[The Regulatory Plan and Unified Agenda of Federal Regulations]
[Department of Education Regulatory Plan]
[From the U.S. Government Printing Office, www.gpo.gov]


DEPARTMENT OF EDUCATION (ED)
1994 Regulatory Plan
The Department of Education is a new (1980) and relatively small agency 
with a vast and critical mission:

to ensure equal access to education and to promote educational excellence 
throughout the Nation.

For fiscal year 1995, the Department's regulatory plan focuses on the 
following priorities:

 Initiating a major restructuring of the complex Federal 
            student loan program to achieve Presidential goals of 
            increasing access to higher education while saving Federal 
            education dollars;
 Fulfilling the President's commitment to reinvent the Federal 
            role in education and to provide support and leadership to 
            the national effort to overhaul the Nation's elementary and 
            secondary education system;
 Implementing the President's initiative to establish a 
            national framework within which States can create Statewide 
            School-to-Work opportunities systems that provide American 
            youth with the knowledge and skills to make an effective 
            transition from school to further education and a first job 
            in a high-skill, high-wage career;
 Promoting systemic reform in the Nation's elementary and 
            secondary schools through implementation of the 
            reauthorization of the Elementary and Secondary Education 
            Act; and
 Expanding the consumer information available to students and 
            student athletes to support informed educational choices.
In carrying out these priorities the Department will strive to meet the 
Secretary's goals for providing more timely and efficient service to 
the Department's customers and for achieving more effective management 
of the Department and its programs. The Department is particularly 
committed to exploring alternatives to regulation, and to regulating 
only when necessary to achieve essential objectives. Existing 
regulations will be reviewed with a fresh perspective to determine 
whether they are necessary and clear and to eliminate burdensome 
requirements.
The Department will continue to consult with the public, using 
regulatory negotiation and other innovative techniques to maximize 
public participation. Most recently, regulatory negotiation has been 
used successfully by the Department in developing regulations for the 
Federal Direct Student Loan Program and in achieving consensus on the 
guarantee agency reserves provisions of the Federal Family Education 
Loan Program regulations. The Office of Special Education and 
Rehabilitative Services has shared draft regulations through an 
electronic bulletin board. Also, before drafting regulations to 
implement reauthorizing legislation, the Department's Office of 
Bilingual Education and Minority Languages Affairs and Office of 
Educational Research and Improvement began outreach activities in the 
educational community to identify regulatory issues. The Department 
also coordinates with other appropriate agencies throughout the 
regulations development process. Examples in the coming year include 
coordinating programs under the School-to-Work Opportunities Act with 
the Department of Labor and coordinating regulatory actions supporting 
empowerment zones and enterprise communities with the Departments of 
Agriculture and Housing and Urban Development. The Secretary expects 
similar successful techniques to be used more extensively in the 
future.
 In accordance with Executive Order 12866, the Department is improving 
assessment of the costs and benefits of its regulations, recognizing 
that many Department regulations involve nonquantifiable costs and 
benefits. For example, in developing regulatory amendments for the 
State Vocational and Applied Technology Education Program (not included 
in this Regulatory Plan), the Department contacted State and local 
officials to ascertain the costs and benefits that would result if the 
proposed changes were adopted. The Department also arranged meetings 
with representatives from State and local governments and groups 
representing special populations to seek additional information on 
costs and benefits.
Throughout the regulatory process, the Department proposes to be a 
laboratory for innovation and expects to be judged on how well it 
fulfills these objectives.
Statement of Regulatory Priorities
The U.S. Department of Education will have five major regulatory 
priorities in 1994:
Federal Direct Student Loan Program
The Federal Direct Student Loan Program is a high regulatory priority 
for the Department of Education because it is an important new 
Administration program, represents a significant investment of Federal 
funds affecting many American families, and involves complex regulatory 
processes including regulatory negotiation.
The Student Loan Reform Act of 1993 established the Federal Direct 
Student Loan Program under the Higher Education Act of 1965, as 
amended. Under the Federal Direct Student Loan Program, loan capital is 
provided directly to student and parent borrowers by the Federal 
Government rather than through private lenders. Direct loans will 
account for 5 percent of the total new Federal student loan volume for 
academic year 1994-95, estimated to be more than $1 billion. Direct 
loans will increase to at least 60 percent of new student loans by 
academic year 1998-99. Direct lending will save taxpayers an estimated 
$4.3 billion through fiscal year 1998 (and $1 billion each year 
thereafter) by eliminating private-sector excess profits in the current 
student financial aid system and capitalizing on the Federal 
Government's ability to borrow at a lower interest rate. A streamlined 
system offering ``one-stop shopping'' will make borrowing and repayment 
easier for students. Students also will have an income-contingent 
repayment option that tailors their monthly payments to their income.
As permitted by the statute, the Department has already published some 
interim standards and procedures to administer the program during the 
first year (1994-1995). School selection criteria and loan origination 
criteria for the second year (1995- 1996) have also been published. 
Other standards, criteria, procedures, and regulations to implement the 
program in the second and subsequent years are being developed through 
regulatory negotiation.
Goals 2000: Educate America Act
The Goals 2000: Educate America Act (Goals 2000), Pub. L. 103-227, 
enacted March 31, 1994, is the leading edge of this Administration's 
strategy to reinvent the Federal role in education and to provide 
support and leadership to the national effort to overhaul the 
elementary and secondary education system. Goals 2000 (1) codifies and 
expands the National Education Goals; (2) establishes the National 
Education Goals Panel and the National Education Standards and 
Improvement Council; (3) challenges States to develop content and 
student performance standards, opportunity-to-learn standards, and 
State assessments, and provides for development of national standards; 
(4) provides funding to support, accelerate, and sustain State and 
local improvement efforts in the system of education; (5) provides 
Federal leadership on the use of technology for educational programs; 
(6) provides authority to waive statutory and regulatory requirements 
that impede the ability of a State, local educational agency, or school 
to carry out State or local improvement plans; and (7) establishes the 
National Skill Standards Board to be a catalyst in stimulating the 
development and adoption of a voluntary national system of skill 
standards, assessment, and certification.
The Department of Labor will administer the provisions relating to the 
National Skill Standards Board; the Department of Education will 
administer the remaining provisions. It is likely that regulations will 
be necessary to implement certain aspects of Goals 2000. However, Goals 
2000 provides an ideal laboratory for employing alternatives to 
regulation whenever possible, in keeping with (1) the intent of the 
legislation to foster flexibility and innovation at the State and local 
level, (2) the spirit of Executive Order 12866 instructing agencies to 
promulgate regulations only where necessary, and (3) this Department's 
approach to regulation.
School-to-Work Opportunities Act
The School-to-Work Opportunities Act of 1993, Pub. L. 103-239, enacted 
May 4, 1994, establishes a School-to-Work Opportunities Initiative, to 
be jointly administered by the Departments of Education and Labor. This 
initiative establishes a national framework within which States can 
create Statewide School-to-Work Opportunities systems that provide 
American youth with the knowledge and skills to make an effective 
transition from school to further education and a first job in a high-
skill, high-wage career. Under the initiative, the Federal Government 
provides ``venture capital'' to States and communities to stimulate the 
creation of Statewide School-to-Work Opportunities systems. These 
systems will build bridges from school to work that provide students 
with an integrated array of learning and employment experiences. Under 
the Act, School-to-Work Opportunities systems must include three core 
components: (1) work-based learning; (2) school-based learning; and (3) 
connecting activities. The work-based learning component provides 
students with a planned program of job training and experiences in a 
broad range of tasks in an occupational area as well as paid work 
experience and workplace mentoring. The school-based learning component 
includes a coherent multiyear sequence of instruction--typically 
beginning in the eleventh grade and ending after at least one year of 
postsecondary education--tied to the high academic and skill standards 
to be developed under the Goals 2000: Educate America Act. Finally, the 
connecting activities component ensures coordination of the work- and 
school-based learning components by providing technical assistance in 
designing work-based learning components, matching students with 
employers' work-based learning opportunities, and collecting 
information on what happens to students after they complete their 
program of studies.
Since this initiative will be administered jointly with the Department 
of Labor, we are working closely with the Department of Labor to 
determine what regulations will be necessary for implementation. It is 
urgent that we move forward quickly on this initiative. As States and 
localities begin constructing School-to-Work Opportunities systems, our 
international competitors already have those systems and are moving to 
strengthen them. In order to ensure rapid and efficient implementation 
of the Act, we are also exploring possible alternatives to regulation.
Elementary and Secondary Education Act Reauthorization (Part A of Title 
I of the Elementary and Secondary Education Act 1965)
The Elementary and Secondary Education Act (ESEA) reauthorization would 
(1) reauthorize and restructure the elementary and secondary education 
programs of the Department of Education to make them better vehicles 
for helping all children achieve high standards; (2) direct greater 
Federal resources to the poorest schools and communities; (3) support 
education reforms underway in the States; (4) support sustained, 
intensive professional development in the core academic subjects for 
educators; (5) assist efforts to make schools safe and drug-free; and 
(6) provide increased State and local administrative flexibility, in 
return for greater accountability for successful education results. The 
ESEA is one of the Federal Government's largest investments in 
education.
Assuming passage of this critical legislation, regulations may be 
necessary to implement many of the changes to the ESEA. In particular, 
regulations are likely to be necessary to implement changes to the 
Chapter 1 Program in Local Educational Agencies.
Student Right-to-Know Act
The regulations implementing the Student Right-to-Know Act would 
require institutions of higher education participating in any program 
authorized by Title IV of the Higher Education Act of 1965, as amended, 
to collect and disclose graduation and transfer rates to both current 
and prospective students. Institutions would also be required to report 
these rates to the Secretary. These proposed regulations will (1) 
assist students and their families to make more informed decisions 
about which institution a student should attend; (2) allow institutions 
to better evaluate the effectiveness of their programs; and (3) 
establish a uniform methodology for the collection of graduation and 
transfer rates.
_______________________________________________________________________
ED--Office of Elementary and Secondary Education (OESE)
            ___________________________________________________________
PROPOSED RULE STAGE
            ___________________________________________________________
24.  GOALS 2000: EDUCATE AMERICA ACT
Legal Authority:


 PL 103-227


CFR Citation:


 Not yet determined


Legal Deadline:


None


Abstract:


The Goals 2000: Educate America Act codifies and provides a framework 
for monitoring the attainment of the National Education Goals (through 
the National Education Goals Panel and the National Education Standards 
and Improvement Council); supports State systemic education reform; 
establishes the National Skill Standards Board; helps ensure safe 
schools; and reauthorizes the Department of Education's Office of 
Educational Research and Improvement.


Statement of Need:


No final determination has been made as to specific regulations that 
will be necessary to implement the new legislation, and which of these 
regulations will be the most significant. However, a preliminary 
analysis indicates that the regulations needed to implement Title II 
(National Education Reform Leadership, Standards, and Assessments) and 
Title III (State and Local Education Systemic Improvement) may warrant 
inclusion in the Department's 1994 Regulatory Plan.


Title II of Goals 2000 authorizes grant programs to develop voluntary 
national opportunity-to-learn standards and to defray the cost of 
developing, testing, and evaluating State assessments for measuring 
student achievement against their content and student performance 
standards. Title II also authorizes a grant program to assist States in 
planning effectively for the use of technology in schools.


Title III creates a program of grants to States to support, sustain, 
and accelerate State and local efforts to reform education so that all 
students can meet challenging State standards. The President has 
requested nearly $700 million for the Title III program for fiscal year 
1995. This important new program will create a partnership between the 
Federal Government and State and local governments dedicated to 
promoting and sustaining the reforms that are needed in our Nations's 
schools.


Alternatives:


The Secretary believes that Goals 2000 offers an excellent opportunity 
for employing alternatives to regulation whenever possible, reflecting 
the intent of the legislation to foster flexibility and innovation at 
the State and local level. With respect to Title III, Goals 2000 
authorizes the Secretary to waive certain Federal requirements that 
could hinder States and school districts from carrying out their school 
improvement plans.


Anticipated Costs and Benefits:


The regulations are expected to impose minimal requirements necessary 
to ensure the proper expenditure of Federal funds. A more exact 
estimate of the anticipated costs and benefits will be made as soon as 
the scope of the regulations has been determined.


Risks:


These regulations would not address a risk to public health, safety, or 
the environment.


Timetable:
_______________________________________________________________________
Action                                 DFR Cite

_______________________________________________________________________
NPRM                                                           12/00/94
Final Action                                                   03/00/95
Small Entities Affected:


None


Government Levels Affected:


None


Agency Contact:
Paul G. Freeborne
General Attorney
Department of Education
Office of the General Counsel
600 Independence Avenue SW.
Room 5131, FB-10
Washington, DC 20202-2241
202 401-2884
RIN: 1810-AA72
_______________________________________________________________________
ED--OESE
25.  PART A OF TITLE I OF THE ELEMENTARY AND SECONDARY 
EDUCATION ACT OF 1965
Legal Authority:


 20 USC 2701 to 2731; 20 USC 2821 to 2838; 20 USC 2851 to 2854; 20 USC 
2891 to 2901


CFR Citation:


 34 CFR 200


Legal Deadline:


None


Abstract:


Title I of the Elementary and Secondary Education Act of 1965, 
originally enacted as part of the War on Poverty, was landmark 
legislation that responded to the need for extra resources to equalize 
educational opportunities for children in high-poverty schools. Over 
the years, Title I has helped raise the performance of disadvantaged 
children, encouraged parents to become engaged in their children's 
schooling, equalized local expenditures in high-poverty schools with 
those of other schools in the district, and provided supplemental 
services.


Statement of Need:





By the early 1970s, the program had evolved into its current form--
small-group instruction in separate classes, most often focused on low-
level skills in reading and arithmetic at the elementary school level. 
In 1993, over $6 billion is being provided to school districts to 
support extra educational services for over 5.5 million low-achieving 
children. Recent funding has averaged about $1,000 per participant.


Title I helped to equalize educational opportunities and support a 
national focus on basic skills in the 1970s. During this period and 
most of the 1980s, for example, the gap in mathematics achievement 
between students in disadvantaged urban communities and more advantaged 
students narrowed substantially, according to the National Assessment 
of Educational Progress (NAEP).


However, in recent years, progress has stalled, and NAEP indicates that 
the gap appears to be widening. Schools in very high-poverty 
communities, in particular, have shown little improvement. Children in 
high-poverty schools exhibit great need; yet their schools appear 
unable, for the most part, to provide the enriching instruction and 
support those children need to succeed at a level equal to other 
students and to meet challenging standards expected of all students.


The ESEA reauthorization includes Title I (Federal grants to high-
poverty areas), Title II (Dwight D. Eisenhower Professional Development 
Program, Technical Assistance Centers), Title III (technology research 
and development, demonstration projects), Title IV (safe and drug-free 
schools and communities), Title V (promoting school equity), Title VI 
(Indian education), Title VII (bilingual education), Title VIII (Impact 
Aid), and amendments to various other education laws. In accordance 
with the Department's program for review of existing regulations under 
Executive Order 12866 in conjunction with reauthorization, all of these 
regulations will be reviewed to determine whether they should be 
modified or eliminated.


The most significant regulations affected by the reauthorization are 
those for the Chapter 1 Program in Local Educational Agencies in 34 CFR 
Part 200. The present Chapter 1 structure is not adequate to meet the 
National Education Goals and the high standards called for in the Goals 
2000: Educate America Act. Rather than addressing each of the Chapter 1 
structural problems individually, which could result in piecemeal 
changes, the Administration's proposal takes a new look at the program: 
what we expect it to do; how Chapter 1 fits into the entire effort of 
school reform; how it relates to the children's other educational 
experiences; how to provide the resources and assistance schools need 
to work effectively; and where responsibility for education lies. The 
proposed reauthorization would return the program to its original name 
of Title I, reaffirming the original intent of the program, yet 
radically transforming its structure.


Alternatives:


Following the enactment of reauthorization legislation, the Secretary 
will consider possible options to regulations in appropriate 
circumstances.


Anticipated Costs and Benefits:





To the extent regulations are necessary to implement part A of Title I, 
consistent with Executive Order 12866, they are expected to impose 
minimal requirements essential to ensure the proper expenditure of 
Federal Funds and efficient and effective operation of the program. A 
more exact estimate of the anticipated costs and benefits will be made 
after Title I reauthorization is enacted and the scope of the necessary 
regulations is determined.


Risks:


These regulations would not address a risk to public health, safety, or 
the environment.


Timetable:
_______________________________________________________________________
Action                                 DFR Cite

_______________________________________________________________________
NPRM                                                           00/00/00
Final Action                                                   00/00/00
Small Entities Affected:


None


Government Levels Affected:


State, Local


Agency Contact:
Wendy Jo New
Compensatory Education Programs
Department of Education
Office of Elementary and Secondary Education
400 Maryland Avenue SW.
Room 4400, Portals Building
Washington, DC 20202
202 260-0982
RIN: 1810-AA73
_______________________________________________________________________
ED--Office of Postsecondary Education (OPE)
            ___________________________________________________________
PROPOSED RULE STAGE
            ___________________________________________________________
26. STUDENT RIGHT-TO-KNOW ACT
Legal Authority:


 20 USC 1092


CFR Citation:


 34 CFR 668


Legal Deadline:


None


Abstract:


These regulations would implement certain provisions of the Student 
Right-to-Know Act. This Act requires the disclosure by an institution 
of its completion or graduation rate on an annual basis. The act also 
requires enrollment information and completion/graduation rate 
information about the institution's athletes.


Statement of Need:


The Student Right-to-Know Act expands the types of consumer information 
that institutions of higher education must disclose. The regulations 
implementing the Act would require institutions of higher education 
participating in any program authorized by Title IV of the Higher 
Education Act of 1965, as amended, to collect and disclose graduation 
and transfer rates to both current and prospective students. In 
addition, institutions would also be required to report these rates to 
the Secretary. These proposed regulations will (1) assist students and 
their families to make more informed decisions about which institutions 
a student should attend; (2) allow institutions to better evaluate the 
effectiveness of their programs; and (3) establish a uniform 
methodology for the collection of graduation and transfer rates.


Alternatives:


Regulations are necessary to implement the statutory requirements. The 
Secretary has some flexibility with regard to the scope of the 
information required under the disclosure requirement. The Department, 
in conjunction with the postsecondary education community, has also 
developed a form for reporting graduation rate data. This form, once it 
is finalized, would simplify reporting for institutions, provide the 
Department with accurate and consistent data, and allow for more 
efficient compilation and comparison of the data when the Secretary 
publishes the information as part of the Department's report on the 
condition of education in the United States. On July 10, 1992, the 
Secretary published proposed regulations and received numerous comments 
from the academic community. These comments will be incorporated in a 
second set of proposed regulations.


Anticipated Costs and Benefits:


The costs associated with these regulations will be those for 
recordkeeping and disclosure of the information on graduation and 
transfer rates. In implementing the statutory requirements and 
providing information to consumers, the Secretary will work with the 
postsecondary education community to minimize costs for institutions to 
the extent possible.


Risks:


These regulations do not address a risk to public health, safety, or 
the environment.


Timetable:
_______________________________________________________________________
Action                                 DFR Cite

_______________________________________________________________________
NPRM            57 FR 30826                                    07/10/92
NPRM Comment Period End                                        08/24/92
NPRM                                                           10/00/94
Final Action                                                   03/00/95
Small Entities Affected:


None


Government Levels Affected:


None


Agency Contact:
Paula Husselmann
General Provisions Branch
Department of Education
Office of Postsecondary Education
400 Maryland Avenue SW.
Room 4318, ROB-3
Washington, DC 20202
202 708-7888
RIN: 1840-AB44
_______________________________________________________________________
ED--OPE
27. FEDERAL DIRECT STUDENT LOAN PROGRAM
Legal Authority:


 20 USC 1087 et seq


CFR Citation:


 34 CFR 685


Legal Deadline:


None


Abstract:


The regulations are needed to implement certain provisions of the 
Omnibus Budget Reconciliation Act of 1993. These regulations would 
establish standards, criteria, procedures and other requirements for 
participation in the Direct Loan Program in the 1995-1996 and 
subsequent academic years.


Statement of Need:


The Student Loan Reform Act of 1993 established the Federal Direct 
Student Loan Program under the Higher Education Act of 1965, as amended 
(HEA). See subtitle A of the Omnibus Budget Reconciliation Act of 1993 
(Pub. L. 103-66, enacted August 10, 1993). Under the Federal Direct 
Student Loan Program, loan capital is provided directly to student and 
parent borrowers by the Federal Government rather than through private 
lenders as in the Federal Family Education Loan Program.


The statute directs the Secretary to exercise discretion in the 
selection of schools participating in the program so that loans made 
under the program represent no more than 5 percent of new student loan 
volume for academic year 1994-1995, 40 percent for academic year 1995-
1996, 50 percent for academic years 1996-1997 and 1997-1998, and 60 
percent for the academic year that begins in 1998.


Regulations are necessary to establish the standards, criteria, and 
procedures to implement this program. For the first year of the program 
(1994-1995), to the extent reasonable and necessary for successful 
implementation, the Secretary is authorized to establish these 
standards, procedures, and criteria through a notice published in the 
Federal Register. Beginning with academic year 1995-1996, all 
standards, criteria, procedures, and other implementing regulations are 
required, to the extent practicable, to be developed through a 
negotiated rulemaking process (20 U.S.C. 1087g).


Alternatives:


In order to comply with the statutory requirement for negotiated 
rulemaking, the Secretary of Education and the Assistant Secretary for 
Postsecondary Education established the Direct Student Loan Regulations 
Advisory Committee which assisted in developing proposed regulations. 
The committee was composed of representatives of all the significantly 
affected interests and considered various alternatives in developing 
the regulations, including the need for any regulations at all.


Anticipated Costs and Benefits:





Regulations are needed to provide a framework for the Federal Direct 
Student Loan Program and implement statutory requirements. The 
regulations are expected to impose minimal requirements necessary to 
ensure the appropriate use of program funds and will not impose costly 
and excessive regulatory burdens or require unnecessary Federal 
supervision. Cost implications are among the considerations during 
regulatory negotiation.


Risks:


These regulations would not address a risk to public health, safety, or 
the environment.


Timetable:
_______________________________________________________________________
Action                                 DFR Cite

_______________________________________________________________________
NPRM            59 FR 42626                                    08/18/94
NPRM Comment Period End                                        10/03/94
Final Action                                                   12/00/94
Small Entities Affected:


None


Government Levels Affected:


None


Agency Contact:
Rachel Edelstein
Program Specialist
Federal Direct Student Loan Program
Department of Education
Office of Postsecondary Education
400 Maryland Avenue SW.
Room 3022, ROB-3
Washington, DC 20202
202 708-9406
RIN: 1840-AC05
_______________________________________________________________________
ED--Office of Vocational and Adult Education (OVAE)
            ___________________________________________________________
PROPOSED RULE STAGE
            ___________________________________________________________
28.  SCHOOL-TO-WORK OPPORTUNITIES PROGRAM
Legal Authority:


 PL 103-239


CFR Citation:


 None


Legal Deadline:


None


Abstract:


The School-to-Work Opportunities Act establishes a national framework 
for the development of a School-to-Work Opportunity system in every 
State to provide American youth with the knowledge and skills needed to 
make an effective transition from school to a first job in a high-
skill, high-wage career or to further education and training.


Statement of Need:


Under the Act, Federal funds will be used as venture capital to 
stimulate State and local creativity in establishing statewide School-
to-Work Opportunities systems. To promote this systemic reform, the Act 
would provide State and local participants with a substantial degree of 
flexibility to experiment, or to build upon and enrich current 
promising programs, in fashioning their systems. However, under the 
Act, all State systems must share certain common features and basic 
program components. Moreover, through the formation of partnerships 
among secondary and postsecondary educational institutions, public and 
private employers, labor organizations, government, community groups, 
parents, other key groups, communities will take ``ownership'' and 
responsibility for giving American youth access to high-level skills 
and meaningful employment opportunities.


Programs funded under the Act will be jointly administered by the 
Departments of Education and Labor. The Act is also compatible with, 
and builds on, related State and local School-to-Work grant activities 
supported by both Departments under the current Job Training 
Partnership Act and the Carl D. Perkins Vocational and Applied 
Technology Education Act (Perkins Act). The Act authorizes an 
appropriation to the Secretaries of Education and Labor of $300 million 
for fiscal year 1995, and such sums as may be necessary for each of the 
fiscal years 1996 through 1999.


Alternatives:


Title V of the Act authorizes the Secretaries of Education and Labor to 
grant waivers of statutory and regulatory requirements of certain 
Federal job-training and education programs administered by the 
Departments of Labor and Education to all States (and through States to 
local partnerships) that have approved State plans. The purpose of the 
waivers would be to remove impediments to the ability of a State or 
local partnership to carry out an effective School-to-Work 
Opportunities Program. Title V also authorizes local partnerships that 
carry out programs under the Act in high-poverty schools to combine 
resources under certain education and job-training programs 
administered by the Departments in order to carry out ``schoolwide'' 
School-to-Work Opportunities Programs in these schools. In addition, 
Title V authorizes States with approved State plans to combine funds 
under this Act with certain funds under the Perkins Act and the Job 
Training Partnership Act to implement their statewide School-to-Work 
Opportunities systems. The Secretaries will consider appropriate 
alternatives to regulations, and they expect to fully utilize the 
flexibility permitted under the statute.


Anticipated Costs and Benefits:


If regulations are published to implement the Act, they would be 
expected to impose minimal requirements necessary to ensure the proper 
expenditure of Federal funds consistent with the School-to-Work 
Opportunities Initiative. A more exact estimate of the anticipated 
costs and benefits will be made as soon as the scope of implementing 
regulations, if any, incorporating the flexibility permitted under the 
Act, has been determined.


Risks:


These regulations would not address a risk to public health, safety, or 
the environment.


Timetable:
_______________________________________________________________________
Action                                 DFR Cite

_______________________________________________________________________
NPRM                                                           00/00/00
Final Action                                                   00/00/00
Small Entities Affected:


Undetermined


Government Levels Affected:


State, Local


Agency Contact:
Ron Castaldi
Department of Education
Office of Vocational and Adult Education
400 Maryland Avenue SW.
Room 4327, Switzer Building
Washington, DC 20202
202 205-8981
RIN: 1830-AA14
BILLING CODE 4000-01-F