        society;
          [(6) the academic performance of students in the 
        average rural school system is below that of students 
        in most other suburban school systems;
          [(7) the average age of rural public school buildings 
        is more than 45 years old and such buildings are often 
        in serious disrepair, creating poor and demoralizing 
        working and learning conditions;
          [(8) shortages of teachers for rural public school 
        systems is greater than in other kinds of school 
        systems;
          [(9) solving the challenges facing the Nation's rural 
        public schools will require the concerted and 
        collaborative efforts of all levels of government and 
        all sectors of the community;
          [(10) additional Federal funding would contribute 
        significantly to addressing the comprehensive needs of 
        rural schools;
          [(11) rural public schools enroll a 
        disproportionately large share of the Nation's poor and 
        at-risk youth;
          [(12) a declining number of rural public secondary 
        school graduates are pursuing postsecondary education 
        opportunities;
          [(13) rural preschoolers have less access to early 
        childhood development programs than other children; and
          [(14) Federal and State funding of rural public 
        schools has not adequately reflected need.

[SEC. 10972. PURPOSE.

  [It is the purpose of this subpart to provide financial 
assistance to rural public schools most in need, to encourage 
the comprehensive restructuring of America's rural schools, the 
appropriate use of telecommunications technologies for 
learning, and to support innovative programs which improve 
performance through programs and projects designed to--
          [(1) assist rural public schools in meeting National 
        Education Goals;
          [(2) encourage rural public schools to engage in 
        school reform;
          [(3) develop pilot projects that experiment with 
        innovative ways to teach rural public school children 
        more effectively;
          [(4) improve the educational and social well-being of 
        rural public school children;
          [(5) close the achievement gap between children 
        attending rural public schools and other children, 
        while improving the achievement level of all children 
        nationally;
          [(6) conduct coordinated research on rural education 
        problems, solutions, promising practices, and distance 
        learning technologies;
          [(7) improve the Nation's global economic and 
        educational competitiveness by improving the Nation's 
        rural public schools;
          [(8) encourage community, parental, and business 
        collaboration in the improvement of rural public 
        schools;
          [(9) encourage rural school consortia for the purpose 
        of increasing efficiency and course offerings;
          [(10) encourage a positive role for rural public 
        schools in local rural entrepreneurship and the 
        identification of rural community economic development 
        opportunities;
          [(11) encourage community-as-school concepts, which 
        include the role public schools can play to assist with 
        rural community economic revitalization; and
          [(12) provide for the recruitment and meaningful 
        inservice opportunities for rural public school 
        teachers.

[SEC. 10973. RURAL SCHOOL GRANTS.

  [(a) Authority.--The Secretary is authorized to make grants 
to rural eligible local educational agencies, or State 
educational agencies in the case where the State educational 
agency is the local educational agency, for activities designed 
to assist in local school improvement efforts.
  [(b) Award Rules.--
          [(1) Less than $50,000,000.--If the amount made 
        available to carry out this subpart for any fiscal year 
        is less than $50,000,000, the Secretary shall award 
        grants under this section on a competitive basis.
          [(2) Equal to or greater than $50,000,000.--If the 
        amount made available to carry out this subpart for any 
        fiscal year is equal to or greater than $50,000,000, 
        the Secretary shall award grants under this section so 
        that a rural eligible local educational agency in each 
        State receives such a grant.
  [(c) Administrative Costs.--Not more than five percent of a 
grant awarded under section 10573 shall be used for 
administrative costs.
  [(d) Duration.--Each grant under this section shall be 
awarded for a period of not more than five years.

[SEC. 10974. USES OF FUNDS.

  [(a) In General.--Grant funds made available under section 
10973 may be used by rural eligible local educational agencies 
to meet the National Education Goals through programs designed 
to--
          [(1) increase the academic achievement of rural 
        public school children to at least the national average 
        of such achievement, including education reform 
        initiatives, such as--
                  [(A) effective public schools programs;
                  [(B) tutoring, mentoring, and other 
                activities to improve academic achievement 
                directly;
                  [(C) supplementary academic instruction;
                  [(D) efforts to improve problem-solving and 
                higher-order critical thinking skills; and
                  [(E) efforts to lengthen the school day, 
                school year, or reduce class sizes;
          [(2) develop pilot projects that experiment with 
        innovative ways to teach rural public school children 
        more effectively;
          [(3) encourage the formation of rural school 
        consortia for the purpose of increasing efficiency and 
        course offerings;
          [(4) provide meaningful inservice training 
        opportunities for rural public school teachers;
          [(5) assist rural schools in acquiring and improving 
        access to educational technology, including distance 
        learning technologies;
          [(6) ensure the readiness of all rural children for 
        school, such as--
                  [(A) full workday, full calendar-year 
                comprehensive early childhood development 
                programs;
                  [(B) parenting classes, including parenting 
                classes for teenage parents, and parent 
                involvement activities;
                  [(C) activities designed to coordinate 
                prekindergarten and child care programs;
                  [(D) efforts to integrate developmentally 
                appropriate prekindergarten services into the 
                overall public school program;
                  [(E) improving the skills of early childhood 
                education staff and standards for programs;
                  [(F) collaborative efforts with health and 
                social service agencies to provide 
                comprehensive services and to facilitate the 
                transition from home to school;
                  [(G) establishment of comprehensive child 
                care centers in public secondary schools for 
                student parents and their children; and
                  [(H) augmenting early childhood development 
                programs to meet the special educational and 
                cultural needs of limited-English proficient 
                children, children with disabilities, and 
                migrant preschool children;
          [(7) increase the graduation rates of rural public 
        school students to at least the national average of 
        such rate, when funds are used to serve secondary 
        schools, such as--
                  [(A) dropout prevention activities and 
                support services for students at-risk of 
                dropping out of school;
                  [(B) reentry, outreach and support activities 
                to recruit students who have dropped out of 
                school to return to school;
                  [(C) development of systemwide policies and 
                practices that encourage students to stay in 
                school;
                  [(D) efforts to provide individualized 
                student support;
                  [(E) collaborative activities between 
                schools, parents, community groups, agencies, 
                and institutions of higher education aimed at 
                preventing individuals from dropping out of 
                school;
                  [(F) programs to increase student attendance; 
                and
                  [(G) alternative programs for students, 
                especially bilingual, special education, and 
                migrant students, who have dropped out of 
                school or are at risk of dropping out of 
                school;
          [(8) prepare rural public school students to enter 
        higher education, pursue careers, and exercise their 
        responsibilities as citizens, such as--
                  [(A) activities designed to increase the 
                number and percentages of students, enrolling 
                in postsecondary educational institutions after 
                graduation from secondary schools;
                  [(B) in-school youth employment, vocational 
                education, and career education programs that 
                improve the transition from school to work;
                  [(C) activities designed in collaboration 
                with colleges and universities to assist rural 
                public school graduates in completing higher 
                education;
                  [(D) activities designed in conjunction with 
                community colleges to provide a kindergarten 
                through grade 14 experience for rural public 
                school secondary school students;
                  [(E) efforts to increase voter registration 
                among eligible public secondary school students 
                attending schools served by rural eligible 
                local educational agencies;
                  [(F) activities designed to promote community 
                service and volunteerism among students, 
                parents, teachers, and the community;
                  [(G) civic education, law-related education, 
                and other programs designed to enhance 
                responsible citizenship and understanding of 
                the political process; and
                  [(H) encouraging a positive role for rural 
                public schools in local rural entrepreneurship 
                and the identification of rural community 
                economic development opportunities;
          [(9) recruit and retain qualified teachers, such as--
                  [(A) school-based management projects and 
                activities;
                  [(B) programs designed to increase the status 
                of the teaching profession;
                  [(C) alternative routes to certification for 
                qualified individuals from business, the 
                military, and other fields;
                  [(D) efforts to recruit and retain teachers 
                in critical shortage areas, including early 
                childhood teachers, mathematics and science 
                teachers, foreign language teachers, and 
                special education and bilingual teachers;
                  [(E) upgrading the skills of existing 
                classroom teachers through the use of year-
                round, systematic, comprehensive inservice 
                training programs;
                  [(F) upgrading the skills of teacher aides 
                and paraprofessionals to assist such 
                individuals in becoming certified teachers;
                  [(G) efforts specifically designed to 
                increase the number of minority teachers in 
                rural public schools;
                  [(H) programs designed to encourage parents 
                and students to enter the teaching profession;
                  [(I) incentives for teachers to work in rural 
                public schools;
                  [(J) collaborative activities with colleges 
                and universities to revise and upgrade teacher 
                training programs to meet the needs of rural 
                public school students; and
                  [(K) training activities for the purpose of 
                incorporating distance learning technologies; 
                or
          [(10) decrease the use of drugs and alcohol among 
        rural public school students, and to enhance the 
        physical and emotional health of such students, such 
        as--
                  [(A) activities designed to improve the self-
                esteem and self-worth of rural students;
                  [(B) the provision of health care services 
                and other social services and the coordination 
                of such services with other health care 
                providers;
                  [(C) programs designed to improve safety and 
                discipline and reduce in-school violence and 
                vandalism;
                  [(D) activities that begin in the early 
                grades and are designed to prevent drug and 
                alcohol abuse and smoking among students;
                  [(E) collaborative activities with other 
                agencies, businesses, and community groups;
                  [(F) efforts to enhance health education and 
                nutrition education; and
                  [(G) alternative public schools, and schools-
                within-schools programs, including bilingual, 
                migrant, and special education programs for 
                students with special needs.
  [(b) Applications.--Each eligible entity desiring a grant 
under section 10973 shall submit an application to the 
Secretary at such time, in such manner, and accompanied by such 
information as the Secretary may reasonably require. Each grant 
awarded under section 10973 shall be of sufficient size and 
scope to achieve significant rural school improvement.

[SEC. 10975. HIGHER EDUCATION GRANTS.

  [(a) Grants.--The Secretary is authorized to make grants to 
institutions of higher education, consortia of such 
institutions, or partnerships between institutions of higher 
education and local educational agencies to assist rural 
schools and rural eligible local educational agencies in 
undertaking local school improvement activities.
  [(b) Authorized Activities.--Grant funds under this section 
may be used to--
          [(1) assist rural schools in meeting National 
        Education Goals;
          [(2) assist in the recruitment and training of 
        teachers in rural schools;
          [(3) assist rural schools in the development of 
        appropriate innovative school improvement initiatives;
          [(4) provide inservice training opportunities for 
        teachers in rural schools; and
          [(5) provide technical assistance in the use and 
        installation of innovative telecommunications 
        technology.
  [(c) Applications.--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.

                  [Subpart 3--White House Conferences

[SEC. 10981. WHITE HOUSE CONFERENCE ON URBAN EDUCATION.

  [(a) Authorization To Call Conference.--
          [(1) In general.--The President is authorized to call 
        and conduct a White House Conference on Urban Education 
        (referred to in this section as the ``Conference'') 
        which shall be held not earlier than November 1, 1995, 
        and not later than October 30, 1996.
          [(2) Purpose.--The purpose of the Conference shall be 
        to--
                  [(A) develop recommendations and strategies 
                for the improvement of urban education;
                  [(B) marshal the forces of the private 
                sector, governmental agencies at all levels, 
                parents, teachers, communities, and education 
                officials to assist urban public schools in 
                achieving National Education Goals; and
                  [(C) conduct the initial planning for a 
                permanent national advisory commission on urban 
                education.
  [(b) Composition of Conference.--
          [(1) In general.--The Conference shall be comprised 
        of 12 individuals, including--
                  [(A) representatives of urban public school 
                systems, including members of the governing 
                body of local educational agencies, and school 
                superintendents;
                  [(B) representatives of the Congress, the 
                Department of Education, and other Federal 
                agencies;
                  [(C) State elected officials and 
                representatives from State educational 
                agencies; and
                  [(D) individuals with special knowledge of 
                and expertise in urban education.
          [(2) Selection.--The President shall select one-third 
        of the participants of the Conference, the majority 
        leader of the Senate, in consultation with the minority 
        leader of the Senate, shall select one-third of such 
        participants, and the Speaker of the House of 
        Representatives, in consultation with the minority 
        leader of the House, shall select the remaining one-
        third of such participants.
          [(3) Representation.--In selecting the participants 
        of the Conference, the President, the majority leader 
        of the Senate, and the Speaker of the House of 
        Representatives shall ensure that the participants are 
        as representative of the ethnic, racial, and linguistic 
        diversity of cities as is practicable.
  [(c) Report.--
          [(1) In general.--Not later than 120 days following 
        the termination of the Conference, a final report of 
        the Conference, containing such findings and 
        recommendations as may be made by the Conference, shall 
        be submitted to the President. The final report shall 
        be made public and, not later than 90 days after 
        receipt by the President, transmitted to the Congress 
        together with a statement of the President containing 
        recommendations for implementing the report.
          [(2) Publication and distribution.--The Conference is 
        authorized to publish and distribute the report 
        described in this section. Copies of the report shall 
        be provided to the Federal depository libraries and 
        made available to local urban public school leaders.

[SEC. 10982. WHITE HOUSE CONFERENCE ON RURAL EDUCATION.

  [(a) Authorization To Call Conference.--
          [(1) In general.--The President is authorized to call 
        and conduct a White House Conference on Rural Education 
        (hereafter in this section referred to as the 
        ``Conference'').
          [(2) Date.--The Conference shall be held not earlier 
        than November 1, 1995, and not later than October 30, 
        1996.
          [(3) Purpose.--The purposes of the Conference shall 
        be to--
                  [(A) develop recommendations and strategies 
                for the improvement of rural public education;
                  [(B) marshal the forces of the private 
                sector, governmental agencies at all levels, 
                parents, teachers, communities, and education 
                officials to assist rural public schools in 
                achieving National Education Goals, and make 
                recommendations on the roles rural public 
                schools can play to assist with local rural 
                community economic revitalization; and
                  [(C) conduct the initial planning for a 
                permanent national commission on rural public 
                education.
  [(b) Composition of Conference.--
          [(1) In general.--The Conference shall be comprised 
        of--
                  [(A) representatives of eligible public 
                school systems, including members of the 
                governing body of local educational agencies, 
                school superintendents, and classroom teachers;
                  [(B) representatives of the Congress, the 
                Department, and other Federal agencies;
                  [(C) State elected officials and 
                representatives from State educational 
                agencies;
                  [(D) individuals with special knowledge of, 
                and expertise in, rural education, including 
                individuals involved with rural postsecondary 
                education; and
                  [(E) individuals with special knowledge of, 
                and expertise in, rural business.
          [(2) Selection.--The President shall select one-third 
        of the participants of the Conference, the majority 
        leader of the Senate, in consultation with the minority 
        leader of the Senate, shall select one-third of such 
        participants, and the Speaker of the House of 
        Representatives, in consultation with the minority 
        leader of the House, shall select the remaining one-
        third of such participants.
          [(3) Representation.--In selecting the participants 
        of the Conference, the President, the majority leader 
        of the Senate, and the Speaker of the House of 
        Representatives shall ensure that the participants are 
        as representative of the ethnic, racial, and language 
        diversity of rural areas as is practicable.
  [(c) Report.--
          [(1) In general.--Not later than 120 days following 
        the termination of the Conference, a final report of 
        the Conference, containing such findings and 
        recommendations as may be made by the Conference, shall 
        be submitted to the President. The final report shall 
        be made public and, not later than 90 days after 
        receipt by the President, transmitted to the Congress 
        together with a statement of the President containing 
        recommendations for implementing the report.
          [(2) Publication and distribution.--The Conference is 
        authorized to publish and distribute the report 
        described in this section. Copies of the report shall 
        be provided to the Federal depository libraries and 
        made available to local rural school leaders and 
        teachers.

                   [PART K--NATIONAL WRITING PROJECT

[SEC. 10991. FINDINGS.

  [The Congress finds that--
          [(1) the United States faces a crisis in writing in 
        schools and in the workplace;
          [(2) the writing problem has been magnified by the 
        rapidly changing student populations and the growing 
        number of at-risk students due to limited English 
        proficiency;
          [(3) over the past two decades, universities and 
        colleges across the country have reported increasing 
        numbers of entering freshmen who are unable to write at 
        a level equal to the demands of college work;
          [(4) American businesses and corporations are 
        concerned about the limited writing skills of entry-
        level workers, and a growing number of executives are 
        reporting that advancement was denied to them due to 
        inadequate writing abilities;
          [(5) the writing problem has been magnified by the 
        rapidly changing student populations in the Nation's 
        schools and the growing number of students who are at 
        risk because of limited English proficiency;
          [(6) writing and reading are both fundamental to 
        learning, yet writing has been historically neglected 
        in the schools and colleges, and most teachers in the 
        United States elementary schools, secondary schools, 
        and colleges have not been trained to teach writing;
          [(7) since 1973, the only national program to address 
        the writing problem in the Nation's schools has been 
        the National Writing Project, a network of 
        collaborative university-school programs whose goal is 
        to improve the quality of student writing and the 
        teaching of writing at all grade levels and to extend 
        the uses of writing as a learning process through all 
        disciplines;
          [(8) the National Writing Project offers summer and 
        school year inservice teacher training programs and a 
        dissemination network to inform and teach teachers of 
        developments in the field of writing;
          [(9) the National Writing Project is a nationally 
        recognized and honored nonprofit organization that 
        recognizes that there are teachers in every region of 
        the country who have developed successful methods for 
        teaching writing and that such teachers can be trained 
        and encouraged to train other teachers;
          [(10) the National Writing Project has become a model 
        for programs to improve teaching in such other fields 
        as mathematics, science, history, literature, 
        performing arts, and foreign languages;
          [(11) the National Writing Project teacher-teaching-
        teachers program identifies and promotes what is 
        working in the classrooms of the Nation's best 
        teachers;
          [(12) the National Writing Project teacher-teaching-
        teachers project is a positive program that celebrates 
        good teaching practices and good teachers and through 
        its work with schools increases the Nation's corps of 
        successful classroom teachers;
          [(13) evaluations of the National Writing Project 
        document the positive impact the project has had on 
        improving the teaching of writing, student performance, 
        and student thinking and learning ability;
          [(14) the National Writing Project programs offer 
        career-long education to teachers, and teachers 
        participating in the National Writing Project receive 
        graduate academic credit;
          [(15) each year over 100,000 teachers voluntarily 
        seek training in National Writing Project intensive 
        summer institutes and workshops and school year in-
        service programs through one of the 154 regional sites 
        located in 45 States, the Commonwealth of Puerto Rico, 
        and in 4 sites that serve United States teachers in 
        United States dependent and independent schools;
          [(16) 250 National Writing Project sites are needed 
        to establish regional sites to serve all teachers;
          [(17) private foundation resources, although generous 
        in the past, are inadequate to fund all of the National 
        Writing Project sites needed and the future of the 
        program is in jeopardy without secure financial 
        support;
          [(18) independent evaluation studies have found the 
        National Writing Project to be highly cost effective 
        compared to other professional development programs for 
        teachers; and
          [(19) during 1991, the first year of Federal support 
        for the National Writing Project, the National Writing 
        Project matched the $1,951,975 in Federal support with 
        $9,485,504 in matching funds from State, local, and 
        other sources.

[SEC. 10992. NATIONAL WRITING PROJECT.

  [(a) Authorization.--The Secretary is authorized to make a 
grant to the National Writing Project (hereafter in this 
section referred to as the ``grantee''), a nonprofit 
educational organization which has as its primary purpose the 
improvement of the quality of student writing and learning, and 
the teaching of writing as a learning process in the Nation's 
classrooms--
          [(1) to support and promote the establishment of 
        teacher training programs, including the dissemination 
        of effective practices and research findings regarding 
        the teaching of writing and administrative activities;
          [(2) to support classroom research on effective 
        teaching practice and to document student performance;
          [(3) to coordinate activities assisted under this 
        section with activities assisted under title II; and
          [(4) to pay the Federal share of the cost of such 
        programs.
  [(b) Requirements of Grant.--The grant shall provide that--
          [(1) the grantee will enter into contracts with 
        institutions of higher education or other nonprofit 
        educational providers (hereafter in this section 
        referred to as ``contractors'') under which the 
        contractors will agree to establish, operate, and 
        provide the non-Federal share of the cost of teacher 
        training programs in effective approaches and processes 
        for the teaching of writing;
          [(2) funds made available by the Secretary to the 
        grantee pursuant to any contract entered into under 
        this section will be used to pay the Federal share of 
        the cost of establishing and operating teacher training 
        programs as provided in paragraph (1); and
          [(3) the grantee will meet such other conditions and 
        standards as the Secretary determines to be necessary 
        to assure compliance with the provisions of this 
        section and will provide such technical assistance as 
        may be necessary to carry out the provisions of this 
        section.
  [(c) Teacher Training Programs.--The teacher training 
programs authorized in subsection (a) shall--
          [(1) be conducted during the school year and during 
        the summer months;
          [(2) train teachers who teach grades kindergarten 
        through college;
          [(3) select teachers to become members of a National 
        Writing Project teacher network whose members will 
        conduct writing workshops for other teachers in the 
        area served by each National Writing Project site; and
          [(4) encourage teachers from all disciplines to 
        participate in such teacher training programs.
  [(d) Federal Share.--
          [(1) In general.--Except as provided in paragraph (2) 
        or (3) and for purposes of subsection (a), the term 
        ``Federal share'' means, with respect to the costs of 
        teacher training programs authorized in subsection (a), 
        50 percent of such costs to the contractor.
          [(2) Waiver.--The Secretary may waive the provisions 
        of paragraph (1) on a case-by-case basis if the 
        National Advisory Board described in subsection (f) 
        determines, on the basis of financial need, that such 
        waiver is necessary.
          [(3) Maximum.--The Federal share of the costs of 
        teacher training programs conducted pursuant to 
        subsection (a) may not exceed $40,000 for any one 
        contractor, or $200,000 for a statewide program 
        administered by any one contractor in at least five 
        sites throughout the State.
  [(e) Classroom Teacher Grants.--
          [(1) In general.--The National Writing Project may 
        reserve an amount not to exceed 5 percent of the amount 
        appropriated pursuant to the authority of this section 
        to make grants, on a competitive basis, to elementary 
        and secondary school teachers to pay the Federal share 
        of the cost of enabling such teachers to--
                  [(A) conduct classroom research;
                  [(B) publish models of student writing;
                  [(C) conduct research regarding effective 
                practices to improve the teaching of writing; 
                and
                  [(D) conduct other activities to improve the 
                teaching and uses of writing.
          [(2) Supplement and not supplant.--Grants awarded 
        pursuant to paragraph (1) shall be used to supplement 
        and not supplant State and local funds available for 
        the purposes set forth in paragraph (1).
          [(3) Maximum grant amount.--Each grant awarded 
        pursuant to this subsection shall not exceed $2,000.
          [(4) Federal share.--For the purpose of this 
        subsection the term ``Federal share'' means, with 
        respect to the costs of activities assisted under this 
        subsection, 50 percent of such costs to the elementary 
        or secondary school teacher.
  [(f) National Advisory Board.--
          [(1) Establishment.--The National Writing Project 
        shall establish and operate a National Advisory Board.
          [(2) Composition.--The National Advisory Board 
        established pursuant to paragraph (1) shall consist 
        of--
                  [(A) national educational leaders;
                  [(B) leaders in the field of writing; and
                  [(C) such other individuals as the National 
                Writing Project deems necessary.
          [(3) Duties.--The National Advisory Board established 
        pursuant to paragraph (1) shall--
                  [(A) advise the National Writing Project on 
                national issues related to student writing and 
                the teaching of writing;
                  [(B) review the activities and programs of 
                the National Writing Project; and
                  [(C) support the continued development of the 
                National Writing Project.
  [(g) Evaluation.--
          [(1) In general.--The Secretary shall conduct an 
        independent evaluation by grant or contract of the 
        teacher training programs administered pursuant to this 
        Act in accordance with section 14701. Such evaluation 
        shall specify the amount of funds expended by the 
        National Writing Project and each contractor receiving 
        assistance under this section for administrative costs. 
        The results of such evaluation shall be made available 
        to the appropriate committees of the Congress.
          [(2) Funding limitation.--The Secretary shall reserve 
        not more than $150,000 from the total amount 
        appropriated pursuant to the authority of subsection 
        (i) for fiscal year 1994 and the four succeeding fiscal 
        years to conduct the evaluation described in paragraph 
        (1).
  [(h) Application Review.--
          [(1) Review board.--The National Writing Project 
        shall establish and operate a National Review Board 
        that shall consist of--
                  [(A) leaders in the field of research in 
                writing; and
                  [(B) such other individuals as the National 
                Writing Project deems necessary.
          [(2) Duties.--The National Review Board shall--
                  [(A) review all applications for assistance 
                under this subsection; and
                  [(B) recommend applications for assistance 
                under this subsection for funding by the 
                National Writing Project.
  [(i) Authorization of Appropriations.--There are authorized 
to be appropriated for the grant to the National Writing 
Project, $4,000,000 for fiscal year 1995, and such sums as may 
be necessary for each of the four succeeding fiscal years, to 
carry out the provisions of this section.

     [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 of time 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.]

           *       *       *       *       *       *       *


TITLE XIII--SUPPORT AND ASSISTANCE PROGRAMS TO IMPROVE EDUCATION

           *       *       *       *       *       *       *


           [PART A--COMPREHENSIVE REGIONAL ASSISTANCE CENTERS

[SEC. 13101. PROGRAM AUTHORIZED.

  [(a) Comprehensive Regional Assistance Centers.--
          [(1) In general.--The Secretary is authorized to 
        award grants to, or enter into contracts or cooperative 
        agreements with, public or private nonprofit entities 
        or consortia of such entities in order to establish a 
        networked system of 15 comprehensive regional 
        assistance centers to provide comprehensive training 
        and technical assistance, related to administration and 
        implementation of programs under this Act, to States, 
        local educational agencies, schools, tribes, community-
        based organizations, and other recipients of funds 
        under this Act.
          [(2) Consideration.--In establishing comprehensive 
        regional assistance centers and allocating resources 
        among the centers, the Secretary shall consider--
                  [(A) the geographic distribution of students 
                assisted under title I;
                  [(B) the geographic and linguistic 
                distribution of students of limited-English 
                proficiency;
                  [(C) the geographic distribution of Indian 
                students;
                  [(D) the special needs of students living in 
                urban and rural areas; and
                  [(E) the special needs of States and outlying 
                areas in geographic isolation.
          [(3) Special rule.--The Secretary shall establish 1 
        comprehensive regional assistance center under this 
        section in Hawaii.
  [(b) Service to Indians and Alaska Natives.--The Secretary 
shall ensure that each comprehensive regional assistance center 
that serves a region with a significant population of Indian or 
Alaska Native students shall--
          [(1) be awarded to a consortium which includes a 
        tribally controlled community college or other Indian 
        organization; and
          [(2) assist in the development and implementation of 
        instructional strategies, methods and materials which 
        address the specific cultural and other needs of Indian 
        or Alaska Native students.
  [(c) Accountability.--To ensure the quality and effectiveness 
of the networked system of comprehensive regional assistance 
centers supported under this part, the Secretary shall--
          [(1) develop, in consultation with the Assistant 
        Secretary for Elementary and Secondary Education, the 
        Director of Bilingual Education and Minority Languages 
        Affairs, and the Assistant Secretary for Educational 
        Research and Improvement, a set of performance 
        indicators that assesses whether the work of the 
        centers assists in improving teaching and learning 
        under this Act for all children, particularly children 
        at risk of educational failure;
          [(2) conduct surveys every two years of populations 
        to be served under this Act to determine if such 
        populations are satisfied with the access to and 
        quality of such services;
          [(3) collect, as part of the Department's reviews of 
        programs under this Act, information about the 
        availability and quality of services provided by the 
        centers, and share that information with the centers; 
        and
          [(4) take whatever steps are reasonable and necessary 
        to ensure that each center performs its 
        responsibilities in a satisfactory manner, which may 
        include--
                  [(A) termination of an award under this part 
                (if the Secretary concludes that performance 
                has been unsatisfactory) and the selection of a 
                new center; and
                  [(B) whatever interim arrangements the 
                Secretary determines are necessary to ensure 
                the satisfactory delivery of services under 
                this part to an affected region.
  [(d) Duration.--Grants, contracts or cooperative agreements 
under this section shall be awarded for a period of 5 years.

[SEC. 13102. REQUIREMENTS OF COMPREHENSIVE REGIONAL ASSISTANCE CENTERS.

  [(a) In General.--Each comprehensive regional assistance 
center established under section 13101(a) shall--
          [(1) maintain appropriate staff expertise and provide 
        support, training, and assistance to State educational 
        agencies, tribal divisions of education, local 
        educational agencies, schools, and other grant 
        recipients under this Act, in--
                  [(A) improving the quality of instruction, 
                curricula, assessments, and other aspects of 
                school reform, supported with funds under title 
                I;
                  [(B) implementing effective schoolwide 
                programs under section 1114;
                  [(C) meeting the needs of children served 
                under this Act, including children in high-
                poverty areas, migratory children, immigrant 
                children, children with limited-English 
                proficiency, neglected or delinquent children, 
                homeless children and youth, Indian children, 
                children with disabilities, and, where 
                applicable, Alaska Native children and Native 
                Hawaiian children;
                  [(D) implementing high-quality professional 
                development activities for teachers, and where 
                appropriate, administrators, pupil services 
                personnel and other staff;
                  [(E) improving the quality of bilingual 
                education, including programs that emphasize 
                English and native language proficiency and 
                promote multicultural understanding;
                  [(F) creating safe and drug-free 
                environments, especially in areas experiencing 
                high levels of drug use and violence in the 
                community and school;
                  [(G) implementing educational applications of 
                technology;
                  [(H) coordinating services and programs to 
                meet the needs of students so that students can 
                fully participate in the educational program of 
                the school;
                  [(I) expanding the involvement and 
                participation of parents in the education of 
                their children;
                  [(J) reforming schools, school systems, and 
                the governance and management of schools;
                  [(K) evaluating programs; and
                  [(L) meeting the special needs of students 
                living in urban and rural areas and the special 
                needs of local educational agencies serving 
                urban and rural areas;
          [(2) ensure that technical assistance staff have 
        sufficient training, knowledge, and expertise in how to 
        integrate and coordinate programs under this Act with 
        each other, as well as with other Federal, State, and 
        local programs and reforms;
          [(3) provide technical assistance using the highest 
        quality and most cost-effective strategies possible;
          [(4) coordinate services, work cooperatively, and 
        regularly share information with, the regional 
        educational laboratories, the Eisenhower regional 
        consortia under part C, research and development 
        centers, State literacy centers authorized under the 
        National Literacy Act of 1991, and other entities 
        engaged in research, development, dissemination, and 
        technical assistance activities which are supported by 
        the Department as part of a Federal technical 
        assistance system, to provide a broad range of support 
        services to schools in the region while minimizing the 
        duplication of such services;
          [(5) work collaboratively with the Department's 
        regional offices;
          [(6) consult with representatives of State 
        educational agencies, local educational agencies, and 
        populations served under this Act;
          [(7) provide services to States, local educational 
        agencies, tribes, and schools, in coordination with the 
        National Diffusion Network State Facilitators 
        activities under section 13201, in order to better 
        implement the purposes of this part and provide the 
        support and assistance diffusion agents need to carry 
        out such agents' mission effectively; and
          [(8) provide professional development services to 
        State educational agencies, local educational agencies, 
        and the National Diffusion Network State Facilitators 
        to increase the capacity of such entities to provide 
        high-quality technical assistance in support of 
        programs under this Act.
  [(b) Priority.--Each comprehensive regional assistance center 
assisted under this part shall give priority to servicing--
          [(1) schoolwide programs under section 1114; and
          [(2) local educational agencies and Bureau-funded 
        schools with the highest percentages or numbers of 
        children in poverty.

[SEC. 13103. MAINTENANCE OF SERVICE AND APPLICATION REQUIREMENTS.

  [(a) Maintenance of Service.--The Secretary shall ensure that 
the comprehensive regional assistance centers funded under this 
part provide technical assistance services that address the 
needs of educationally disadvantaged students, including 
students in urban and rural areas, and bilingual, migrant, 
immigrant, and Indian students, that are at least comparable to 
the level of such technical assistance services provided under 
programs administered by the Secretary on the day preceding the 
date of enactment of the Improving America's Schools Act of 
1994.
  [(b) Application Requirements.--Each entity or consortium 
desiring assistance under this part 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--
          [(1) demonstrate how the comprehensive regional 
        assistance center will provide expertise and services 
        in the areas described in section 13102;
          [(2) demonstrate how such centers will work with the 
        National Diffusion Network under section 13201 to 
        conduct outreach to local educational agencies 
        receiving priority under section 13401;
          [(3) demonstrate support from States, local 
        educational agencies and tribes in the area to be 
        served;
          [(4) demonstrate how such centers will ensure a fair 
        distribution of services to urban and rural areas; and
          [(5) provide such other information as the Secretary 
        may require.

[SEC. 13104. TRANSITION.

  [(a) In General.--The Secretary shall use funds appropriated 
to carry out this part for fiscal years 1995 and 1996 in order 
to ensure an orderly transition and phase in of the 
comprehensive regional assistance centers assisted under this 
part.
  [(b) Extension of Previous Centers.--
          [(1) In general.--The Secretary shall, 
        notwithstanding any other provision of law, use funds 
        appropriated under section 13105 to extend or continue 
        contracts and grants for existing categorical technical 
        assistance centers assisted under this Act (as such Act 
        was in effect on the day preceding the date of 
        enactment of the Improving America's Schools Act of 
        1994) through fiscal year 1996, and take other 
        necessary steps to ensure a smooth transition of 
        services provided under this part and that such 
        services will not be interrupted, curtailed, or 
        substantially diminished.
          [(2) Staff expertise.--In planning for the 
        competition for the new comprehensive regional 
        assistance centers under this part, the Secretary may 
        draw on the expertise of staff from existing 
        categorical assistance centers assisted under this Act 
        prior to the date of enactment of the Improving 
        America's Schools Act of 1994.

[SEC. 13105. AUTHORIZATION OF APPROPRIATIONS.

  [For the purpose of carrying out this part, there are 
authorized to be appropriated $70,000,000 for fiscal year 1995 
and such sums as may be necessary for each of the four 
succeeding fiscal years.]

           *       *       *       *       *       *       *


    [PART C--EISENHOWER REGIONAL MATHEMATICS AND SCIENCE EDUCATION 
                               CONSORTIA

[SEC. 13301. PROGRAM ESTABLISHED.

  [(a) In General.--
          [(1) Grants authorized.--The Secretary, in 
        consultation with the Director of the National Science 
        Foundation, is authorized to award grants or contracts 
        to eligible entities to enable such entities to 
        establish and operate regional mathematics and science 
        education consortia for the purpose of--
                  [(A) disseminating exemplary mathematics and 
                science education instructional materials; and
                  [(B) providing technical assistance for the 
                implementation of teaching methods and 
                assessment tools for use by elementary and 
                secondary school students, teachers and 
                administrators.
          [(2) Number.--The Secretary, in accordance with the 
        provisions of this section, shall award at least one 
        grant or contract to an eligible entity in each region.
          [(3) Special rule.--In any fiscal year, if the amount 
        made available pursuant to section 13308 is less than 
        $4,500,000, then the Secretary may waive the provisions 
        of paragraph (2) and award grants or contracts of 
        sufficient size, scope, and quality to carry out this 
        section.
          [(4) Designation.--Each regional consortium assisted 
        under this section shall be known as an ``Eisenhower 
        regional consortium''.
  [(b) Grant Term and Review.--Grants or contracts under this 
part shall be awarded for a period of not more than five years 
and shall be reviewed before the end of the 30-month period 
beginning on the date the grant or contract is awarded. Grants 
or contracts under this part shall be awarded before the end of 
the 12-month period beginning on the date of the enactment of 
an Act making appropriations to carry out this part.
  [(c) Amount.--In awarding grants or contracts under this 
part, the Secretary shall ensure that there is a relatively 
equal distribution of the funds made available among the 
regions, except that the Secretary may award additional funds 
to a regional consortium on the basis of population and 
geographical conditions of the region being served.

[SEC. 13302. USE OF FUNDS.

  [Funds provided under this part may be used by a regional 
consortium, under the direction of a regional board established 
under section 13304, to--
          [(1) work cooperatively with the other regional 
        consortia, the Eisenhower National Clearinghouse for 
        Science and Mathematics Education established under 
        section 2102(b) and federally funded technical 
        assistance providers to more effectively accomplish the 
        activities described in this section;
          [(2) assist, train and provide technical assistance 
        to classroom teachers, administrators, and other 
        educators to identify, implement, assess or adapt the 
        instructional materials, teaching methods and 
        assessment tools described in section 13301(a)(1);
          [(3) provide for the training of classroom teachers 
        to enable such teachers to instruct other teachers, 
        administrators, and educators in the use of the 
        instructional materials, teaching methods and 
        assessment tools described in section 13301(a)(1) in 
        the classroom;
          [(4) when necessary, provide financial assistance to 
        enable teachers and other educators to attend and 
        participate in the activities of the regional 
        consortium;
          [(5) implement programs and activities designed to 
        meet the needs of groups that are underrepresented in, 
        and underserved by, mathematics and science education;
          [(6) assist State and local educational agencies in 
        identifying science equipment needs and help such 
        agencies or consortia thereof assess the need for and 
        desirability of regional mathematics and science 
        academies;
          [(7) develop and disseminate early childhood 
        education mathematics and science instructional 
        materials;
          [(8) disseminate information regarding informal 
        mathematics and science education activities and 
        programs offered by Federal agencies and private or 
        public agencies and institutions within the region;
          [(9) collect data on activities assisted under this 
        part in order to evaluate the effectiveness of the 
        activities of the regional consortia;
          [(10) identify exemplary teaching practices and 
        materials from within the region and communicate such 
        practices and materials to the Eisenhower National 
        Clearinghouse for Mathematics and Science Education;
          [(11) communicate, on a regular basis, with entities 
        within the region who are delivering services to 
        students and teachers of mathematics and science;
          [(12) assist in the development and evaluation of 
        State and regional plans and activities that hold 
        promise of bringing about systemic reform in student 
        performance in mathematics and science; and
          [(13) increase the use of informal education entities 
        (such as science technology centers, museums, 
        libraries, Saturday academies, and 4H programs) for 
        educational purposes to expand student knowledge and 
        understanding.

[SEC. 13303. APPLICATION AND REVIEW.

  [(a) In General.--Each eligible entity desiring a grant or 
contract under this part shall submit an application to the 
Secretary at such time, in such manner, and accompanied by such 
additional information as the Secretary may reasonably require. 
Each such application shall--
          [(1) demonstrate that the eligible entity has 
        demonstrated expertise in the fields of mathematics and 
        science education;
          [(2) demonstrate that the eligible entity shall 
        implement and disseminate mathematics and science 
        education instructional materials, teaching methods, 
        and assessment tools through a consortium of the 
        region's mathematics and science education 
        organizations and agencies;
          [(3) demonstrate that the eligible entity shall carry 
        out the functions of the regional consortium;
          [(4) demonstrate that emphasis will be given to 
        programs and activities designed to meet the needs of 
        groups that are underrepresented in, and underserved 
        by, mathematics and science education;
          [(5) demonstrate that the business community in the 
        region served by the regional consortium will play an 
        integral role in designing and supporting the regional 
        consortium's work;
          [(6) demonstrate that the eligible entity will 
        consider the resources of telecommunications 
        partnerships assisted under the Star Schools Program 
        Assistance Act (as such Act was in effect on the day 
        preceding the date of enactment of the Improving 
        America's Schools Act of 1994) in carrying out the 
        provisions of this part, where appropriate; and
          [(7) assure that the entity will conduct its 
        activities and supervise its personnel in a manner that 
        effectively ensures compliance with the copyright laws 
        of the United States under title 17, United States 
        Code.
  [(b) Approval of Application.--
          [(1) In general.--The Secretary shall approve or 
        disapprove applications submitted pursuant to 
        subsection (a) in accordance with the criteria and 
        procedures established under paragraph (2).
          [(2) Procedures and criteria.--The Secretary shall 
        develop procedures and criteria designed to ensure that 
        grants or contracts are competitively awarded on the 
        basis of merit determined under a peer review process.
          [(3) National panel.--(A) The Secretary, in 
        consultation with the Director, shall establish a 
        national panel, or to the extent necessary, panels, to 
        submit to the Secretary recommendations for awards of 
        grants or contracts under this part. The Secretary 
        shall appoint the members of such panel or panels.
          [(B) Each panel appointed under subparagraph (A) 
        shall include participation, to the extent feasible, 
        from each region.

[SEC. 13304. REGIONAL BOARDS.

  [(a) In General.--Each eligible entity receiving a grant or 
contract under this part shall establish a regional board to 
oversee the administration and establishment of program 
priorities for the regional consortium established by such 
eligible entity. Such regional board shall be broadly 
representative of the agencies and organizations participating 
in the regional consortium.
  [(b) Prohibition on Use of Federal Funds.--No Federal funds 
may be used for the establishment or operation of a regional 
board required by subsection (a), except that at the discretion 
of a regional board, Federal funds may be used to provide 
assistance such as travel and accommodations for board members 
who could not otherwise afford to participate as members of the 
board.

[SEC. 13305. PAYMENTS; FEDERAL SHARE; NON-FEDERAL SHARE.

  [(a) Payments.--The Secretary shall pay to each eligible 
entity having an application approved under section 13303 the 
Federal share of the cost of the activities described in the 
application.
  [(b) Federal Share.--For the purpose of subsection (a), the 
Federal share shall be 80 percent.
  [(c) Non-Federal Share.--The non-Federal share of the cost of 
activities described in the application submitted under section 
13303 may be in cash or in kind, fairly evaluated. At least 10 
percent of such non-Federal share shall be from sources other 
than the Federal Government, or State or local government.

[SEC. 13306. EVALUATION.

  [(a) Evaluation Required.--The Secretary, through the Office 
of Educational Research and Improvement and in accordance with 
section 14701, shall collect sufficient data on, and evaluate 
the effectiveness of, the activities of each regional 
consortium.
  [(b) Assessment.--The evaluations described in paragraph (1) 
shall include an assessment of the effectiveness of the 
regional consortium in meeting the needs of the schools, 
teachers, administrators and students in the region.
  [(c) Report.--At the end of each grant or contract period, 
the Secretary shall submit to the Congress a report on the 
effectiveness of the programs conducted at each regional 
consortium.

[SEC. 13307. DEFINITIONS.

  [For purposes of this part:
          [(1) The term ``eligible entity'' means--
                  [(A) a private nonprofit organization of 
                demonstrated effectiveness;
                  [(B) an institution of higher education;
                  [(C) an elementary or secondary school;
                  [(D) a State or local educational agency;
                  [(E) a regional educational laboratory in 
                consortium with the research and development 
                center established under section 
                931(c)(1)(B)(i) of the Educational Research, 
                Development, Dissemination, and Improvement Act 
                of 1994; or
                  [(F) any combination of the entities 
                described in subparagraphs (A) through (E),
        with demonstrated expertise in mathematics and science 
        education.
          [(2) The terms ``mathematics'' and ``science'' 
        include the technology education associated with 
        mathematics and science, respectively.
          [(3) The term ``region'' means a region of the United 
        States served by a regional education laboratory that 
        is supported bythe Secretary pursuant to section 
405(d)(4)(A)(i) of the General Education Provisions Act (as such 
section was in existence on the day preceding the date of enactment of 
the Goals 2000: Educate America Act).
          [(4) The term ``regional consortium'' means each 
        regional mathematics and science education consortium 
        established pursuant to section 13301.
          [(5) The term ``State agency for higher education'' 
        means the State board of higher education or other 
        agency or officer primarily responsible for the State 
        supervision of higher education, or, if there is no 
        such officer or agency, an officer or agency designated 
        for the purpose of carrying out this part by the 
        Governor or by State law.

[SEC. 13308. AUTHORIZATION OF APPROPRIATIONS.

  [There are authorized to be appropriated $23,000,000 for 
fiscal year 1995, and such sums as may be necessary for each of 
the 4 succeeding fiscal years, to carry out this part.]

           *       *       *       *       *       *       *

                              ----------                              


STEWART B. McKINNEY HOMELESS ASSISTANCE ACT

           *       *       *       *       *       *       *


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

           *       *       *       *       *       *       *


         [Subtitle B--Education for Homeless Children and Youth

[SEC. 721. STATEMENT OF POLICY.

  [It is the policy of the Congress that--
          [(1) each State educational agency shall ensure that 
        each child of a homeless individual and each homeless 
        youth has equal access to the same free, appropriate 
        public education, including a public preschool 
        education, as provided to other children and youth;
          [(2) in any State that has a compulsory residency 
        requirement as a component of the State's compulsory 
        school attendance laws or other laws, regulations, 
        practices, or policies that may act as a barrier to the 
        enrollment, attendance, or success in school of 
        homeless children and youth, the State will review and 
        undertake steps to revise such laws, regulations, 
        practices, or policies to ensure that homeless children 
        and youth are afforded the same free, appropriate 
        public education as provided to other children and 
        youth;
          [(3) homelessness alone should not be sufficient 
        reason to separate students from the mainstream school 
        environment; and
          [(4) homeless children and youth should have access 
        to the education and other services that such children 
        and youth need to ensure that such children and youth 
        have an opportunity to meet the same challenging State 
        student performance standards to which all students are 
        held.

[SEC. 722. GRANTS FOR STATE AND LOCAL ACTIVITIES FOR THE EDUCATION OF 
                    HOMELESS CHILDREN AND YOUTH.

  [(a) General Authority.--The Secretary is authorized to make 
grants to States in accordance with the provisions of this 
section to enable such States to carry out the activities 
described in subsections (d), (e), (f), and (g).
  [(b) Application.--No State may receive a grant under this 
section unless the State educational agency submits an 
application to the Secretary at such time, in such manner, and 
containing or accompanied by such information as the Secretary 
may reasonably require.
  [(c) Allocation and Reservations.--
          [(1) In general.--Subject to paragraph (2) and 
        section 724(c), from the amounts appropriated for each 
        fiscal year under section 726, the Secretary is 
        authorized to allot to each State an amount that bears 
        the same ratio to the amount appropriated for such year 
        under section 726 as the amount allocated under section 
        1122 of the Elementary and Secondary Education Act of 
        1965 to the State for that year bears to the total 
        amount allocated under section 1122 to all States for 
        that year, except that no State shall receive less than 
        $100,000.
          [(2) Reservation.--(A) The Secretary is authorized to 
        reserve 0.1 percent of the amount appropriated for each 
        fiscal year under section 726 to be allocated by the 
        Secretary among 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), according to their respective need for 
        assistance under this subtitle, as determined by the 
        Secretary.
          [(B)(i) The Secretary is authorized to transfer one 
        percent of the amount appropriated for each fiscal year 
        under section 726 to the Department of the Interior for 
        programs for Indian students served by schools funded 
        by the Secretary of the Interior, as determined under 
        the Indian Self-Determination and Education Assistance 
        Act, that are consistent with the purposes of this Act.
          [(ii) The Secretary and the Secretary of the Interior 
        shall enter into an agreement, consistent with the 
        requirements of this part, for the distribution and use 
        of the funds described in clause (i) under terms that 
        the Secretary determines best meet the purposes of the 
        programs described in such clause. Such agreement shall 
        set forth the plans of the Secretary of the Interior 
        for the use of the amounts transferred, including 
        appropriate goals, objectives, and milestones.
          [(3) Definition.--As used in this subsection, the 
        term ``State'' shall not include the Virgin Islands, 
        Guam, American Samoa, the Commonwealth of the Northern 
        Mariana Islands, or Palau.
  [(d) Activities.--Grants under this section shall be used--
          [(1) to carry out the policies set forth in section 
        721 in the State;
          [(2) to provide activities for, and services to, 
        homeless children, including preschool-aged children, 
        and homeless youth that enable such children and youth 
        to enroll in, attend, and succeed in school, or, if 
        appropriate, in preschool programs;
          [(3) to establish or designate an Office of 
        Coordinator of Education of Homeless Children and Youth 
        in the State educational agency in accordance with 
        subsection (f);
          [(4) to prepare and carry out the State plan 
        described in subsection (g); and
          [(5) to develop and implement professional 
        development programs for school personnel to heighten 
        their awareness of, and capacity to respond to, 
        specific problems in the education of homeless children 
        and youth.
  [(e) State and Local Grants.--
          [(1) In general.--(A) Subject to subparagraph (B), if 
        the amount allotted to the State educational agency for 
        any fiscal year under this subtitle exceeds the amount 
        such agency received for fiscal year 1990 under this 
        subtitle, such agency shall provide grants to local 
        educational agencies for purposes of section 723.
          [(B) The State educational agency may reserve not 
        more than the greater of 5 percent of the amount such 
        agency receives under this subtitle for any fiscal 
        year, or the amount such agency received under this 
        subtitle for fiscal year 1990, to conduct activities 
        under subsection (f) directly or through grants or 
        contracts.
          [(2) Special rule.--If the amount allotted to a State 
        educational agency for any fiscal year under this 
        subtitle is less than the amount such agency received 
        for fiscal year 1990 under this subtitle, such agency, 
        at such agency's discretion, may provide grants to 
        local educational agencies in accordance with section 
        723 or may conduct activities under subsection (f) 
        directly or through grants or contracts.
  [(f) Functions of the Office of Coordinator.--The Coordinator 
of Education of Homeless Children and Youth established in each 
State shall--
          [(1) estimate the number of homeless children and 
        youth in the State and the number of such children and 
        youth served with assistance provided under the grants 
        or contracts under this subtitle;
          [(2) gather, to the extent possible, reliable, valid, 
        and comprehensive information on the nature and extent 
        of the problems homeless children and youth have in 
        gaining access to public preschool programs and to 
        public elementary and secondary schools, the 
        difficulties in identifying the special needs of such 
        children and youth, any progress made by the State 
        educational agency and local educational agencies in 
        the State in addressing such problems and difficulties, 
        and the success of the program under this subtitle in 
        allowing homeless children and youth to enroll in, 
        attend, and succeed in, school;
          [(3) develop and carry out the State plan described 
        in subsection (g);
          [(4) prepare and submit to the Secretary not later 
        than October 1, 1997, and on October 1 of every third 
        year thereafter, a report on the information gathered 
        pursuant to paragraphs (1) and (2) and such additional 
        information as the Secretary may require to carry out 
        the Secretary's responsibilities under this subtitle;
          [(5) facilitate coordination between the State 
        educational agency, the State social services agency, 
        and other agencies providing services to homeless 
        children and youth, including homeless children and 
        youth who are preschool age, and families of such 
        children and youth; and
          [(6) develop relationships and coordinate with other 
        relevant education, child development, or preschool 
        programs and providers of services to homeless 
        children, homeless families, and runaway and homeless 
        youth (including domestic violence agencies, shelter 
        operators, transitional housing facilities, runaway and 
        homeless youth centers, and transitional living 
        programs for homeless youth), to improve the provision 
        of comprehensive services to homeless children and 
        youth and their families.
  [(g) State Plan.--
          [(1) In general.--Each State shall submit to the 
        Secretary a plan to provide for the education of 
        homeless children and youth within the State, which 
        plan shall describe how such children and youth are or 
        will be given the opportunity to meet the same 
        challenging State student performance standards all 
        students are expected to meet, shall describe the 
        procedures the State educational agency will use to 
        identify such children and youth in the State and to 
        assess their special needs, and shall--
                  [(A) describe procedures for the prompt 
                resolution of disputes regarding the 
                educational placement of homeless children and 
                youth;
                  [(B) describe programs for school personnel 
                (including principals, attendance officers, 
                teachers and enrollment personnel), to heighten 
                the awareness of such personnel of the specific 
                needs of runaway and homeless youth;
                  [(C) describe procedures that ensure that 
                homeless children and youth who meet the 
                relevant eligibility criteria are able to 
                participate in Federal, State, or local food 
                programs;
                  [(D) describe procedures that ensure that--
                          [(i) homeless children have equal 
                        access to the same public preschool 
                        programs, administered by the State 
                        agency, as provided to other children; 
                        and
                          [(ii) homeless children and youth who 
                        meet the relevant eligibility criteria 
                        are able to participate in Federal, 
                        State, or local before- and after-
                        school care programs;
                  [(E) address problems set forth in the report 
                provided to the Secretary under subsection 
                (f)(4);
                  [(F) address other problems with respect to 
                the education of homeless children and youth, 
                including problems caused by--
                          [(i) transportation issues; and
                          [(ii) enrollment delays that are 
                        caused by--
                                  [(I) immunization 
                                requirements;
                                  [(II) residency requirements;
                                  [(III) lack of birth 
                                certificates, school records, 
                                or other documentation; or
                                  [(IV) guardianship issues;
                  [(G) demonstrate that the State educational 
                agency and local educational agencies in the 
                State have developed, and will review and 
                revise, policies to remove barriers to the 
                enrollment and retention of homeless children 
                and youth in schools in the State; and
                  [(H) contain an assurance that the State 
                educational agency and local educational 
                agencies in the State will adopt policies and 
                practices to ensure that homeless children and 
                youth are not isolated or stigmatized.
          [(2) Compliance.--Each plan adopted under this 
        subsection shall also show how the State will ensure 
        that local educational agencies in the State will 
        comply with the requirements of paragraphs (3) through 
        (9).
          [(3) Local educational agency requirements.--(A) The 
        local educational agency of each homeless child and 
        youth to be assisted under this subtitle shall, 
        according to the child's or youth's best interest, 
        either--
                  [(i) continue the child's or youth's 
                education in the school of origin--
                          [(I) for the remainder of the 
                        academic year; or
                          [(II) in any case in which a family 
                        becomes homeless between academic 
                        years, for the following academic year; 
                        or
                  [(ii) enroll the child or youth in any school 
                that nonhomeless students who live in the 
                attendance area in which the child or youth is 
                actually living are eligible to attend.
          [(B) In determining the best interests of the child 
        or youth under subparagraph (A), the local educational 
        agency shall comply, to the extent feasible, with the 
        request made by a parent or guardian regarding school 
        selection.
          [(C) For purposes of this paragraph, the term 
        ``school of origin'' means the school that the child or 
        youth attended when permanently housed, or the school 
        in which the child or youth was last enrolled.
          [(D) The choice regarding placement shall be made 
        regardless of whether the child or youth lives with the 
        homeless parents or has been temporarily placed 
        elsewhere by the parents.
          [(4) Comparable services.--Each homeless child or 
        youth to be assisted under this subtitle shall be 
        provided services comparable to services offered to 
        other students in the school selected according to the 
        provisions of paragraph (3), including--
                  [(A) transportation services;
                  [(B) educational services for which the child 
                or youth meets the eligibility criteria, such 
                as services provided under title I of the 
                Elementary and Secondary Education Act of 1965 
                or similar State or local programs, educational 
                programs for children with disabilities, and 
                educational programs for students with limited-
                English proficiency;
                  [(C) programs in vocational education;
                  [(D) programs for gifted and talented 
                students; and
                  [(E) school meals programs.
          [(5) Records.--Any record ordinarily kept by the 
        school, including immunization records, academic 
        records, birth certificates, guardianship records, and 
        evaluations for special services or programs, of each 
        homeless child or youth shall be maintained--
                  [(A) so that the records are available, in a 
                timely fashion, when a child or youth enters a 
                new school district; and
                  [(B) in a manner consistent with section 444 
                of the General Education Provisions Act.
          [(6) Coordination.--Each local educational agency 
        serving homeless children and youth that receives 
        assistance under this subtitle shall coordinate with 
        local social services agencies and other agencies or 
        programs providing services to such children or youth 
        and their families, including services and programs 
        funded under the Runaway and Homeless Youth Act.
          [(7) Liaison.--(A) Each local educational agency that 
        receives assistance under this subtitle shall designate 
        a homelessness liaison to ensure that--
                  [(i) homeless children and youth enroll and 
                succeed in the schools of that agency; and
                  [(ii) homeless families, children, and youth 
                receive educational services for which such 
                families, children, and youth are eligible, 
                including Head Start and Even Start programs 
                and preschool programs administered by the 
                local educational agency, and referrals to 
                health care services, dental services, mental 
                health services, and other appropriate 
                services.
          [(B) State coordinators and local educational 
        agencies shall inform school personnel, service 
        providers, and advocates working with homeless families 
        of the duties of the liaisons.
          [(8) Review and revisions.--Each State educational 
        agency and local educational agency that receives 
        assistance under this subtitle shall review and revise 
        any policies that may act as barriers to the enrollment 
        of homeless children and youth in schools selected in 
        accordance with paragraph (3). In reviewing and 
        revising such policies, consideration shall be given to 
        issues concerning transportation, immunization, 
        residency, birth certificates, school records, and 
        other documentation, and guardianship. Special 
        attention shall be given to ensuring the enrollment and 
        attendance of homeless children and youth who are not 
        currently attending school.
          [(9) Coordination.--Where applicable, each State and 
        local educational agency that receives assistance under 
        this subtitle shall coordinate with State and local 
        housing agencies responsible for developing the 
        comprehensive housing affordability strategy described 
        in section 105 of the Cranston-Gonzalez National 
        Affordable Housing Act to minimize educational 
        disruption for children who become homeless.

[SEC. 723. LOCAL EDUCATIONAL AGENCY GRANTS FOR THE EDUCATION OF 
                    HOMELESS CHILDREN AND YOUTH.

  [(a) General Authority.--
          [(1) In general.--The State educational agency shall, 
        in accordance with section 722(e) and from amounts made 
        available to such agency under section 726, make grants 
        to local educational agencies for the purpose of 
        facilitating the enrollment, attendance, and success in 
        school of homeless children and youth.
          [(2) Services.--Unless otherwise specified, services 
        under paragraph (1) may be provided through programs on 
        school grounds or at other facilities. Where such 
        services are provided through programs to homeless 
        students on school grounds, schools may provide 
        services to other children and youth who are determined 
        by the local educational agency to be at risk of 
        failing in, or dropping out of, schools, in the same 
        setting or classroom. To the maximum extent 
        practicable, such services shall be provided through 
        existing programs and mechanisms that integrate 
        homeless individuals with nonhomeless individuals.
          [(3) Requirement.--Services provided under this 
        section shall not replace the regular academic program 
        and shall be designed to expand upon or improve 
        services provided as part of the school's regular 
        academic program.
  [(b) Application.--A local educational agency that desires to 
receive a grant under this section shall submit an application 
to the State educational agency at such time, in such manner, 
and containing or accompanied by such information as the State 
educational agency may reasonably require according to 
guidelines issued by the Secretary. Each such application shall 
include--
          [(1) a description of the services and programs for 
        which assistance is sought and the problems to be 
        addressed through the provision of such services and 
        programs;
          [(2) an assurance that the local educational agency's 
        combined fiscal effort per student or the aggregate 
        expenditures of that agency and the State with respect 
        to the provision of free public education by such 
        agency for the fiscal year preceding the fiscal year 
        for which the determination is made was not less than 
        90 percent of such combined fiscal effort or aggregate 
        expenditures for the second fiscal year preceding the 
        fiscal year for which the determination is made;
          [(3) an assurance that the applicant complies with, 
        or will use requested funds to come into compliance 
        with, paragraphs (3) through (9) of section 722(g); and
          [(4) a description of policies and procedures that 
        the agency will implement to ensure that activities 
        carried out by the agency will not isolate or 
        stigmatize homeless children and youth.
  [(c) Awards.--
          [(1) In general.--The State educational agency shall, 
        in accordance with section 722(g) and from amounts made 
        available to such agency under section 726, award 
        grants under this section to local educational agencies 
        submitting an application under subsection (b) on the 
        basis of the need of such agencies.
          [(2) Need.--In determining need under paragraph (1), 
        the State educational agency may consider the number of 
        homeless children and youth enrolled in preschool, 
        elementary, and secondary schools within the area 
        served by the agency, and shall consider the needs of 
        such children and youth and the ability of the agency 
        to meet such needs. Such agency may also consider--
                  [(A) the extent to which the proposed use of 
                funds would facilitate the enrollment, 
                retention, and educational success of homeless 
                children and youth;
                  [(B) the extent to which the application 
                reflects coordination with other local and 
                State agencies that serve homeless children and 
                youth, as well as the State plan required by 
                section 722(g);
                  [(C) the extent to which the applicant 
                exhibits in the application and in current 
                practice a commitment to education for all 
                homeless children and youth; and
                  [(D) such other criteria as the agency 
                determines appropriate.
          [(3) Duration of grants.--Grants awarded under this 
        section shall be for terms not to exceed three years.
  [(d) Authorized Activities.--A local educational agency may 
use funds awarded under this section for activities to carry 
out the purpose of this subtitle, including--
          [(1) the provision of tutoring, supplemental 
        instruction, and enriched educational services that are 
        linked to the achievement of the same challenging State 
        content standards and challenging State student 
        performance standards the State establishes for other 
        children or youth;
          [(2) the provision of expedited evaluations of the 
        strengths and needs of homeless children and youth, 
        including needs and eligibility for programs and 
        services (such as educational programs for gifted and 
        talented students, children with disabilities, and 
        students with limited-English proficiency, services 
        provided under title I of the Elementary and Secondary 
        Education Act of 1965 or similar State or local 
        programs, programs in vocational education, and school 
        meals programs);
          [(3) professional development and other activities 
        for educators and pupil services personnel that are 
        designed to heighten the understanding and sensitivity 
        of such personnel to the needs of homeless children and 
        youth, the rights of such children and youth under this 
        Act, and the specific educational needs of runaway and 
        homeless youth;
          [(4) the provision of referral services to homeless 
        children and youth for medical, dental, mental, and 
        other health services;
          [(5) the provision of assistance to defray the excess 
        cost of transportation for students pursuant to section 
        722(g)(4), not otherwise provided through Federal, 
        State, or local funding, where necessary to enable 
        students to attend the school selected under section 
        722(g)(3);
          [(6) the provision of developmentally appropriate 
        early childhood education programs, not otherwise 
        provided through Federal, State, or local funding, for 
        preschool-aged children;
          [(7) the provision of before- and after-school, 
        mentoring, and summer programs for homeless children 
        and youth in which a teacher or other qualified 
        individual provides tutoring, homework assistance, and 
        supervision of educational activities;
          [(8) where necessary, the payment of fees and other 
        costs associated with tracking, obtaining, and 
        transferring records necessary to enroll homeless 
        children and youth in school, including birth 
        certificates, immunization records, academic records, 
        guardianship records, and evaluations for special 
        programs or services;
          [(9) the provision of education and training to the 
        parents of homeless children and youth about the rights 
        of, and resources available to, such children and 
        youth;
          [(10) the development of coordination between schools 
        and agencies providing services to homeless children 
        and youth, including programs funded under the Runaway 
        and Homeless Youth Act;
          [(11) the provision of pupil services (including 
        violence prevention counseling) and referrals for such 
        services;
          [(12) activities to address the particular needs of 
        homeless children and youth that may arise from 
        domestic violence;
          [(13) the adaptation of space and purchase of 
        supplies for nonschool facilities made available under 
        subsection (a)(2) to provide services under this 
        subsection;
          [(14) the provision of school supplies, including 
        those supplies to be distributed at shelters or 
        temporary housing facilities, or other appropriate 
        locations; and
          [(15) the provision of other extraordinary or 
        emergency assistance needed to enable homeless children 
        and youth to attend school.

[SEC. 724. SECRETARIAL RESPONSIBILITIES.

  [(a) Review of Plans.--In reviewing the State plans submitted 
by the State educational agencies under section 722(g), the 
Secretary shall use a peer review process and shall evaluate 
whether State laws, policies, and practices described in such 
plans adequately address the problems of homeless children and 
youth relating to access to education and placement as 
described in such plans.
  [(b) Technical Assistance.--The Secretary shall provide 
support and technical assistance to the State educational 
agencies to assist such agencies to carry out their 
responsibilities under this subtitle.
  [(c) Evaluation and Dissemination.--The Secretary shall 
conduct evaluation and dissemination activities of programs 
designed to meet the educational needs of homeless elementary 
and secondary school students, and may use funds appropriated 
under section 726 to conduct such activities.
  [(d) Submission and Distribution.--The Secretary shall 
require applications for grants under this subtitle to be 
submitted to the Secretary not later than the expiration of the 
60-day period beginning on the date that funds are available 
for purposes of making such grants and shall make such grants 
not later than the expiration of the 120-day period beginning 
on such date.
  [(e) Determination by Secretary.--The Secretary, based on the 
information received from the States and information gathered 
by the Secretary under subsection (d), shall determine the 
extent to which State educational agencies are ensuring that 
each homeless child and homeless youth has access to a free 
appropriate public education as described in section 721(1).
  [(f) Reports.--The Secretary shall prepare and submit a 
report to the Committee on Education and Labor of the House of 
Representatives and the Committee on Labor and Human Resources 
of the Senate on the programs and activities authorized by this 
subtitle by December 31, 1997, and every third year thereafter.

[SEC. 725. DEFINITIONS.

  [For the purpose of this subtitle, unless otherwise stated--
          [(1) the term ``Secretary'' means the Secretary of 
        Education; and
          [(2) the term ``State'' means each of the 50 States, 
        the District of Columbia, and the Commonwealth of 
        Puerto Rico.

[SEC. 726. AUTHORIZATION OF APPROPRIATIONS.

  [For the purpose of carrying out this subtitle, there are 
authorized to be appropriated $30,000,000 for fiscal year 1995 
and such sums as may be necessary for each of the fiscal years 
1996, 1997, 1998, and 1999.]

           *       *       *       *       *       *       *


                      DISSENTING VIEW OF RON PAUL

       I. Introduction: H.R. 3248 Increases Federal Expenditures

    Although H.R. 3248 takes a step toward shrinking the 
federal bureaucracy by repealing several education programs, 
its long-term effect will likely be to strengthen the federal 
government's control over education by increasing federal 
spending. Therefore Congress should reject this bill.
    If H.R. 3248 did not increase federal expenditures, I would 
support it. However, even then my support would be 
unenthusiastic at best as the system of block grants 
established by this bill continue the unconstitutional practice 
of taking money from taxpayers and redistributing it to other 
states. The Federal Government lacks constitutional authority 
to carry out this type of redistribution between states and 
taxpayers, regardless of whether the monies are redistributed 
through federal programs or through grants. There is no ``block 
grant exception'' to the principles of federalism embodied in 
the United States Constitution.

        II. H.R. 3248 Continues Federal Management of Education

    The requirement that the states certify that 95% of federal 
monies are spent ``in the classroom,'' (a term not defined in 
the act) and report to the Congress how they are using those 
monies to improve student performance imposes an unacceptable 
level of federal management on the states. States are sovereign 
entities, not administrative units of the federal government, 
and should not have to account to the federal government for 
their management of educational programs.
    For all its flaws, the original version of H.R. 3248 at 
least restored some measure of state control of education 
because it placed no restrictions on a state's use of funds. It 
was, thus, a pure block grant. However, this bill does not even 
give states that level of discretion as H.R. 3248 has been 
amended to restrict the uses to which a state can apply its 
block grants.
    Under the revised version of H.R. 3248, states can only 
spend their block grant money on one or more of the programs 
supposedly repealed by the federal government! In fact, this 
bill is merely one more example of ``mandate federalism'' where 
states are given flexibility to determine how best to fulfill 
goals set by Congress. Granting states the authority to select 
a particular form of federal management of education may be an 
improvement over the current system, but it is hardly a 
restoration of state and local control over education!

     III. Increased Federal Expenditures--Increased Federal Control

    The federal government's power to treat state governments 
as their administrative subordinates stems from an abuse of 
Congress' taxing-and-spending power. Submitting to federal 
control is the only way state and local officials can recapture 
any part of the monies the federal government has 
illegitimately taken from a state's citizens. Of course, this 
is also the only way state officials can tax citizens of other 
states to support their education programs. It is the rare 
official who can afford not to bow to federal dictates in 
exchange for federal funding!
    As long as the federal government controls education 
dollars, states and local schools will obey federal mandates; 
the core problem is not that federal monies are given with the 
inevitable strings attached, the real problem is the existence 
of federal taxation and funding.
    Since federal spending is the root of federal control, by 
increasing federal spending this bill lays the groundwork for 
future Congresses to fasten more and more mandates on the 
states. Because state and even local officials, not federal 
bureaucrats, will be carrying out these mandates, this system 
could complete the transformation of the state governments into 
mere agents of the federal government.
    Those who doubt the likelihood of the above scenario should 
remember that this Committee could not even pass the initial 
block grant without ``giving in'' to the temptation to limit 
state autonomy in the use of education funds because ``Congress 
cannot trust the states to do the right thing!'' Given that 
this Congress cannot pass a clean block grant, who can doubt 
that some future Congress will decide that the States need 
federal ``leadership'' to ensure they use their block grants in 
the correct manner, or that states should be forced to use at 
least a certain percentage of their block grant funds on a few 
``vital'' programs?
    It will be claimed that this bill does not increase 
spending, it merely funds education spending at the current 
level by adding an adjustment to inflation to the monies 
appropriated for education programs in Fiscal Year 1999. 
However, predicting the rate of inflation is a tricky business. 
If, as is very likely, inflation is less than the amount 
dictated by this bill, the result will be an increase in 
education spending in real dollar terms. Still, that is beside 
the point, any spending increase, whether real or nominal, 
ought to be opposed.

       IV. Conclusion: Congress Should Put Parents Back in Charge

    Ultimately, the Dollars to the Classroom Act represents the 
latest attempt of this Congress to avoid addressing 
philosophical and constitutional questions of the role of the 
Federal and State Governments by means of adjustments in 
management in the name of devolution. Devolution is said to be 
a return to state's rights since it decentralized the 
management of federal programs; this is a new 1990s definition 
of the original concept of federalism and is a poor substitute 
for the original, constitutional definition of federalism.
    Rather than shifting responsibility for the management of 
federal funds, Congress should defund all unconstitutional 
programs and dramatically cut taxes imposed upon the American 
people, thus enabling American families to devote more of their 
resources to education. I have introduced a bill, the Family 
Education Freedom Act (H.R. 1816) to provide parents with a 
$3,000 per child tax credit for education expenses. This bill 
directly empowers parents, not bureaucrats or state officials, 
to control education and is the most important education reform 
idea introduced in this Congress.
    In conclusion, the Dollars to the Classroom Act may repeal 
some unconstitutional education programs but it continues the 
federal government's equally unconstitutional taking of funds 
from the American people for the purpose of returning them in 
the form of monies for education only if a state obeys federal 
mandates. While this may be closer to the constitutional 
system, it also lays the groundwork for future federal power 
grabs by increasing federal spending. Rather than continue to 
increase spending while pretending to restore federalism, 
Congress should take action to restore parents to the rightful 
place as the ``bosses'' of America's education system.
                                                          Ron Paul.

                             MINORITY VIEWS

    The current structure of programmatic and financial support 
for elementary and secondary education in our country has 
provided a strong basis for local school districts to provide 
our nation's children with a high quality education. This 
system stresses strong local control of curriculum and 
educational content and ensures that localities provide the 
bulk of financial assistance. Coupled with this locally driven 
system is significant Federal assistance aimed at ensuring both 
equality and access, through the targeting of funds at 
populations most in need, and excellence, through the adoption 
of high academic standards and programs aimed at fostering 
academic achievement and success. It is this Federal assistance 
that school districts and States across the country find vital 
in their efforts to ensure that all children grow academically 
and become successful adults with the ability to positively 
contribute to society.
    Unfortuntately, H.R. 3248, the so-called ``Dollars to the 
Classroom Act'' and the accompanying Majority Views, attempts 
to tear this system apart in an effort to make political gains 
rather than substantive policy improvements for children and 
education H.R. 3248 would eliminate 31 existing elementary and 
secondary programs--including Eisenhower Professional 
Development, School-to-Work, Goals 2000, Comprehensive School 
Reform, Magnet Schools Assistance, Technology for Education, 
21st Century Community Learning Centers, and Civic Education 
programs, among others \1\, with no assurance that any of the 
funding for these programs would stay in the education arena. 
This legislation would also permit all States to participate in 
the current Ed-Flex demonstration program without any emphasis 
on ensuring quality academic achievement among students. 
Lastly, H.R. 3248 would eliminate the requirement that school 
districts with significant percentages of children in poverty 
be permitted to do schoolwide programs under Title I of the 
Elementary and Secondary Education Act (ESEA). Very simply, 
this legislation destroys the very nature of the Federal 
commitment to education through a complete abandonment of 
accountability and a lack of focus on high student achievement, 
and the elimination of targeting our limited resources to those 
children most in need.
---------------------------------------------------------------------------
    \1\ For a complete list of programs eliminated by H.R. 3248, please 
see attachment A.
---------------------------------------------------------------------------

                         lack of accountability

    Accountability for the Federal education dollar is 
extremely important in both ensuring that programs are 
conducted consistent with the priorities in Federal law, and 
that we can ensure that program dollars are being effectively 
utilized. Without provisions ensuring strong accountability, we 
have no assurances that our nation's children are being well 
served and little information on the effectiveness of our 
programs. Fortunately, the programs affected by this bill have 
existing accountability measures that ensure that resources are 
utilized in a manner consistent with the goals of each program 
and the overarching mission to educate our children. Examples 
of this accountability include:
A. Eisenhower Professional Development
    Under the Eisenhower Professional Development Program, both 
States and school districts which receive funding are required 
to establish ``specific performance indicators for improving 
teaching and learning through professional development.'' These 
performance indicators are required to be aligned with 
standards developed at the State level. The requirement that 
performance indicators be established, which are linked with 
high student standards, ensures that teacher training in a 
State or local school district has direction, purpose, and will 
yield results which produce high quality teachers.
B. Technology Literacy Challenge Fund
    Under the Technology Literacy Challenge Fund, each State 
submits a statewide technology plan prior to receiving a first-
year grant. This plan includes a State's long-term strategies 
for financing technology education, including the involvement 
of the private sector, and the targeting of school districts 
that have the highest number and percentage of children in 
poverty and the greatest need for technology within their 
schools. These plans require the development of benchmarks and 
timetables of accomplishing State defined goals. States are 
required to report annually on their progress toward achieving 
the state educational technology goals, particularly as they 
relate to the national goals in educational technology. The 
establishment of these benchmarks and goals ensures that States 
will progress toward the acquisition and effective use of 
technology in improving the education of America's children.
    Instead of the real accountability evidenced in the above 
examples, H.R. 3248 make superficial attempts at ensuring 
accountability for the funding that would go out under the 
bill's block grant scheme. First, the bill requires a generic 
annual report on how funds have been used to improve student 
performance that will tell us little about effect strategies 
and uses of funding under the block grant. Second, States would 
be required to use any measures of student academic performance 
to gage the effectiveness of funding. These provisions have no 
requirement to link outcomes, assessments, or reporting to 
challenging, high quality, State academic standards and will do 
nothing to ensure effective use of Federal education resources. 
Moreover, the Secretary of Education is specifically barred 
from imposing any meaningful performance or accountability 
standards regarding the expenditure of funding under this bill. 
We should not move legislation forward which jeopardizes 
accountability of Federal dollars and therefore jeopardizes our 
children's education.

                loss of resources and resource targeting

    One of the most vital roles of Federal education programs 
is the funding provided to States and school districts with 
large numbers of children in poverty. Although limited, Federal 
funding is used to leverage other resources and to spur 
investment in areas where needs are otherwise left unmet. In 
fact, most Federal funding for elementary and secondary 
education is targeted to disadvantaged and poor children. With 
this increased emphasis on assisting school districts with 
large numbers of economically disadvantaged children, the 
Federal government is both sending dollars to schools and 
districts most in need, but also attempting to bring equity in 
opportunity to children in those schools.
    Current Federal education programs accomplish this emphasis 
through provisions which base funding distributions to school 
districts and States on the basis of poverty. While States 
often target school districts with high numbers of low income 
children, existing Federal education programs do a better job 
of targeting resources to those most in need than State and 
local efforts. A recent GAO study makes this point:
    ``Most states targeted more funds to districts with large 
numbers of poor students, although the amount of such funding 
varied widely. In most states, Federal funds were more targeted 
than state funds, which resulted in increasing the overall 
amount of additional funding for each poor student.'' \2\
---------------------------------------------------------------------------
    \2\ GAO/HEHS-98-36 Targeting Funds to Poor Students

    
    

    Unfortunately, the ability of the Federal government to 
target the funding of these programs on the basis of poverty is 
completely eliminated in H.R. 3248. This legislation includes 
State distribution formula which lacks a significant poverty 
focus. It also includes a distribution formula from the State 
to local school districts which completely ignores the need to 
effectively target assistance. Simply put, this legislation 
disregards the superior job which the Federal government has 
been doing to target resources to the most needy of our 
nation's children. Instead of sending funding to areas whose 
children desperately need it, this legislation would leave the 
targeting of Federal education resources to the political whims 
of State legislatures.
    In addition to the loss of targeting that this bill would 
cause, it is important to remember that the block granting will 
lead to a reduction in spending on education. H.R. 3248 makes 
an assumption, not a guarantee, that the funding presently 
provided to States and localities under the affected programs 
will be included in this block grant. Presently, there are 
enormous pressures being exerted to come up with budgetary 
savings to ensure a balanced Federal budget. The repeal of 
these existing programs would make their funding an easy 
target. Rather than additional investments in education, these 
funds could be targeted for other uses.

                           ed flex expansion

    The Education Flexibility (Ed-Flex) Partnership 
Demonstration Program was established by the Goals 2000: 
Educate America Act in 1994. Ed-Flex gives partnership States 
the power to waive requirements of certain federal education 
programs, including the Title I program and the Eisenhower 
Professional Development program. Without Ed-Flex, States and 
school districts may ask the Secretary of Education to waive 
these requirements; with Ed-Flex, States have the authority to 
make those decisions at the state level.
    Specifically, the current Ed-Flex demonstration program 
allows the Secretary of Education to delegate, to up to twelve 
States, the authority to waive certain Federal statutory or 
regulatory requirements affecting the State and local school 
districts and schools. A State that has developed a 
comprehensive school improvement plan that has been approved by 
the Secretary may apply for Ed-Flex. In addition, a State 
applying for Ed-Flex must have the authority to waive its own 
statutory or regulatory requirements, while holding districts 
and schools affected by the waivers accountable for the 
academic performance of their students. Ed-Flex partnership 
States named to date include Colorado, Kansas, Maryland, 
Massachusetts, New Mexico, Ohio, Oregon, Texas, Vermont, Iowa, 
Illinois, and Michigan.
    While H.R. 3248 simply allows all States to participate in 
the Ed-Flex demonstration program, it does nothing to ensure 
increased accountability for high student academic success. 
Rather than reinforcing the efforts to create, implement and 
align standards required of States under Title I of the 
Elementary and Secondary Education Act, this bill maintains the 
status quo. Ironically despite their claims of accountability, 
the Majority'sviews make no mention of the real need to stress 
high academic achievement through the use of Ed-Flex.
    In weighing the need to expand Ed-Flex to all 50 States, we 
should ensure States have adopted challenging content and 
performance standards, assessments aligned with those 
standards, and procedures for reporting school-level 
disaggregated student achievement data as required under Title 
I of the ESEA. Simply allowing States to waive these statuary 
provisions without ensuring an increased focus on 
accountability is to ignore what should be our goal for all 
children--increased academic success. If we expand Ed-Flex, 
this portion of the bill should be refocused to strengthen our 
nation's efforts around standards and academic achievement.

                          schoolwide programs

    Lastly, this legislation would eliminate the existing 
requirement that 50 percent of a school's enrolled children be 
from low-income families in order to conduct a schoolwide 
program under Title I of ESEA. The 50 percent threshold is 
essential to ensuring that schools with significant levels of 
poverty are able to conduct total school reform. Schools 
without a significant percentage of children from low-income 
families simply do not receive the resources under Title I that 
are necessary to justify the utilization of this provision. 
This modification has no place in this legislation and has been 
given absolutely no consideration or hearing by this Committee. 
Proper attention should be given to this issue during the 
reauthorization of ESEA, scheduled for the 106th Congress.

                                politics

    In stating our views on this legislation, we cannot avoid 
correcting many of the misstatements, including the so-called 
``myths and realities'' section contained in the Majority's 
views.

                       federal vs. local control

    The Majority implies that the opponents of this legislation 
believe that education should be directed by ``an entrenched 
structure of top-down, Washington-controlled'' bureaucrats that 
don't trust parents, teachers and principals to educate our 
children. This is far from the truth. The Federal role in 
education is one of ensuring equity, access and quality. No 
existing Federal program, least of all the ones included under 
this block grant, control local curriculum and local efforts to 
educate their children.

           state employees needed to manage federal programs

    The Majority also states that the paperwork required by 
U.S. Department of Education requires 25,000 employees working 
full-time. It is important to consider this number in light of 
the fact that there are over 15,000 school districts in 
existence today. This means that there are less than two 
employees per school district employed to handle this Federal 
paperwork--a far cry from the vast number of employees the 
Majority would have us believe are involved in this activity.

                              760 programs

    Consistently, the Majority has claimed that there are 760 
Federal education programs and implied that these ``mass'' of 
programs are the cause of the problems in K-12 education in our 
nation. This list of so called ``education programs'' also 
includes: 60 medical research grant programs in NIH; 12 
nutrition programs; military training; billions of dollars in 
disaster relief; and scores of other programs such as the 
``Boat Sludge Educational Grant Program''; and the ``Air 
Transportation Centers of Excellence Program.''
    The truth is the 788 programs include:
          183  are no longer authorized or funded;
          139  are post-secondary or adult education programs;
          71  fund special research;
          68  provide employment or job-related training and 
        technical assistance;
          58  are for the education and training of health 
        professionals;
          47  provide public information or community outreach;
          27  support the arts, museums, or historic 
        preservation;
          26  provide various services to individuals;
          16  fund construction projects, community 
        development, and community service; and
          11  are nutrition programs.
    Of the 305 programs identified as Department of Education 
programs, 122 are unauthorized, unfunded, or simply non-
existent. Of the remaining 183 Department of Education programs 
pertaining to pre-K through postgraduate education and 
training, only 102 programs impact elementary and secondary 
education. The Majority has clearly exaggerated its claims of 
760 ``programs''.

    block grant will provide additional assistance to the classroom

    The Majority states that the enactment of this legislation 
would provide $800 million additional dollars directly to the 
classroom. However, by their own estimation, and that of the 
Congressional Research Service, General Accounting Office, 
Heritage Foundation, and even the U.S. Department of Education, 
90 percent of existing education dollars reach the classroom. 
If you consider that these programs presently total $2.68 
billion, then based on the figure of 90 percent, $2.41 billion 
is presently reaching the classroom creating a difference of 
$270 million. How then can achieving the goal of sending 95 
percent of these dollars to the classroom make an additional 
$800 million magically appear in classrooms? Despite these 
obvious inconsistencies, a 1994 study by the GAO stated that 98 
percent of Federal funds distributed to State educational 
agencies reach the local level.

                              conclusions

    Similar proposals have been advanced during this Congress 
through the Departments of Labor, Health and Human Services, 
Education, Appropriations bills. Significant member opposition 
exist to these proposals \3\ and H.R. 3248 is sure to solicit 
similar views. Instead of responding to the educational needs 
of our nation, the Majority has sought to divide us along 
partisan lines. What does this do to assist our principals, 
parents, teachers and students in their quest for educational 
excellence? Nothing.
---------------------------------------------------------------------------
    \3\ Please see attachment B for letters in opposition to other 
block grant proposals advanced during this Congress.
---------------------------------------------------------------------------
    It is important to remember that block grants are not new. 
While they appeal to cries for simplification, the result has 
been largely to reduce funding. This approach to Federal 
assistance has been tried before, especially during the early 
1970's and again during the early 1980's. Specifically, in 
1981, more than 40 smaller education programs were block 
granted. The total funding at the time was reduced because of 
the theory of more flexibility. Funding for the block grant 
decreased over time from 1982 to 1992 by roughly 52 percent, 
adjusted for inflation.
    Rather than advancing this destructive agenda, we should be 
advancing one which reflects the real needs of America's 
educational system:
          Creating partnerships with States to address 
        crumbling and overcrowded schools;
          Helping communities reduce class size by hiring and 
        training new teachers;
          Supporting community after-school programs for 
        school-aged children; and
          Assisting high-poverty urban and rural school 
        districts that are serious about carrying out 
        standards-based reform plans to improve students 
        achievement levels.
    These are the issues on which local school districts and 
States are seeking our assistance. These initiatives will 
provide the foundation and direction to continue to improve our 
educational system. We need real solutions to the demand of our 
educational system, not divisive measures that will cause 
disruption.

                                   William L. Clay.
                                   Dale E. Kildee.
                                   Major R. Owens.
                                   Patsy T. Mink.
                                   Lynn Woolsey.
                                   Chaka Fatta.
                                   Carolyn McCarthy.
                                   Ron Kind.
                                   Harold E. 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.
                                   Dennis J. Kucinich.
                                ------                                


                              Attachment A

                     Repealed programs in H.R. 3248

(A) Goals 2000 grants for State and Local Education Systemic 
        Improvement
(B) Goals 2000 Parental Assistance program
(C) Goals 2000 authorization of International Education Program 
        and International Education Exchange Program (joint ED-
        USIA programs)
(D) School-to-Work Systemic and Implementation Grants to States 
        and to Programs for Indian Youth, Implementation Grants 
        to Local Parentships, and National Programs
(E) Title I Demonstration of Innovative Practices
(F) Title I Innovative Elementary School Transition Projects
(G) Federal activities funding for (E) and (F)
(H) Eisenhower Professional Development, Federal activities
(I) Eisenhower Professional Development, State and local 
        activities
(J) School Technology Resource Grants
(K) Technology for Education:
    National Programs
    State and local programs, National Challenge Grants
    Regional Technology Support and Professional Development
    Product Development
    Star Schools
    Ready-to-Learn Education
    Telecommunications Demonstration Project for Mathematics
    Elementary and Secondary School Library Media Resources 
            Project
(L) Magnet Schools Assistance
(M) Women's Educational Equity
(N) Title VI, Innovative Education Program Strategies (former 
        Chapter 2)
(O) Native Hawaiian Education
(P) Alaska Native Education
(Q) Fund for Improvement of Education
(R) Gifted and Talented Education
(S) Arts in Education
(T) Civic Education
(U) Allen J. Ellender Fellowship Program (Close-Up)
(V) 21th Century Community Learning Centers
(W) Urban and Rural Education Assistance
(X) National Writing Project
(Y) Extended Time for Learning and Longer School Year
(Z) Support and Assistance Programs to Improve Education, 
        Comprehensive Regional Education Centers
(AA) Eisenhower Regional Mathematics and Science Education 
        Consortia
(BB) Education for Homeless Children and Youth
                                ------                                


                              Attachment B

                     Congress of the United States,
                                  House of Representatives,
                                Washington, DC, September 23, 1997.
    Dear Conferees: We are writing to express our emphatic 
opposition to the Gorton amendment that was included in the 
Labor, Health and Human Services, and Education appropriations 
bill. We ask you, as conferees to this bill, to strike this 
provision. If included in the conference agreement, it could 
have dire consequences for our national education system and 
ultimately for the children of this nation.
    As you know, the amendment would block grant as much as $13 
billion in federal Education elementary and secondary programs 
including: Goals 2000, School-to-Work, Women's Educational 
Equity, Education Infrastructure, Education for Homeless 
Children and Youth, education technology programs, Eisenhower 
Professional Development for teachers, Innovative Education 
Programs Strategies state grants, education infrastructure, 
Indian education, bilingual education, immigrant education, 50 
percent of the funds for vocation education and vocational 
rehabilitation, and Javits Gifted and Talented.
    This carelessly crafted amendment fails to address the 
accountability that is needed in our schools. For instance, 
some of the provisions that alarm us, include:
         All current formulas would be eliminated. Funds would 
        be distributed to local education agencies with no 
        strings or requirements attached;
         There would be no limit on the amount of money spent 
        at the local level on administrative costs;
         School districts would no longer be required to target 
        funds to deserving special populations and low-income 
        students;
         1.2 million disabled Americans are in the vocational 
        rehabilitation system. Many state Vocational 
        Rehabilitation agencies are unable to meet current 
        demands. If the Gorton amendment becomes law, as many 
        as 600,000 disabled Americans would be at risk of not 
        receiving the help they need to find employment and 
        become self sufficient;
         All requirements for parental involvement would be 
        eliminated; and
         The requirement that federal funds ``supplement not 
        supplant'' state and local funds would be eliminated. 
        In other words, block grants could be used for purposes 
        other than education.
    For the above reasons, we strongly urge you to strike this 
provision.
            Sincerely,
                    John F. Tierney, Harold Ford, Jr., Joe Kennedy, 
                            Patrick J. Kennedy, Patsy T. Mink, ------ 
                            ------, Lynn C. Woolsey, Darlene Hooley, 
                            Jim McDermott, Lloyd Doggett, Chet Edwards, 
                            Maurice Hinchey, Martin Meehan, Bob 
                            Weygand, Tom Barrett, ------ ------, John 
                            Olver, Tom Allen, Tim Roemer, Ed Markey, 
                            Jim McGovern, Bernard Sanders, Carolyn C. 
                            Kilpatrick, Major R. Owens, Bobby Scott, 
                            Carolyn McCarthy, Jim Turner, Ron Kind, 
                            John Conyers, Bill Clay, Bob Ehrlich, Nick 
                            Lampson, Jerry Kleczka, Loretta Sanchez, 
                            Tom Sawyer, Bill Pascrell, Jr.
                    Nydia M. Velazquez, Karen L. Thurman, David Price, 
                            Luis V. Gutierrez, Jerrold Nadler, Ben 
                            Gilman, Norm Dicks, Gene Green, Glenn 
                            Poshard, Ed Pastor, Bill Hefner, Rod 
                            Blagojevich, Robert E. Andrews, Carlos 
                            Romero-Barcelo, Jerry F. Costello, Scotty 
                            Baesler, Howard L. Berman, Lane Evans, Jim 
                            Davis, Bob Filner, Ciro D. Rodriguez, Anna 
                            Eshoo, Frank Pallone, Jr., Carrie P. Meek, 
                            Jessie L. Jackson, Jr., Joe Moakley, ------ 
                            ------, Ted Strickland, Sherrod Brown, 
                            Frank Mascara, Silvestre Reyes, Juanita 
                            Millender-McDonald, Albert R. Wynn, Jack 
                            Quinn, Pete Stark, Peter Deutsch.
                    Martin Frost, Ronald V. Dellums, Peter DeFazio, 
                            Michael R. McNulty, John Lewis, Ben Cardin, 
                            Bobby Rush, Sanford D. Bishop, Jr., Neil 
                            Abercrombie, David E. Bonior, Vic Fazio, 
                            Collin Peterson, Dale E. Kildee, ------ --
                            ----, Mike Doyle, Barbara B. Kennelly, John 
                            E. Baldacci, Charles E. Schumer, Marcy 
                            Kaptur, Bruce F. Vento, Eliot L. Engel, 
                            Paul E. Kanjorski, Bob Wise, Sander Levin, 
                            Thomas J. Manton, Donald M. Payne, Sherwood 
                            Boehlert, Martin O. Sabo, ------ ------, 
                            George E. Brown, Jr., James L. Oberstar, 
                            Barney Frank, Matthew G. Martinez, Richard 
                            E. Neal, Gary L. Ackerman, Julian C. Dixon.
                    Dennis J. Kucinich, Lynn N. Rivers, William D. 
                            Delahunt, Brad Sherman, Julia Carson, Diana 
                            DeGette, Bart Stupak, Tony P. Hall, Ellen 
                            O. Tauscher, Steve Rothman, Earl Pomeroy, 
                            Sam Gejdenson, Marion Berry, Tim Holden, 
                            Vic Snyder, Carolyn B. Maloney, Chaka 
                            Fattah, Danny K. Davis, Walter Capps, Earl 
                            Blumenauer, Rubin Hinojosa, Leonard L. 
                            Boswell, Ron Klink, Elizabeth Furse, Melvin 
                            L. Watt, Jim Maloney, David Skaggs, Amo 
                            Houghton, Alcee L. Hastings, Floyd H. 
                            Flake, Bill Luthern, Paul McHale, ------ --
                            ----.
                    Maxine Waters, ------ ------, Robert F. Matsui, Eva 
                            M. Clayton, Louise M. Slaughter, Robert A. 
                            Underwood, Debbie Stabenow, Sam Farr, John 
                            D. Dingell, ------ ------, ------ ------, 
                            Zoe Lofgren, ------ ------, ------ ------, 
                            Nick Rahall, ------ ------, Jim Moran, 
                            Richard A. Gephardt, James E. Cyburn, 
                            Cynthia McKinney, ------ ------, John 
                            Spratt, Cal Dooley, Jim Walsh.
                                ------                                 

                     Congress of the United States,
                                  House of Representatives,
                                    Washington, DC, April 20, 1998.
Hon. Newt Gingrich,
Speaker of the House, House of Representatives,
Capitol, Washington, DC.
    Dear Mr. Speaker: We write to express our opposition to the 
proposed block granting of a number of federal education 
programs. We are concerned that under a block grant there would 
be no guarantee that federal education funds would be used for 
the purposes for which they are intended.
    Federal funds are intended to supplement local education 
initiatives. The block grant concept would allow federal 
dollars to be substituted for local efforts and the local funds 
to be diverted for other purposes.
    Under the block grant scheme, funding for important 
initiatives would be put at risk. The Eisenhower Professional 
Development program, for instance, provides federal funds for 
intensive professional development of teachers so that they 
will have the skills needed to teach our children. The primary 
focus is on mathematics and science. At a time when a recent 
international study showed that our nation's high school 
seniors fared worse than their counterparts in 16 nations, the 
Eisenhower program provides teachers with essential tools. It 
is critical that federal dollars for this and school 
improvement programs are spent as intended.
    Federal spending on education represents only 7% of the 
total cost of elementary and secondary school public education. 
Targeting of these relatively modest resources is appropriate 
and necessary to insure that the educational needs of local 
school districts are met.
    There is widespread agreement in both political parties 
that we need to do more to enhance educational opportunities 
for our children. While there will be differences of opinion on 
how we might achieve that end, block granting is not the 
answer. Federal education initiatives must be preserved. We 
strongly urge you to abandon the ill-conceived block granting 
of federal education funds.
            Sincerely,
                               John F. Tierney, Member of Congress.
    Attached: 179 Additional Signatures.
                                ------                                

                     Congress of the United States,
                                  House of Representatives,
                                    Washington, DC, April 20, 1998.
Hon. Richard A. Gephardt,
Minority Leader, House of Representatives,
Capitol, Washington, DC.
    Dear Congressman Gephardt: We write to express our 
opposition to the proposed block granting of a number of 
federal education programs. We are concerned that under a block 
grant there would be no guarantee that federal education funds 
would be used for the purposes for which they are intended.
    Federal funds are intended to supplement local education 
initiatives. The block grant concept would allow federal 
dollars to be substituted for local efforts and the local funds 
to be diverted for other purposes.
    Under the block grant scheme, funding for important 
initiatives would be put at risk. The Eisenhower Professional 
Development program, for instance, provides federal funds for 
intensive professional development of teachers so that they 
will have the skills needed to teach our children. The primary 
focus is on mathematics and science. At a time when a recent 
international study showed that our nation's high school 
seniors fared worse than their counterparts in 16 nations, the 
Eisenhower program provides teachers with essential tools. It 
is critical that federal dollars for this and school 
improvement programs are spent as intended.
    Federal spending on education represents only 7% of the 
total cost of elementary and secondary school public education. 
Targeting of these relatively modest resources is appropriate 
and necessary to insure that the educational needs of local 
school districts are met.
    There is widespread agreement in both political parties 
that we need to do more to enhance educational opportunities 
for our children. While there will be differences of opinion on 
how we might achieve that end, block granting is not the 
answer. Federal education initiatives must be preserved. We 
strongly urge you to abandon the ill-conceived block granting 
of federal education funds.
            Sincerely,
                               John F. Tierney, Member of Congress.
    Attached: 179 Additional Signatures.
                                ------                                

                     Congress of the United States,
                                  House of Representatives,
                                    Washington, DC, April 20, 1998.
Hon. Trent Lott,
Majority Leader, U.S. Senate,
Capitol, Washington, DC.
    Dear Senator Lott: We write to express our opposition to 
the proposed block granting of a number of federal education 
programs. We are concerned that under a block grant there would 
be no guarantee that federal education funds would be used for 
the purposes for which they are intended.
    Federal funds are intended to supplement local education 
initiatives. The block grant concept would allow federal 
dollars to be substituted for local efforts and the local funds 
to be diverted for other purposes.
    Under the block grant scheme, funding for important 
initiatives would be put at risk. The Eisenhower Professional 
Development program, for instance, provides federal funds for 
intensive professional development of teachers so that they 
will have the skills needed to teach our children. The primary 
focus is on mathematics and science. At a time when a recent 
international study showed that our nation's high school 
seniors fared worse than their counterparts in 16 nations, the 
Eisenhower program provides teachers with essential tools. It 
is critical that federal dollars for this and school 
improvement programs are spent as intended.
    Federal spending on education represents only 7% of the 
total cost of elementary and secondary school public education. 
Targeting of these relatively modest resources is appropriate 
and necessary to insure that the educational needs of local 
school districts are met.
    There is widespread agreement in both political parties 
that we need to do more to enhance educational opportunities 
for our children. While there will be differences of opinion on 
how we might achieve that end, block granting is not the 
answer. Federal education initiatives must be preserved. We 
strongly urge you to abandon the ill-conceived block granting 
of federal education funds.
            Sincerely,
                               John F. Tierney, Member of Congress.
    Attached: 179 Additional Signatures.
                                ------                                

                     Congress of the United States,
                                  House of Representatives,
                                    Washington, DC, April 20, 1998.
Hon. Thomas A. Daschle,
Minority Leader, U.S. Senate,
Capitol, Washington, DC.
    Dear Senator Daschle: We write to express our opposition to 
the proposed block granting of a number of federal education 
programs. We are concerned that under a block grant there would 
be no guarantee that federal education funds would be used for 
the purposes for which they are intended.
    Federal funds are intended to supplement local education 
initiatives. The block grant concept would allow federal 
dollars to be substituted for local efforts and the local funds 
to be diverted for other purposes.
    Under the block grant scheme, funding for important 
initiatives would be put at risk. The Eisenhower Professional 
Development program, for instance, provides federal funds for 
intensive professional development of teachers so that they 
will have the skills needed to teach our children. The primary 
focus is on mathematics and science. At a time when a recent 
international study showed that our nation's high school 
seniors fared worse than their counterparts in 16 nations, the 
Eisenhower program provides teachers with essential tools. It 
is critical that federal dollars for this and school 
improvement programs are spent as intended.
    Federal spending on education represents only 7% of the 
total cost of elementary and secondary school public education. 
Targeting of these relatively modest resources is appropriate 
and necessary to insure that the educational needs of local 
school districts are met.
    There is widespread agreement in both political parties 
that we need to do more to enhance educational opportunities 
for our children. While there will be differences of opinion on 
how we might achieve that end, block granting is not the 
answer. Federal education initiatives must be preserved. We 
strongly urge you to abandon the ill-conceived block granting 
of federal education funds.
            Sincerely,
                               John F. Tierney, Member of Congress.
    Attached: 179 Additional Signatures.
                                ------                                


  Representative John F. Tierney's Education Block Grants Letter: 180 
                             Members Total

    Abercrombie, Ackerman, Allen, Andrews, Baldacci, Barrett, 
T., Bentsen, Berman, Berry, Bishop, Blagojevich, Blummenauer, 
Bonior, Borski, Boswell, Brown, C., Brown, G., Brown, S., 
Capps, Cardin, Carson, Clay, Clayton, Clement, Clyburn, Condit, 
Conyers, Costello, Cramer, Davis, D., Davis, J., DeFazio, 
DeGette, Delahunt, DeLauro, Deutsch, Dingell, Dixon, Doggett, 
Dooley, Doyle, Edwards, Engel, Eshoo, Etheridge, Evans, 
Faleomavaega.
    Farr, Fattah, Fazio, Filner, Ford, Frank, Frost, Furse, 
Gejdenson, Gordon, Green Guiterrez, Hall, T., Hamilton, 
Hastings, A., Hefner, Hilliard, Hinchey, Hinojosa, Holden, 
Hooley, Hoyer, Jackson, Jackson-Lee, Jefferson, Johnson, E.B., 
Johnson, Jay, Kanjorski, Kaptur, Kennedy, P., Kennedy, J., 
Kennelly, Kildee, Kilpatrick, Kind, Klezcka, Klink, Kucinich, 
LaFalce, Lampson, Lantos, Leach, Levin, Lewis, John, Lofgren, 
Lowey, Luther.
    Maloney, J., Maloney, C., Manton, Markey, Martinez, 
Mascara, Matsui, McCarthy, C., McDermott, McGovern, McHale, 
McKinney, Meehan, Meek, Meeks, Menendez, Millender-McDonald, 
Miller, G., Minge, Mink, Moakley, Moran, James, Morella, 
Murtha, Nadler, Neal, Oberstar, Olver, Owens, Pallone, 
Pascrell, Payne, Pelosi, Peterson, C., Pomeroy, Price, Quinn, 
Rahall, Reyes, Rivers, Rodriguez, Roemer, Romero-Barcelo, 
Rothman, Roybal-Allard, Rush.
    Sanchez, Sanders, Sandlin, Sawyer, Schumer, Scott, Serrano, 
Sherman, Skaggs, Skelton, Slaughter, Smith, Adam, Snyder, 
Spratt, Stabenow, Stark, Stokes, Strickland, Stupak, Tanner, 
Tauscher, Thompson, Thurman, Tierney, Torres, Traficant, 
Turner, Underwood, Velazquez, Vento, Visclosky, Waters, Watt, 
Waxman, Wexler, Weygand, Wise, Woolsey, Wynn, Yates.

                                
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