[Congressional Bills 103th Congress]
[From the U.S. Government Printing Office]
[H.R. 1804 Enrolled Bill (ENR)]
<DOC>
H.R.1804
One Hundred Third Congress
of the
United States of America
AT THE SECOND SESSION
Begun and held at the City of Washington on Tuesday,
the twenty-fifth day of January, one thousand nine hundred and ninety-
four
An Act
To improve learning and teaching by providing a national framework for
education reform; to promote the research, consensus building, and
systemic changes needed to ensure equitable educational opportunities
and high levels of educational achievement for all students; to provide
a framework for reauthorization of all Federal education programs; to
promote the development and adoption of a voluntary national system of
skill standards and certifications; and for other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,

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(a) Short Title.--This Act (other than titles V and IX) may be
cited as the ``Goals 2000: Educate America Act''.
(b) Table of Contents.--The table of contents is as follows:

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ASSESSMENTS
Part A--National Education Goals Panel

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TITLE I

-NATIONAL EDUCATION GOALS

Part B--National Education Standards and Improvement Council

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TITLE II

-NATIONAL EDUCATION REFORM LEADERSHIP, STANDARDS, AND

Part C--Leadership in Educational Technology

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TITLE III

-STATE AND LOCAL EDUCATION SYSTEMIC IMPROVEMENT

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integration of technology into the curriculum.

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Part A--General Provisions Regarding the Office of Educational Research
and Improvement

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TITLE IX

-EDUCATIONAL RESEARCH AND IMPROVEMENT

Part B--National Educational Research Policy and Priorities Board

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Improvement.
Part C--National Research Institutes

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Improvement.
Part D--National Education Dissemination System

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Improvement.
Part E--National Library of Education

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Part G--Office of Comprehensive School Health Education

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Part I--Amendments to the Carl D. Perkins Vocational and Applied
Technology Education Act

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TITLE X

-MISCELLANEOUS

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Part D--Midnight Basketball League Training and Partnership

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The purpose of this Act is to provide a framework for meeting the
National Education Goals established by title I of this Act by--
(1) promoting coherent, nationwide, systemic education reform;
(2) improving the quality of learning and teaching in the
classroom and in the workplace;
(3) defining appropriate and coherent Federal, State, and local
roles and responsibilities for education reform and lifelong
learning;
(4) establishing valid and reliable mechanisms for--
(A) building a broad national consensus on American
education reform;
(B) assisting in the development and certification of high-
quality, internationally competitive content and student
performance standards;
(C) assisting in the development and certification of
opportunity-to-learn standards; and
(D) assisting in the development and certification of high-
quality assessment measures that reflect the internationally
competitive content and student performance standards;
(5) supporting new initiatives at the Federal, State, local,
and school levels to provide equal educational opportunity for all
students to meet high academic and occupational skill standards and
to succeed in the world of employment and civic participation;
(6) providing a framework for the reauthorization of all
Federal education programs by--
(A) creating a vision of excellence and equity that will
guide all Federal education and related programs;
(B) providing for the establishment of high-quality,
internationally competitive content and student performance
standards and strategies that all students will be expected to
achieve;
(C) providing for the establishment of high-quality,
internationally competitive opportunity-to-learn standards that
all States, local educational agencies, and schools should
achieve;
(D) encouraging and enabling all State educational agencies
and local educational agencies to develop comprehensive
improvement plans that will provide a coherent framework for
the implementation of reauthorized Federal education and
related programs in an integrated fashion that effectively
educates all children to prepare them to participate fully as
workers, parents, and citizens;
(E) providing resources to help individual schools,
including those serving students with high needs, develop and
implement comprehensive improvement plans; and
(F) promoting the use of technology to enable all students
to achieve the National Education Goals;
(7) stimulating the development and adoption of a voluntary
national system of skill standards and certification to serve as a
cornerstone of the national strategy to enhance workforce skills;
and
(8) assisting every elementary and secondary school that
receives funds under this Act to actively involve parents and
families in supporting the academic work of their children at home
and in providing parents with skills to advocate for their children
at school.

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(a) Titles I, II, III, and X.--As used in titles I, II, III, and X
of this Act--
(1) the terms ``all students'' and ``all children'' mean
students or children from a broad range of backgrounds and
circumstances, including disadvantaged students and children,
students or children with diverse racial, ethnic, and cultural
backgrounds, American Indians, Alaska Natives, Native Hawaiians,
students or children with disabilities, students or children with
limited-English proficiency, school-aged students or children who
have dropped out of school, migratory students or children, and
academically talented students and children;
(2) the term ``Bureau'', unless otherwise provided, means the
Bureau of Indian Affairs;
(3) the terms ``community'', ``public'', and ``advocacy group''
include representatives of organizations advocating for the
education of American Indian, Alaska Native, and Native Hawaiian
children and Indian tribes;
(4) the term ``content standards'' means broad descriptions of
the knowledge and skills students should acquire in a particular
subject area;
(5) the term ``Governor'' means the chief executive of the
State;
(6) the terms ``local educational agency'' and ``State
educational agency'' have the meaning given such terms in section
1471 of the Elementary and Secondary Education Act of 1965;
(7) the term ``opportunity-to-learn standards'' means the
criteria for, and the basis of, assessing the sufficiency or
quality of the resources, practices, and conditions necessary at
each level of the education system (schools, local educational
agencies, and States) to provide all students with an opportunity
to learn the material in voluntary national content standards or
State content standards;
(8) the term ``outlying areas'' means Guam, American Samoa, the
Virgin Islands, the Commonwealth of the Northern Mariana Islands,
Palau (until the effective date of the Compact of Free Association
with the Government of Palau), the Republic of the Marshall
Islands, and the Federated States of Micronesia;
(9) the term ``performance standards'' means concrete examples
and explicit definitions of what students have to know and be able
to do to demonstrate that such students are proficient in the
skills and knowledge framed by content standards;
(10) the term ``related services'' has the same meaning given
such term under section 602 of the Individuals with Disabilities
Education Act;
(11) the term ``State assessment'' means measures of student
performance which include at least 1 instrument of evaluation, and
may include other measures of student performance, for a specific
purpose and use which are intended to evaluate the progress of all
students in the State toward learning the material in State content
standards in 1 or more subject areas;
(12) the term ``school'' means a public school that is under
the authority of the State educational agency or a local
educational agency or, for the purpose of carrying out section
315(b), a school that is operated or funded by the Bureau;
(13) the term ``Secretary'', unless otherwise provided, means
the Secretary of Education; and
(14) the term ``State'', unless otherwise provided, means each
of the 50 States, the District of Columbia, the Commonwealth of
Puerto Rico, and each of the outlying areas.
(b) Titles IV, V, VI, VII, VIII, and IX.--For the purpose of titles
IV, V, VI, VII, VIII, and IX--
(1) except as provided in paragraph (3) and unless otherwise
provided, the terms used in such titles have the same meanings
given such terms in section 1471 of the Elementary and Secondary
Education Act of 1965;
(2) the term ``Bureau'', unless otherwise provided, means the
Bureau of Indian Affairs; and
(3) the term ``Secretary'', unless otherwise provided, means
the Secretary of Education.

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The purpose of this title is to establish National Education Goals.

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The Congress declares that the National Education Goals are the
following:
(1) School readiness.--(A) By the year 2000, all children in
America will start school ready to learn.
(B) The objectives for this goal are that--
(i) all children will have access to high-quality and
developmentally appropriate preschool programs that help
prepare children for school;
(ii) every parent in the United States will be a child's
first teacher and devote time each day to helping such parent's
preschool child learn, and parents will have access to the
training and support parents need; and
(iii) children will receive the nutrition, physical
activity experiences, and health care needed to arrive at
school with healthy minds and bodies, and to maintain the
mental alertness necessary to be prepared to learn, and the
number of low-birthweight babies will be significantly reduced
through enhanced prenatal health systems.
(2) School completion.--(A) By the year 2000, the high school
graduation rate will increase to at least 90 percent.
(B) The objectives for this goal are that--
(i) the Nation must dramatically reduce its school dropout
rate, and 75 percent of the students who do drop out will
successfully complete a high school degree or its equivalent;
and
(ii) the gap in high school graduation rates between
American students from minority backgrounds and their non-
minority counterparts will be eliminated.
(3) Student achievement and citizenship.--(A) By the year 2000,
all students will leave grades 4, 8, and 12 having demonstrated
competency over challenging subject matter including English,
mathematics, science, foreign languages, civics and government,
economics, arts, history, and geography, and every school in
America will ensure that all students learn to use their minds
well, so they may be prepared for responsible citizenship, further
learning, and productive employment in our Nation's modern economy.
(B) The objectives for this goal are that--
(i) the academic performance of all students at the
elementary and secondary level will increase significantly in
every quartile, and the distribution of minority students in
each quartile will more closely reflect the student population
as a whole;
(ii) the percentage of all students who demonstrate the
ability to reason, solve problems, apply knowledge, and write
and communicate effectively will increase substantially;
(iii) all students will be involved in activities that
promote and demonstrate good citizenship, good health,
community service, and personal responsibility;
(iv) all students will have access to physical education
and health education to ensure they are healthy and fit;
(v) the percentage of all students who are competent in
more than one language will substantially increase; and
(vi) all students will be knowledgeable about the diverse
cultural heritage of this Nation and about the world community.
(4) Teacher education and professional development.--
(A) By the year 2000, the Nation's teaching force will have
access to programs for the continued improvement of their
professional skills and the opportunity to acquire the
knowledge and skills needed to instruct and prepare all
American students for the next century.
(B) The objectives for this goal are that--
(i) all teachers will have access to preservice teacher
education and continuing professional development
activities that will provide such teachers with the
knowledge and skills needed to teach to an increasingly
diverse student population with a variety of educational,
social, and health needs;
(ii) all teachers will have continuing opportunities to
acquire additional knowledge and skills needed to teach
challenging subject matter and to use emerging new methods,
forms of assessment, and technologies;
(iii) States and school districts will create
integrated strategies to attract, recruit, prepare,
retrain, and support the continued professional development
of teachers, administrators, and other educators, so that
there is a highly talented work force of professional
educators to teach challenging subject matter; and
(iv) partnerships will be established, whenever
possible, among local educational agencies, institutions of
higher education, parents, and local labor, business, and
professional associations to provide and support programs
for the professional development of educators.
(5) Mathematics and science.--(A) By the year 2000, United
States students will be first in the world in mathematics and
science achievement.
(B) The objectives for this goal are that--
(i) mathematics and science education, including the metric
system of measurement, will be strengthened throughout the
system, especially in the early grades;
(ii) the number of teachers with a substantive background
in mathematics and science, including the metric system of
measurement, will increase by 50 percent; and
(iii) the number of United States undergraduate and
graduate students, especially women and minorities, who
complete degrees in mathematics, science, and engineering will
increase significantly.
(6) Adult literacy and lifelong learning.--(A) By the year
2000, every adult American will be literate and will possess the
knowledge and skills necessary to compete in a global economy and
exercise the rights and responsibilities of citizenship.
(B) The objectives for this goal are that--
(i) every major American business will be involved in
strengthening the connection between education and work;
(ii) all workers will have the opportunity to acquire the
knowledge and skills, from basic to highly technical, needed to
adapt to emerging new technologies, work methods, and markets
through public and private educational, vocational, technical,
workplace, or other programs;
(iii) the number of quality programs, including those at
libraries, that are designed to serve more effectively the
needs of the growing number of part-time and midcareer students
will increase substantially;
(iv) the proportion of the qualified students, especially
minorities, who enter college, who complete at least two years,
and who complete their degree programs will increase
substantially;
(v) the proportion of college graduates who demonstrate an
advanced ability to think critically, communicate effectively,
and solve problems will increase substantially; and
(vi) schools, in implementing comprehensive parent
involvement programs, will offer more adult literacy, parent
training and life-long learning opportunities to improve the
ties between home and school, and enhance parents' work and
home lives.
(7) Safe, disciplined, and alcohol- and drug-free schools.--
(A) By the year 2000, every school in the United States
will be free of drugs, violence, and the unauthorized presence
of firearms and alcohol and will offer a disciplined
environment conducive to learning.
(B) The objectives for this goal are that--
(i) every school will implement a firm and fair policy
on use, possession, and distribution of drugs and alcohol;
(ii) parents, businesses, governmental and community
organizations will work together to ensure the rights of
students to study in a safe and secure environment that is
free of drugs and crime, and that schools provide a healthy
environment and are a safe haven for all children;
(iii) every local educational agency will develop and
implement a policy to ensure that all schools are free of
violence and the unauthorized presence of weapons;
(iv) every local educational agency will develop a
sequential, comprehensive kindergarten through twelfth
grade drug and alcohol prevention education program;
(v) drug and alcohol curriculum should be taught as an
integral part of sequential, comprehensive health
education;
(vi) community-based teams should be organized to
provide students and teachers with needed support; and
(vii) every school should work to eliminate sexual
harassment.
(8) Parental participation.--
(A) By the year 2000, every school will promote
partnerships that will increase parental involvement and
participation in promoting the social, emotional, and academic
growth of children.
(B) The objectives for this Goal are that--
(i) every State will develop policies to assist local
schools and local educational agencies to establish
programs for increasing partnerships that respond to the
varying needs of parents and the home, including parents of
children who are disadvantaged or bilingual, or parents of
children with disabilities;
(ii) every school will actively engage parents and
families in a partnership which supports the academic work
of children at home and shared educational decisionmaking
at school; and
(iii) parents and families will help to ensure that
schools are adequately supported and will hold schools and
teachers to high standards of accountability.
ASSESSMENTS
PART A--NATIONAL EDUCATION GOALS PANEL

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It is the purpose of this part to establish a bipartisan mechanism
for--
(1) building a national consensus for education improvement;
(2) reporting on progress toward achieving the National
Education Goals; and
(3) reviewing the voluntary national content standards,
voluntary national student performance standards and voluntary
national opportunity-to-learn standards certified by the National
Education Standards and Improvement Council, as well as the
criteria for the certification of such standards, and the criteria
for the certification of State assessments certified by the
National Education Standards and Improvement Council, with the
option of disapproving such standards and criteria not later than
90 days after receipt from such Council.

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(a) Establishment.--There is established in the executive branch a
National Education Goals Panel (hereafter in this title referred to as
the ``Goals Panel'') to advise the President, the Secretary, and the
Congress.
(b) Composition.--The Goals Panel shall be composed of 18 members
(hereafter in this part referred to as ``members''), including--
(1) 2 members appointed by the President;
(2) 8 members who are Governors, 3 of whom shall be from the
same political party as the President and 5 of whom shall be from
the opposite political party of the President, appointed by the
Chairperson and Vice Chairperson of the National Governors'
Association, with the Chairperson and Vice Chairperson each
appointing representatives of such Chairperson's or Vice
Chairperson's respective political party, in consultation with each
other;
(3) 4 Members of the Congress, of whom--
(A) 1 member shall be appointed by the Majority Leader of
the Senate from among the Members of the Senate;
(B) 1 member shall be appointed by the Minority Leader of
the Senate from among the Members of the Senate;
(C) 1 member shall be appointed by the Majority Leader of
the House of Representatives from among the Members of the
House of Representatives; and
(D) 1 member shall be appointed by the Minority Leader of
the House of Representatives from among the Members of the
House of Representatives; and
(4) 4 members of State legislatures appointed by the President
of the National Conference of State Legislatures, of whom 2 shall
be of the same political party as the President of the United
States.
(c) Special Appointment Rules.--
(1) In general.--The members appointed pursuant to subsection
(b)(2) shall be appointed as follows:
(A) If the Chairperson of the National Governors'
Association is from the same political party as the President,
the Chairperson shall appoint 3 individuals and the Vice
Chairperson of such association shall appoint 5 individuals.
(B) If the Chairperson of the National Governors'
Association is from the opposite political party as the
President, the Chairperson shall appoint 5 individuals and the
Vice Chairperson of such association shall appoint 3
individuals.
(2) Special rule.--If the National Governors' Association has
appointed a panel that meets the requirements of subsections (b)
and (c), except for the requirements of paragraph (4) of subsection
(b), prior to the date of enactment of this Act, then the members
serving on such panel shall be deemed to be in compliance with the
provisions of such subsections and shall not be required to be
reappointed pursuant to such subsections.
(3) Representation.--To the extent feasible, the membership of
the Goals Panel shall be geographically representative and reflect
the racial, ethnic, and gender diversity of the United States.
(d) Terms.--The terms of service of members shall be as follows:
(1) Presidential appointees.--Members appointed under
subsection (b)(1) shall serve at the pleasure of the President.
(2) Governors.--Members appointed under paragraph (2) of
subsection (b) shall serve for 2-year terms, except that the
initial appointments under such paragraph shall be made to ensure
staggered terms with one-half of such members' terms concluding
every 2 years.
(3) Congressional appointees and state legislators.--Members
appointed under paragraphs (3) and (4) of subsection (b) shall
serve for 2-year terms.
(e) Date of Appointment.--The initial members shall be appointed
not later than 60 days after the date of enactment of this Act.
(f) Initiation.--The Goals Panel may begin to carry out its duties
under this part when 10 members of the Goals Panel have been appointed.
(g) Vacancies.--A vacancy on the Goals Panel shall not affect the
powers of the Goals Panel, but shall be filled in the same manner as
the original appointment.
(h) Travel.--Each member may be allowed travel expenses, including
per diem in lieu of subsistence, as authorized by section 5703 of title
5, United States Code, for each day the member is engaged in the
performance of duties for the Goals Panel away from the home or regular
place of business of the member.
(i) Chairperson.--
(1) In general.--The members shall select a Chairperson from
among the members.
(2) Term and political affiliation.--The Chairperson of the
Goals Panel shall serve a 1-year term and shall alternate between
political parties.
(j) Conflict of Interest.--A member of the Goals Panel who is an
elected official of a State which has developed content, student
performance, or opportunity-to-learn standards may not participate in
Goals Panel consideration of such standards.
(k) Ex Officio Member.--If the President has not appointed the
Secretary as 1 of the 2 members the President appoints pursuant to
subsection (b)(1), then the Secretary shall serve as a nonvoting ex
officio member of the Goals Panel.

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(a) In General.--The Goals Panel shall--
(1) report to the President, the Secretary, and the Congress
regarding the progress the Nation and the States are making toward
achieving the National Education Goals established under title I of
this Act, including issuing an annual report;
(2) report on State opportunity-to-learn standards and
strategies and the progress of States that are implementing such
standards and strategies to help all students meet State content
standards and State student performance standards;
(3) submit to the President nominations for appointment to the
National Education Standards and Improvement Council in accordance
with subsections (b) and (c) of section 212;
(4) after taking into consideration the public comments
received pursuant to section 216 and not later than 90 days after
receipt, review the--
(A) criteria developed by the National Education Standards
and Improvement Council for the certification of State content
standards, State student performance standards, State
assessments, and State opportunity-to-learn standards; and
(B) voluntary national content standards, voluntary
national student performance standards and voluntary national
opportunity-to-learn standards certified by the National
Education Standards and Improvement Council,
except that the Goals Panel shall have the option of disapproving
such criteria and standards by a two-thirds majority vote of the
membership of the Goals Panel not later than 90 days after receipt
of such criteria and standards;
(5) report on promising or effective actions being taken at the
national, State, and local levels, and in the public and private
sectors, to achieve the National Education Goals; and
(6) help build a nationwide, bipartisan consensus for the
reforms necessary to achieve the National Education Goals.
(b) Report.--
(1) In general.--The Goals Panel shall annually prepare and
submit to the President, the Secretary, the appropriate committees
of Congress, and the Governor of each State a report that shall--
(A) report on the progress of the United States toward
achieving the National Education Goals;
(B) identify actions that should be taken by Federal,
State, and local governments to enhance progress toward
achieving the National Education Goals and to provide all
students with a fair opportunity-to-learn; and
(C) report on State opportunity-to-learn standards and
strategies and the progress of States that are implementing
such standards and strategies to help all students meet State
content standards and State student performance standards.
(2) Form; data.--Reports shall be presented in a form, and
include data, that is understandable to parents and the general
public.

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(a) Hearings.--
(1) In general.--The Goals Panel shall, for the purpose of
carrying out this part, conduct such hearings, sit and act at such
times and places, take such testimony, and receive such evidence,
as the Goals Panel considers appropriate.
(2) Representation.--In carrying out this part, the Goals Panel
shall conduct hearings to receive reports, views, and analyses of a
broad spectrum of experts and the public on the establishment of
voluntary national content standards, voluntary national student
performance standards, voluntary national opportunity-to-learn
standards, and State assessments described in section 213(f).
(b) Information.--The Goals Panel may secure directly from any
department or agency of the United States information necessary to
enable the Goals Panel to carry out this part. Upon request of the
Chairperson of the Goals Panel, the head of a department or agency
shall furnish such information to the Goals Panel to the extent
permitted by law.
(c) Postal Services.--The Goals Panel may use the United States
mail in the same manner and under the same conditions as other
departments and agencies of the United States.
(d) Use of Facilities.--The Goals Panel may, with consent of any
agency or instrumentality of the United States, or of any State or
political subdivision thereof, use the research, equipment, services,
and facilities of such agency, instrumentality, State, or subdivision,
respectively.
(e) Administrative Arrangements and Support.--
(1) In general.--The Secretary shall provide to the Goals
Panel, on a reimbursable basis, such administrative support
services as the Goals Panel may request.
(2) Contracts and other arrangements.--The Secretary, to the
extent appropriate, and on a reimbursable basis, shall make
contracts and other arrangements that are requested by the Goals
Panel to help the Goals Panel compile and analyze data or carry out
other functions necessary to the performance of such
responsibilities.

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(a) Meetings.--The Goals Panel shall meet on a regular basis, as
necessary, at the call of the Chairperson of the Goals Panel or a
majority of its members.
(b) Quorum.--A majority of the members shall constitute a quorum
for the transaction of business.
(c) Voting and Final Decision.--
(1) Voting.--No individual may vote, or exercise any of the
powers of a member, by proxy.
(2) Final decisions.--
(A) In making final decisions of the Goals Panel with
respect to the exercise of its duties and powers the Goals
Panel shall operate on the principle of consensus among the
members of the Goals Panel.
(B) Except as otherwise provided in this part, if a vote of
the membership of the Goals Panel is required to reach a final
decision with respect to the exercise of its duties and powers,
then such final decision shall be made by a three-fourths vote
of the members of the Goals Panel who are present and voting.
(d) Public Access.--The Goals Panel shall ensure public access to
its proceedings (other than proceedings, or portions of proceedings,
relating to internal personnel and management matters) and make
available to the public, at reasonable cost, transcripts of such
proceedings.

ed24a352b9738a0b2da1b2f3b9d4eb61da80890c69d83e759bed605c60730b64

(a) Director.--The Chairperson of the Goals Panel, without regard
to the provisions of title 5, United States Code, relating to the
appointment and compensation of officers or employees of the United
States, shall appoint a Director to be paid at a rate not to exceed the
rate of basic pay payable for level V of the Executive Schedule.
(b) Appointment and Pay of Employees.--
(1) In general.--(A) The Director may appoint not more than 4
additional employees to serve as staff to the Goals Panel without
regard to the provisions of title 5, United States Code, governing
appointments in the competitive service.
(B) The employees appointed under subparagraph (A) may be paid
without regard to the provisions of chapter 51 and subchapter III
of chapter 53 of that title relating to classification and General
Schedule pay rates, but shall not be paid a rate that exceeds the
maximum rate of basic pay payable for GS-15 of the General
Schedule.
(2) Additional employees.--The Director may appoint additional
employees to serve as staff to the Goals Panel in accordance with
title 5, United States Code.
(c) Experts and Consultants.--The Goals Panel may procure temporary
and intermittent services of experts and consultants under section
3109(b) of title 5, United States Code.
(d) Staff of Federal Agencies.--Upon the request of the Goals
Panel, the head of any department or agency of the United States may
detail any of the personnel of such agency to the Goals Panel to assist
the Goals Panel in its duties under this part.

8b0f23bb6ba9e9e2387b586d820aee0d9daff25c7b25678cd8c2ca2aa379b714

(a) In General.--The Goals Panel shall support the work of its
Resource and Technical Planning Groups on School Readiness (hereafter
in this section referred to as the ``Groups'') to improve the methods
of assessing the readiness of children for school that would lead to
alternatives to currently used early childhood assessments.
(b) Activities.--The Groups shall--
(1) develop a model of elements of school readiness that
address a broad range of early childhood developmental needs,
including the needs of children with disabilities;
(2) create clear guidelines regarding the nature, functions,
and uses of early childhood assessments, including assessment
formats that are appropriate for use in culturally and
linguistically diverse communities, based on model elements of
school readiness;
(3) monitor and evaluate early childhood assessments, including
the ability of existing assessments to provide valid information on
the readiness of children for school; and
(4) monitor and report on the long-term collection of data on
the status of young children to improve policy and practice,
including the need for new sources of data necessary to assess the
broad range of early childhood developmental needs.
(c) Advice.--The Groups shall advise and assist the Congress, the
Secretary, the Goals Panel, and others regarding how to improve the
assessment of young children and how such assessments can improve
services to children.
(d) Report.--The Goals Panel shall provide reports on the work of
the Groups to the appropriate committees of the Congress, the
Secretary, and the public.
PART B--NATIONAL EDUCATION STANDARDS AND IMPROVEMENT COUNCIL

dfd7a65f750a178d09ac96a3426e75736a106597358bd697e8fc5e7d50501708

It is the purpose of this part to establish a mechanism to--
(1) certify and periodically review voluntary national content
standards and voluntary national student performance standards that
define what all students should know and be able to do;
(2) certify State content standards and State student
performance standards submitted by States on a voluntary basis, if
such standards are comparable or higher in rigor and quality to the
voluntary national content standards and voluntary national student
performance standards certified by the National Education Standards
and Improvement Council;
(3) certify and periodically review voluntary national
opportunity-to-learn standards that describe the conditions of
teaching and learning necessary for all students to have a fair
opportunity to achieve the knowledge and skills described in the
voluntary national content standards and the voluntary national
student performance standards certified by the National Education
Standards and Improvement Council;
(4) certify opportunity-to-learn standards submitted by States
on a voluntary basis, if such standards are comparable or higher in
rigor and quality to the voluntary national opportunity-to-learn
standards certified by the National Education Standards and
Improvement Council; and
(5) certify State assessments submitted by States or groups of
States on a voluntary basis, if such assessments--
(A) are aligned with and support State content standards
certified by such Council; and
(B) are valid, reliable, and consistent with relevant,
nationally recognized, professional and technical standards for
assessment when used for their intended purposes.

7c76ec32cd2c3b9b9c362ea236c5f0039045b90b237a5851919762a8f0d38356

(a) Establishment.--There is established in the executive branch a
National Education Standards and Improvement Council (hereafter in this
part referred to as the ``Council'').
(b) Composition.--
(1) In general.--The Council shall be composed of 19 members
(hereafter in this part referred to as ``members'') who shall be
appointed as follows:
(A) The President shall appoint 7 individuals to the
Council from among nominations received from the Secretary
under subsection (c)(1)(B)(i), of whom--
(i) 2 shall be from each of the categories described in
clause (i), (iii), or (iv) of subsection (c)(1)(A); and
(ii) 1 shall be from the category described in clause
(ii) of subsection (c)(1)(A).
(B) The President shall appoint 12 individuals to the
Council, of whom--
(i) 4 individuals shall be from nominations received
from the Speaker of the House of Representatives, of whom 1
individual shall be from each of the categories described
in clauses (i) through (iv) of subsection (c)(1)(A);
(ii) 4 individuals shall be from nominations received
from the Majority Leader of the Senate, of whom 1
individual shall be from each of the categories described
in clauses (i) through (iv) of subsection (c)(1)(A); and
(iii) 4 individuals shall be from nominations received
from the Goals Panel, of whom 1 individual shall be from
each of the categories described in clauses (i) through
(iv) of subsection (c)(1)(A).
(2) Special rules.--From among nominations received pursuant to
subparagraphs (A) and (B) of paragraph (1) the President shall
appoint to the Council--
(A) 1 individual representative of post-secondary
educational institutions;
(B) 1 individual representative of organized labor; and
(C) 1 individual who is representative of business and is a
member of the National Skill Standards Board established under
title V.
(c) Appointment Rules and Qualifications.--
(1) Appointment categories.--(A) The members of the Council
shall be appointed from among the following categories of
individuals:
(i) Professional educators, including elementary and
secondary classroom teachers, preschool educators, related
services personnel, and other school-based professionals, State
or local educational agency administrators, and other
educators.
(ii) Representatives of business and industry, organized
labor, and postsecondary educational institutions.
(iii) Representatives of the public, including
representatives of advocacy, civil rights and disability
groups, parents, civic leaders, State or local education
policymakers (including members of State, local, or tribal
school boards).
(iv) Education experts, including experts in measurement
and assessment, curriculum, school finance and equity, and
school reform.
(B)(i) The Secretary shall nominate 21 individuals for
membership on the Council, of whom--
(I) 3 individuals shall be nominated from the category
described in subparagraph (A)(i); and
(II) 6 individuals shall be nominated from each of the
categories described in clauses (ii) through (iv) of
subparagraph (A).
(ii) The Speaker of the House of Representatives, in
consultation with the Majority Leader and Minority Leader of the
House of Representatives, shall nominate 12 individuals for
membership on the Council, of whom 3 individuals shall be nominated
from each of the categories described in clauses (i) through (iv)
of subparagraph (A).
(iii) The Majority Leader of the Senate, in consultation with
the Minority Leader of the Senate, shall nominate 12 individuals
for membership on the Council, of whom 3 individuals shall be
nominated from each of the categories described in clauses (i) and
(iv) of subparagraph (A).
(iv) The Goals Panel shall nominate 12 individuals for
membership on the Council, of whom 3 individuals shall be nominated
from each of the categories described in clauses (i) and (iv) of
subparagraph (A).
(2) Representation.--To the extent feasible, the membership of
the Council shall be geographically representative of the United
States and reflect the diversity of the United States with regard
to race, ethnicity, gender, and disability characteristics.
(3) Expertise or background.--Not less than one-third of the
individuals nominated and appointed under subsection (b) shall have
expertise or background in the educational needs of children who
are from low-income families, from minority backgrounds, have
limited-English proficiency, or have disabilities.
(4) Division between political parties.--To the extent
feasible, the individuals nominated and the individuals appointed
to the Council shall be equally divided between the 2 major
political parties.
(d) Terms.--
(1) In general.--Members shall be appointed for 3-year terms,
with no member serving more than 2 consecutive terms.
(2) Staggering.--(A) The Council shall establish initial terms
for members of 1, 2, or 3 years in order to establish a rotation in
which one-third of the members are selected each year.
(B) The Secretary shall determine, pursuant to a lottery, which
members serve terms of 1, 2, or 3 years under subparagraph (A).
(e) Date of Appointment.--The initial members shall be appointed
not later than 120 days after the date of enactment of this Act.
(f) Initiation.--The Council shall begin to carry out the duties of
the Council under this part when all 19 members have been appointed.
(g) Retention.--In order to retain an appointment to the Council, a
member shall attend at least two-thirds of the scheduled meetings of
the Council in any given year.
(h) Vacancy.--A vacancy on the Council shall not affect the powers
of the Council, but shall be filled in the same manner as the original
appointment.
(i) Compensation.--Members of the Council who are not regular full-
time employees of the United States may, while attending meetings or
hearings of the Council, be provided compensation at a rate fixed by
the Secretary, but not exceeding the maximum rate of basic pay payable
for GS-15 of the General Schedule.
(j) Conflict of Interest.--
(1) In general.--A member of the Council may not concurrently
serve as a member of the Goals Panel.
(2) Prohibition.--A member of the Council who resides in a
State which has developed State content standards, State student
performance standards, State opportunity-to-learn standards or
State assessments that are submitted to the Council for
certification may not participate in Council consideration of such
standards and assessments.
(3) Special rules.--(A) Notwithstanding any other provision of
law, before an individual is appointed to the Council, the official
responsible for issuing waivers under section 208(b)(3) of title
18, United States Code, shall submit to the Committee on Education
and Labor of the House of Representatives and the Committee on
Labor and Human Resources of the Senate a copy of the waiver
required by that section. Information contained in the waiver that
would not otherwise be publicly available under section 208(d)(1)
of title 18, United States Code, shall be provided to such
committees, but shall be noted as nonpublic information.
(B) The Council shall develop, consistent with the provisions
of and regulations promulgated pursuant to section 208(b)(3) of
title 18, United States Code, and submit to the Committee on
Education and Labor of the House of Representatives and the
Committee on Labor and Human Resources of the Senate procedures
governing the participation of members in any matter that affects
the financial interests of the members or of a person or entity
whose interests are imputed to the member.
(k) Travel.--Each member of the Council may be allowed travel
expenses, including per diem in lieu of subsistence, as authorized by
section 5703 of title 5, United States Code, for each day the member is
engaged in the performance of duties away from the home or regular
place of business of the member.
(l) Officers.--The members of the Council shall select officers
from among its members. The officers of the Council shall serve for
one-year terms.

28011c340b5851c7063e280ead87e35df78182a9b5642c513aa52715ba525c90

(a) Voluntary National Content Standards; Voluntary National
Student Performance Standards.--
(1) In general.--The Council, which may consult with outside
experts, shall--
(A) identify areas in which voluntary national content
standards need to be developed;
(B) certify voluntary national content standards and
voluntary national student performance standards using the
criteria developed under paragraph (2)(A)(i), that define what
all students should know and be able to do;
(C) forward such voluntary national content standards and
voluntary national student performance standards to the Goals
Panel for review, except that the Goals Panel shall have the
option of disapproving such standards by a two-thirds majority
vote of the full membership of the Goals Panel not later than
90 days after receipt of such standards; and
(D) develop a process for periodically reviewing any
voluntary national content standards, voluntary national
student performance standards, and voluntary national
opportunity-to-learn standards that have been certified.
(2) Criteria.--(A) The Council, which may consult with outside
experts, shall--
(i) identify and develop criteria to be used for certifying
the voluntary national content standards and voluntary national
student performance standards; and
(ii) before applying such criteria, forward such criteria
to the Goals Panel for review, except that the Goals Panel
shall have the option of disapproving such criteria by a two-
thirds majority vote of the full membership of the Goals Panel
not later than 90 days after receipt of such criteria.
(B) The criteria developed by the Council shall address--
(i) the extent to which the proposed standards are
internationally competitive and comparable to the best in the
world;
(ii) the extent to which the proposed voluntary national
content standards and voluntary national student performance
standards reflect the best available knowledge about how all
students learn and about how the content area can be most
effectively taught;
(iii) the extent to which the proposed voluntary national
content standards and voluntary national student performance
standards have been developed through an open and public
process that provides for input and involvement of all relevant
parties, including teachers, related services personnel, and
other professional educators, employers and postsecondary
education institutions, curriculum and subject matter
specialists, parents, advocacy groups, secondary school
students, and the public; and
(iv) other factors that the Council deems appropriate.
(C) In developing the criteria, the Council shall work with
entities that are developing, or have already developed, content
and student performance standards, and any other entities that the
Council deems appropriate, to identify appropriate certification
criteria.
(b) State Content Standards; State Student Performance Standards.--
The Council may certify State content standards and State student
performance standards presented on a voluntary basis by a State or
group of States, using the criteria developed under subsection
(a)(2)(A)(i), if such standards are comparable or higher in rigor and
quality to the voluntary national content standards and voluntary
national student performance standards certified by the Council.
(c) Voluntary National Opportunity-To-Learn Standards.--
(1) In general.--The Council, which may consult with outside
experts, shall certify exemplary, voluntary national opportunity-
to-learn standards that will establish a basis for providing all
students a fair opportunity to achieve the knowledge and skills set
out in the voluntary national content standards certified by the
Council. In carrying out the preceding sentence the Council is
authorized to consider proposals for voluntary national
opportunity-to-learn standards from groups other than groups that
receive grants under section 219.
(2) Elements addressed.--The voluntary national opportunity-to-
learn standards certified by the Council shall address--
(A) the quality and availability to all students of
curricula, instructional materials, and technologies, including
distance learning;
(B) the capability of teachers to provide high-quality
instruction to meet diverse learning needs in each content area
to all students;
(C) the extent to which teachers, principals, and
administrators have ready and continuing access to professional
development, including the best knowledge about teaching,
learning, and school improvement;
(D) the extent to which curriculum, instructional
practices, and assessments are aligned to voluntary national
content standards;
(E) the extent to which school facilities provide a safe
and secure environment for learning and instruction and have
the requisite libraries, laboratories, and other resources
necessary to provide an opportunity-to-learn;
(F) the extent to which schools utilize policies,
curricula, and instructional practices which ensure
nondiscrimination on the basis of gender; and
(G) other factors that the Council deems appropriate to
ensure that all students receive a fair opportunity to achieve
the knowledge and skills described in the voluntary national
content standards and the voluntary national student
performance standards certified by the Council.
(3) Additional duties.--In carrying out this subsection, the
Council shall--
(A) identify what other countries with rigorous content
standards do to--
(i) provide their children with opportunities to learn;
(ii) prepare their teachers; and
(iii) provide continuing professional development
opportunities for their teachers; and
(B) develop criteria to be used for certifying the
voluntary national opportunity-to-learn standards and State
opportunity-to-learn standards and, before applying such
criteria, forward such criteria to the Goals Panel for review,
except that the Goals Panel shall have the option of
disapproving such criteria by a two-thirds majority vote of the
full membership of the Goals Panel not later than 90 days after
receipt of such criteria.
(4) Recommendations and coordination.--The Council shall assist
in the development of the voluntary national opportunity-to-learn
standards developed by each consortium under section 219 by--
(A) making recommendations to the Secretary regarding
priorities and selection criteria for each grant awarded under
section 219; and
(B) coordinating with each consortium receiving awards
under section 219 to ensure that the opportunity-to-learn
standards the consortium develops are appropriate for the needs
of all students, are of high quality, and are consistent with
the criteria developed by the Council for the certification of
such standards.
(5) Approval.--The Council shall forward the voluntary national
opportunity-to-learn standards the Council certifies to the Goals
Panel for review, except that the Goals Panel shall have the option
of disapproving such standards by a two-thirds majority vote of the
full membership of the Goals Panel not later than 90 days after
receipt of such standards.
(d) State Opportunity-To-Learn Standards.--The Council may certify
State opportunity-to-learn standards submitted voluntarily by a State,
using the criteria developed under subsection (c)(3)(B), if such
standards are comparable or higher in rigor and quality to the
voluntary national opportunity-to-learn standards.
(e) General Provision Regarding Voluntary National Standards.--The
Council may certify voluntary national content standards, voluntary
national student performance standards, and voluntary national
opportunity-to-learn standards if such standards are sufficiently
general to be used by any State without restricting State and local
control of curriculum and prerogatives regarding instructional methods
to be employed.
(f) State Assessments.--
(1) In general.--(A) The Council may certify for a period not
to exceed 5 years, State assessments that are submitted voluntarily
by a State, using the criteria developed under paragraph (2)(A), if
such assessments are aligned with the State's content standards
certified by the Council.
(B) State assessments shall be certified by the Council for the
purposes of--
(i) informing students, parents, teachers, and related
services personnel about the progress of all students toward
the standards;
(ii) improving classroom instruction and improving the
learning outcomes for all students;
(iii) exemplifying for students, parents, and teachers the
kinds and levels of achievement that should be expected of all
students, including the identification of State student
performance standards;
(iv) measuring and motivating individual students, schools,
districts, States, and the Nation to improve educational
performance; and
(v) assisting education policymakers in making decisions
about education programs.
(C) The Council shall certify State assessments only if--
(i) a State can demonstrate to the Council that all
students have been prepared in the content for which such
students are being assessed;
(ii) such assessments will not be used to make decisions
regarding graduation, grade promotion, or retention of students
for a period of 5 years from the date of enactment of this Act;
and
(iii) the State has submitted to the Council--
(I) a description of the purposes for which the State
assessments have been designed;
(II) the methodologies and process used to develop,
select, validate, and use such State assessments;
(III) a copy of the test instrument, as appropriate;
(IV) a description of the other measures the State will
use to evaluate student performance; and
(V) evidence that the test or tests which are part of
the State assessments are valid, reliable measures of their
intended purposes, are aligned with the State content
standards, are capable of assessing the progress of all
students toward learning the material in the State content
standards, and are consistent with relevant nationally
recognized professional and technical standards.
(D) The Council, at the request of a State prior to the State's
submission to the Council of a State assessment for a proposed use,
shall review and provide guidance to such State on a proposed
package of measures, including tests that will be included in such
a system.
(2) Criteria.--(A) The Council shall develop and, not sooner
than three years nor later than four years after the date of
enactment of this Act, begin utilizing criteria for the
certification of State assessments for the purposes described in
paragraph (1)(B).
(B) Before using such criteria, the Council shall forward the
criteria to the Goals Panel for review, except that the Goals Panel
shall have the option of disapproving such criteria by a two-thirds
majority vote of the full membership of the Goals Panel not later
than 90 days after receipt of such criteria.
(C) The certification criteria developed by the Council shall
address the extent to which the State assessments--
(i) are aligned with a State's or a group of States' State
content standards certified by the Council; and
(ii) are to be used for a purpose for which they are valid,
reliable, and free of discrimination, and are consistent with
relevant, nationally recognized professional and technical
standards for assessment.
(D) In determining appropriate certification criteria for State
assessments, the Council shall--
(i) consider standards and criteria being developed by
other national organizations, research on assessment, and
emerging new State and local assessments;
(ii) recommend needed research;
(iii) encourage the development and field testing of State
assessments; and
(iv) provide a public forum for discussing, debating, and
building consensus for the criteria to be used for the
certification of State assessments.
(E) Prior to determining the certification criteria, the
Council shall seek public comment regarding the proposed criteria.
(F) The Council shall certify State assessments only if such
assessments include all students and provide for the adaptations
and accommodations necessary to permit the participation of all
students with diverse learning needs.
(g) Performance of Duties.--In carrying out its responsibilities
under this title, the Council shall--
(1) provide for a process of broad public input as part of the
process of developing criteria for standards and assessments;
(2) work with Federal and non-Federal departments, agencies, or
organizations which are conducting research, studies, or
demonstration projects to determine internationally competitive
standards and assessments, and may establish subject matter and
other panels to advise the Council on particular content, student
performance, and opportunity-to-learn standards and on State
assessments;
(3) establish cooperative arrangements with the National Skill
Standards Board to promote the coordination of the development of
content and student performance standards under this title with the
development of skill standards under title V of this Act;
(4) recommend studies to the Secretary that are necessary to
carry out the Council's responsibilities;
(5) inform the public about what constitutes high quality,
internationally competitive, content, student performance, and
opportunity-to-learn standards, and State assessments;
(6) on a regular basis, review and update criteria for
certifying content, student performance, and opportunity-to-learn
standards, and State assessments; and
(7) periodically recertify, as appropriate, the voluntary
national content standards, the voluntary national student
performance standards, and the voluntary national opportunity-to-
learn standards and the State assessments that the Council
certifies under this section.
(h) Special Rules.--
(1) Unconditioned state participation.--No State shall be
required to obtain certification of standards or assessments
developed under subsection (b), (d), or (f) of this section or to
participate in programs under title III of this Act, as a condition
of participating in any Federal education program under this or any
other Act.
(2) Construction.--Nothing in this Act shall be construed to
create a legally enforceable right for any person against a State,
local educational agency, or school based on a standard or
assessment certified by the Council or the criteria developed by
the Council for such certification.

28e6e03f1c45a7b12f6fff826b806e8ab2e246f64deeb78afa3e9c1d3293cae8

Not later than one year after the date the Council concludes its
first meeting, and in each succeeding year, the Council shall prepare
and submit a report to the President, the Secretary, the appropriate
committees of Congress, the Governor of each State, and the Goals Panel
regarding its work.

4ef70bd0c2fedc28ee9df53800eb2a7a9ab2eeb6c75ddbb4d2734c8fb9c5c282

(a) Hearings.--
(1) In general.--The Council shall, for the purpose of carrying
out its responsibilities, conduct such hearings, sit and act at
such times and places, take such testimony, and receive such
evidence, as the Council considers appropriate.
(2) Location.--In carrying out this part, the Council shall
conduct public hearings in different geographic areas of the United
States, both urban and rural, to receive the reports, views, and
analyses of a broad spectrum of experts and the public on the
establishment of voluntary national content standards, voluntary
national student performance standards, voluntary national
opportunity-to-learn standards, and State assessments described in
section 213(f).
(b) Information.--The Council may secure directly from any
department or agency of the United States information necessary to
enable the Council to carry out this part. Upon request of the
Chairperson of the Council, the head of such department or agency shall
furnish such information to the Council to the extent permitted by law.
(c) Postal Services.--The Council may use the United States mail in
the same manner and under the same conditions as other departments and
agencies of the United States.
(d) Use of Facilities.--The Council may use the research,
equipment, services, and facilities of any department, agency, or
instrumentality of the United States, or of any State or political
subdivision thereof with the consent of such department, agency,
instrumentality, State or subdivision, respectively.
(e) Administrative Arrangements and Support.--
(1) In general.--The Secretary shall provide to the Council, on
a reimbursable basis, such administrative support services as the
Council may request.
(2) Contracts and other arrangements.--The Secretary, to the
extent appropriate and on a reimbursable basis, shall enter into
contracts and other arrangements that are requested by the Council
to help the Council compile and analyze data or carry out other
functions necessary to the performance of the Council's
responsibilities.

25604e5a216cefe910a4c113d381d7e7fc7be817e983dc75ac9e072c3f8cfb4d

(a) Transmittal.--For the purpose of obtaining public comment
through publication in the Federal Register, the Council shall transmit
to the Secretary--
(1) proposed criteria for certifying voluntary national content
standards, voluntary national student performance standards, and
State content standards and State performance standards;
(2) proposed criteria for certifying voluntary national
opportunity-to-learn standards and State opportunity-to-learn
standards;
(3) proposed criteria for certifying State assessments; and
(4) proposed voluntary national content standards, voluntary
national student performance standards, and voluntary national
opportunity-to-learn standards.
(b) Publication.--The Secretary shall publish such proposed
procedures, standards, and criteria in the Federal Register.

fad3731c425741178862c5d64ac134b4d503fe110d5b12abf1a95d95c816d58c

(a) Meetings.--The Council shall meet on a regular basis, as
necessary, at the call of the Chairperson of the Council, or a majority
of its members.
(b) Quorum.--A majority of the members shall constitute a quorum
for the transaction of business.
(c) Voting.--The Council shall take all action of the Council by a
majority vote of the total membership of the Council, ensuring the
right of the minority to issue written views. No individual may vote or
exercise any of the powers of a member by proxy.
(d) Public Access.--The Council shall ensure public access to its
proceedings (other than proceedings, or portions of proceedings,
relating to internal personnel and management matters) and make
available to the public, at reasonable cost, transcripts of such
proceedings.

4a5349b00a738b42773ed2bd4530be4a30f4123098b11ad36723d9f052fdd690

(a) Director.--The Chairperson of the Council shall, without regard
to the provisions of title 5, United States Code, relating to the
appointment and compensation of officers or employees of the United
States, appoint a Director to be paid at a rate not to exceed the rate
of basic pay payable for level V of the Executive Schedule.
(b) Appointment and Pay of Employees.--
(1) In general.--(A) The Director may appoint not more than
four additional employees to serve as staff to the Council without
regard to the provisions of title 5, United States Code, governing
appointments in the competitive service.
(B) The employees appointed under subparagraph (A) may be paid
without regard to the provisions of chapter 51 and subchapter III
of chapter 53 of that title relating to classification and General
Schedule pay rates, but shall not be paid a rate that exceeds the
maximum rate of basic pay payable for GS-15 of the General
Schedule.
(2) Additional employees.--The Director may appoint additional
employees to serve as staff of the Council consistent with title 5,
United States Code.
(c) Experts and Consultants.--The Council may procure temporary and
intermittent services under section 3019(b) of title 5, United States
Code.
(d) Staff of Federal Agencies.--Upon the request of the Council,
the head of any department or agency of the United States may detail
any of the personnel of such department or agency to the Council to
assist the Council in its duties under this part.

dda7eed205f229f503b14aaf56bcce83a9e5d4fabeb31a8d0844e21c8a69845d

(a) Opportunity-To-Learn Development Grants.--
(1) In general.--The Secretary is authorized to award more than
one grant, on a competitive basis, to consortia of individuals and
organizations to develop voluntary national opportunity-to-learn
standards consistent with the provisions of section 213(c), and to
develop a listing of model programs for use, on a voluntary basis,
by States, which standards and listing may be used to--
(A) provide all students with an opportunity to learn;
(B) assess the capacity and performance of individual
schools; and
(C) develop appropriate actions to be taken in the event
that the schools fail to achieve such standards.
(2) Composition of consortia.--To the extent possible, each
consortium shall include the participation of--
(A) State-level policymakers, such as Governors, State
legislators, chief State school officers, and State school
board members;
(B) local policymakers and administrators, such as local
school board members, superintendents, and principals;
(C) teachers (especially teachers involved in the
development of content standards) and related services
personnel;
(D) parents and individuals with experience in promoting
parental involvement in education;
(E) representatives of business;
(F) experts in vocational-technical education;
(G) representatives of regional accrediting associations;
(H) individuals with expertise in school finance and
equity, the education of at-risk students, and the preparation
and training of teachers and school administrators;
(I) curriculum and school reform experts;
(J) representatives of advocacy groups, including student
and civil rights advocacy groups;
(K) representatives of higher education; and
(L) secondary school students.
(3) Duties of consortia.--In developing voluntary national
opportunity-to-learn standards, each consortium shall--
(A) draw upon current research about student achievement
and the necessary conditions for effective teaching and
learning; and
(B) provide for the development of more than one draft of
standards which incorporate the comments and recommendations of
educators and other knowledgeable individuals across the
Nation.
(4) Expertise or background.--One-third of the members of each
consortium shall consist of individuals with expertise or
background in the educational needs and assessment of children who
are from low-income families, are from minority backgrounds, have
limited-English proficiency, or have disabilities.
(5) Geographic representation.--The membership of each
consortium shall be geographically representative and reflect the
racial, ethnic, and gender diversity of the United States.
(b) Applications.--
(1) Grants for consortium.--Each consortium that desires to
receive a grant under this subsection shall submit an application
to the Secretary at such time, in such manner, and containing such
information and assurances as the Secretary may require.
(2) Award consideration.--In establishing additional priorities
and selection criteria for awarding more than one grant, the
Secretary shall give serious consideration to the recommendations
made by the Council pursuant to section 213(c)(4)(A).
(c) Report.--After the development of the voluntary national
opportunity-to-learn standards, each consortium receiving assistance
under this section shall submit a report to the Secretary which
discusses the background, important issues, and rationale regarding
such standards.

a8182a9f7b20cc250c123f17dee62adaede23971e7278d7be45516d31d15d1e0

(a) Grants Authorized.--
(1) In general.--The Secretary is authorized to make grants to
State and local educational agencies or consortia of such agencies
to help defray the cost of developing, field testing, and
evaluating State assessments to be used for some or all of the
purposes indicated in section 213(f)(1)(B), that are aligned to
State content standards certified by the Council.
(2) Reservation.--The Secretary shall reserve a portion of the
funds authorized under section 241(d) for grants to State
educational agencies and local educational agencies for purposes of
developing such assessments in languages other than English and for
students with disabilities.
(b) Applications.--Each State or local educational agency, or
consortium, that desires to receive a grant under subsection (a)(1)
shall submit an application to the Secretary at such time, in such
manner, and containing such information and assurances as the Secretary
may require.
(c) Requirements.--
(1) In general.--A recipient of a grant under this section
shall--
(A) examine the validity and reliability of the State
assessment for the particular purposes for which such
assessment was developed;
(B) ensure that the State assessment is consistent with
relevant, nationally recognized professional and technical
standards for assessments; and
(C) devote special attention to how a State assessment
treats all students, especially with regard to the race,
gender, ethnicity, disability, and language proficiency of such
students.
(2) Use.--A State assessment developed and evaluated with funds
under this section may not be used for decisions about individual
students relating to program placement, promotion, or retention,
graduation, or employment for a period of 5 years from the date of
enactment of this Act.

6686f720283177ca510fd5efeaf286bdd4acc5c59f1bcab4efc1b767ec48c74e

(a) Grant.--From funds reserved under section 304(a)(2)(C), the
Secretary shall make a grant, in an amount not to exceed $500,000, to
the National Academy of Sciences or the National Academy of Education
to--
(1) evaluate--
(A) the technical quality of the work performed by the
Goals Panel and the Council;
(B) the process the Council uses to develop criteria for
certification of standards and assessments;
(C) the process the Council uses to certify voluntary
national standards as well as standards and assessments
voluntarily submitted by States; and
(D) the process the Goals Panel uses to approve
certification criteria and voluntary national standards;
(2) periodically provide to the Goals Panel and the Council, as
appropriate, information from the evaluation under paragraph (1);
and
(3) report on the activities authorized under sections 219 and
220.
(b) Report.--The recipient of a grant under this section shall
submit a final report to the Congress, the Secretary, and the public
regarding the activities assisted under this section not later than
January 1, 1998.
PART C--LEADERSHIP IN EDUCATIONAL TECHNOLOGY

00d750f92dc37424cf467345cc07cf04ea591736c7e16253de20d3d5eac42bd3

It is the purpose of this part to promote achievement of the
National Education Goals and--
(1) to provide leadership at the Federal level, through the
Department of Education, by developing a national vision and
strategy--
(A) to infuse technology and technology planning into all
educational programs and training functions carried out within
school systems at the State and local level;
(B) to coordinate educational technology activities among
the related Federal and State departments or agencies, industry
leaders, and interested educational and parental organizations;
(C) to establish 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; and
(D) to ensure that Federal technology-related policies and
programs facilitate the use of technology in education;
(2) to promote awareness of the potential of technology for
improving teaching and learning;
(3) to support State and local efforts to increase the
effective use of technology for education;
(4) to demonstrate ways in which technology can be used to
improve teaching and learning, and to help ensure that all students
have an equal opportunity to meet State education standards;
(5) to ensure the availability and dissemination of knowledge
(drawn from research and experience) that can form the basis for
sound State and local decisions about investment in, and effective
uses of, educational technology;
(6) to promote high-quality professional development
opportunities for teachers and administrators regarding the
integration of technology into instruction and administration;
(7) to promote the effective uses of technology in existing
Federal education programs, such as chapter 1 of title I of the
Elementary and Secondary Education Act of 1965 and vocational
education programs; and
(8) to monitor, advancements in technology to encourage the
development of effective educational uses of technology.

44d82c4447b3c6093615952b9b1ce0ed1f81fcfc322a2b249525ab5fa94aace5

(a) Activities Authorized.--
(1) In general.--In order to provide Federal leadership that
promotes higher student achievement through the use of technology
in education and to achieve the purposes of this part, the
Secretary, in consultation with the Office of Science and
Technology Policy, the National Science Foundation, the Department
of Commerce, the Department of Energy, the National Aeronautics and
Space Administration, and other appropriate Federal departments or
agencies, may carry out activities designed to achieve the purposes
of this part.
(2) Transfer of funds.--For the purpose of carrying out
coordinated or joint activities to achieve the purposes of this
part, the Secretary may accept funds from other Federal departments
or agencies.
(b) National Long-Range Technology Plan.--
(1) In general.--The Secretary shall develop and publish within
12 months of the date of enactment of this Act, 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.
(2) Plan requirements.--The Secretary shall--
(A) 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 educational applications of technology, representatives
of distance learning consortia, representatives of
telecommunications partnerships receiving assistance under the
Star Schools Program Assistance Act, and providers of
technology services and products;
(B) transmit such plan to the President and to the
appropriate committees of the Congress; and
(C) publish such plan in a form that is readily accessible
to the public.
(3) Contents of the plan.--The national long-range plan shall
describe the Secretary's activities to promote the purposes of this
part, including--
(A) 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 of Education;
(B) 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 Aeronautics and Space
Administration, the National Science Foundation, and the
Departments of Commerce, Energy, Health and Human Services, and
Labor--
(i) to promote the use of technology in education, and
training and lifelong learning, including plans for the
educational uses of a national information infrastructure;
and
(ii) to ensure that the policies and programs of such
departments or agencies facilitate the use of technology
for educational purposes, to the extent feasible;
(C) 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;
(D) how the Secretary will promote--
(i) higher achievement of all students through the
integration of technology into the curriculum;
(ii) increased access to the benefits of technology for
teaching and learning for schools with a high concentration
of children from low-income families;
(iii) the use of technology to assist in the
implementation of State systemic reform strategies;
(iv) the application of technological advances to use
in education; and
(v) increased opportunities for the professional
development of teachers in the use of new technologies;
(E) 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;
(F) how the Secretary will utilize the outcome of the
evaluation undertaken pursuant to section 908 of the Star
Schools Program Assistance Act to promote the purposes of this
part; and
(G) the Secretary's long-range measurable goals and
objectives relating to the purposes of this part.
(c) Assistance.--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.

2ff2dd6327066cf39f221f586e577b96d85c930d65f1b898db624a10e554987a

(a) Amendment to the Department of Education Organization Act.--
Title II of the Department of Education Organization Act (20 U.S.C.
3411 et seq.) is amended by adding at the end the following new
section:
``office of educational technology
``Sec. 216. (a) There shall be in the Department of Education an
Office of Educational Technology (hereafter in this section referred to
as the `Office'), to be administered by the Director of Educational
Technology. The Director of Educational Technology shall report
directly to the Secretary and shall perform such additional functions
as the Secretary may prescribe.
``(b) The Director of the Office of Educational Technology
(hereafter in this section referred to as the `Director'), through the
Office, shall--
``(1) in support of the overall national technology policy and
in consultation with other Federal departments or agencies which
the Director determines appropriate, provide leadership to the
Nation in the use of technology to promote achievement of the
National Education Goals and to increase opportunities for all
students to achieve State content and challenging State student
performance standards;
``(2) review all programs and training functions administered
by the Department and recommend policies in order to promote
increased use of technology and technology planning throughout all
such programs and functions;
``(3) review all relevant programs supported by the Department
to ensure that such programs are coordinated with and support the
national long-range technology plan developed pursuant to section
232(b) of the Goals 2000: Educate America Act; and
``(4) perform such additional functions as the Secretary may
require.
``(c) The Director is authorized to select, appoint, and employ
such officers and employees as may be necessary to carry out the
functions of the Office, subject to the provisions of title 5, United
States Code (governing appointments in the competitive service), and
the provisions of chapter 51 and subchapter III of chapter 53 of such
title (relating to classification and General Schedule pay rates).
``(d) The Secretary may obtain the services of experts and
consultants in accordance with section 3109 of title 5, United States
Code.''.
(b) Compensation of the Director.--Section 5315 of title 5, United
States Code, is amended by adding at the end the following:
``Director of the Office of Educational Technology.''.

ed336a5d5efb2e6d57b164336d2c4d3e2fc776a16841ce5a9fdb1ffbb2863bc9

(a) In General.--The Secretary shall use funds appropriated
pursuant to the authority of section 241(d) for activities designed to
carry out the purpose of this part, including--
(1) providing assistance to technical assistance providers to
enable such providers to improve substantially the services such
providers offer to educators regarding the educational uses of
technology, including professional development;
(2) consulting with representatives of industry, elementary and
secondary education, higher education, and appropriate experts in
technology and the educational applications of technology, in
carrying out the activities assisted under this part;
(3) research on, and the development of, guidelines to
facilitate maximum interoperability, efficiency and easy exchange
of data for effective use of technology in education;
(4) research on, and the development of, educational
applications of the most advanced and newly emerging technologies;
(5) 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;
(6) 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 and State content standards and State student
performance standards;
(7) the development, demonstration, and evaluation of model
strategies for preparing teachers and other personnel to use
technology effectively to improve teaching and learning;
(8) the development of model programs that demonstrate the
educational effectiveness of technology in urban and rural areas
and economically distressed communities;
(9) research on, and the evaluation of, the effectiveness and
benefits of technology in education, giving priority to research
on, and evaluation of, such effectiveness and benefits in
elementary and secondary schools;
(10) 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, and local governments may rely for
decisionmaking about the need for, and provision of, appropriate
technologies in schools, by using, to the extent possible, existing
information and resources;
(11) conferences on, and dissemination of information
regarding, the uses of technology in education;
(12) the development of model strategies to promote gender
equity in the use of technology;
(13) encouraging collaboration between the Department of
Education and other Federal departments and agencies in the
development, implementation, evaluation and funding of applications
of technology for education, as appropriate; and
(14) such other activities as the Secretary determines meet the
purposes of this part.
(b) Special Rules.--
(1) In general.--The Secretary shall carry out the activities
described in subsection (a) directly or by grant or contract.
(2) Grants and contracts.--Each grant or contract under this
part shall be awarded--
(A) on a competitive basis; and
(B) pursuant to a peer review process.

805e31671d81f4706e808ce857301b12248125388e980504b59c07687dba40a0

(a) In General.--Subject to subsections (b) and (c), the Secretary
may require any recipient of a grant or contract under this part 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.
(b) Increase.--The Secretary may increase the non-Federal share
that is required of a recipient of a grant or contract under this part
after the first year such recipient receives funds under such grant or
contract.
(c) 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 part.

1292085983b49d1d06b1d2639f9f09b08ba670f5f8fb24c213038e272a5865f2

(a) Transfer.--
(1) In general.--The Office of Training Technology Transfer as
established under section 6103 of the Training Technology Transfer
Act of 1988 (20 U.S.C. 5093) is transferred to and established in
the Office of Educational Technology.
(2) Technical amendment.--The first sentence of section 6103(a)
of the Training Technology Transfer Act of 1988 (20 U.S.C. 5093(a))
is amended by striking ``Office of Educational Research and
Improvement'' and inserting ``Office of Educational Technology''.
PART D--AUTHORIZATION OF APPROPRIATIONS

f8aaf92855e7f7c5fb7412b426dd77f6e109cf47744e77395eb0877e6b54839e

(a) National Education Goals Panel.--There are authorized to be
appropriated $3,000,000 for fiscal year 1994, and such sums as may be
necessary for each of the four succeeding fiscal years, to carry out
part A of this title.
(b) National Education Standards and Improvement Council.--There
are authorized to be appropriated $3,000,000 for fiscal year 1994, and
such sums as may be necessary for each of the fiscal years 1995 through
1998, to carry out part B of this title.
(c) Opportunity-To-Learn Development Grants.--There are authorized
to be appropriated $2,000,000 for fiscal year 1994, and such sums as
may be necessary for fiscal year 1995, to carry out section 219.
(d) Assessment Development and Evaluation Grants.--There are
authorized to be appropriated $5,000,000 for fiscal year 1994, and such
sums as may be necessary for each of the 4 succeeding fiscal years, to
carry out section 220.

17e8ce5092c7e454c033fac7caafeac5549b6ccd1275fa1992b5905d0ca0f7d8

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.

fdd88055446f0284f9aa272dadfe0b28e4eb49c547b043c0dfbd041f38a00300

(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.

0f81bb732f9573fb70ba69d1a87022f5b9bba376290b7dd6bf0495d007b4fb16

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.

f1efb314df66b25d35a70e4bc96451e43ce3eb0761c2868a794b0220598cb9ed

(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;
(B) the costs of peer review of State improvement plans and
applications under this title; and
(C) evaluation activities under section 221.
(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.

d2f3b8daa051710c4a4619ee3cac943addf47257a7985b73656a61fbd8c11338

(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) 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).

64d39bbd5343f942e50b4afda02b47a6458c2294d7ea6c8a27dbbb51b9e9bc01

(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.--
(1) In general.--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. The panel shall
include--
(A) the Governor and the chief State school officer, or
their designees;
(B) the chairperson of the State board of education and the
chairpersons of the appropriate authorizing committees of the
State legislature, or their designees;
(C) teachers, principals, and administrators who have
successfully improved student performance, and deans or senior
administrators of a college, school, or department of
education;
(D) representatives of teacher's organizations, parents,
secondary school students, institutions of higher education,
business and labor leaders, community-based organizations of
demonstrated effectiveness, organizations serving young
children, local boards of education, State and local officials
responsible for health, social, and other related services,
private schools in which students or teachers participate in
Federal education programs, and, as appropriate, Indian tribes
and others;
(E) representatives from rural and urban local educational
agencies in the State, as appropriate; and
(F) experts in educational measurement and assessment.
(2) Appointment.--The Governor and the chief State school
officer shall each appoint half the members of the panel and shall
jointly select the Chairperson of the panel and the representative
of private schools described in paragraph (1)(D).
(3) Representation.--(A) To the extent feasible, the membership
of the panel shall be geographically representative of the State
and reflect the diversity of the population of the State with
regard to race, ethnicity, gender, and disability characteristics.
(B) The membership of the panel shall be composed so that the
minimum total number of members of the panel with expertise or
background in the educational needs or assessments of children from
low-income families, children with minority backgrounds, children
with limited-English proficiency, or children with disabilities,
serving on the panel--
(i) bears the same relation to the total number of members
serving on the panel as the total number of all such children
in the State bears to the total number of all children in the
State; or
(ii) is at least one-third of the number of members of the
panel,
whichever is less.
(4) Consultation.--The panel shall consult the Governor, the
chief State school officer, the State board of education, and
relevant committees of the State legislature in developing the
State improvement plan.
(5) Outreach.--The panel shall be responsible for conducting a
statewide, grassroots outreach process, including conducting public
hearings, to involve educators, related services personnel,
parents, local officials, tribal government officials as
appropriate, individuals representing private nonprofit elementary
and secondary schools, community and business leaders, citizens,
children's advocates, secondary school students, and others with a
stake in the success of students and their education system, and
who are representative of the diversity of the State and the
State's student population, including, students of limited-English
proficiency, students with disabilities, and, as appropriate,
American Indian, Alaska Native, and Native Hawaiian students, in
the development of the State improvement plan and in a continuing
dialogue regarding the need for and nature of standards for
students and local and State responsibilities for helping all
students achieve such standards in order to assure that the
development and implementation of the State improvement plan
reflects local needs and experiences and does not result in a
significant increase in paperwork for teachers.
(6) Procedure and approval.--The panel shall develop a State
improvement plan, provide opportunity for public comment, and
submit such plan to the State educational agency for approval.
(7) Submission.--The State educational agency shall submit the
original State improvement plan developed by the panel and the
State improvement plan if modified by such agency, together with an
explanation of any changes made by such agency to the plan
developed by the panel, to the Secretary for approval.
(8) Matters not under the jurisdiction of the state educational
agency.--If any portion of a State improvement plan addresses
matters that, under State or other applicable law, are not under
the authority of the State educational agency, the State
educational agency shall obtain the approval of, or changes to,
such portion, with an explanation thereof, from the Governor or
other official responsible for that portion before submitting such
plan to the Secretary.
(9) Monitoring; revisions; reporting.--After approval of the
State improvement plan by the Secretary, the panel shall be
informed of progress on such plan by the State educational agency,
and such agency, in close consultation with teachers, principals,
administrators, advocates and parents in local educational agencies
and schools receiving funds under this title, shall monitor the
implementation and operation of such plan. The panel shall review
such plan, and based on the progress described in the preceding
sentence, determine if revisions to such plan are appropriate and
necessary. The panel shall periodically report such determination
to the public.
(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.
(d) Opportunity-To-Learn Standards and Strategies.--
(1) In general.--Each State improvement plan shall establish
standards or strategies for providing all students with an
opportunity to learn. Such standards or strategies shall include
such factors as the State deems appropriate to ensure that all
students receive a fair opportunity to achieve the knowledge and
skills as described in State content standards and State student
performance standards adopted by the State.
(2) Implementation.--Notwithstanding any other provision of
this Act, the implementation of opportunity-to-learn standards or
strategies shall be voluntary on the part of the States, local
educational agencies, and schools.
(3) Construction.--Nothing in this section shall be construed
to--
(A) mandate equalized spending per pupil for a State, local
educational agency, or school; or
(B) mandate national school building standards for a State,
local educational agency, or school.
(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.
(o) Regular Review.--Each State improvement plan shall include a
process for periodically reviewing and updating any State content
standards, State student performance standards, State opportunity-to-
learn standards or strategies, 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.

2fa3c4eb622dff221410988ff67d8778faece7e340e0bf15d48bf3533b7f36d5

(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); or
(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; 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).

c6d6a23f71eadeefdfa97d6f2455fc840e29d605723d49702c5d96d5c188f76a

(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, State
opportunity-to-learn standards, and State assessments linked to
such standards, including--
(i) through consortia of States; or
(ii) with the assistance of the National Education
Standards and Improvement Council established under part B
of title II;
(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)(1).
(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.

ce0cd2c4f205d2543ca96f200292ccd82078b9da9fb0ccab7efde6728d853031

(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 that--
(i) is appointed by the local educational agency and is
representative of the diversity of students and community
with regard to race, language, ethnicity, gender,
disability, and socioeconomic characteristics and includes
teachers, parents, advocacy groups, school administrators,
business representatives, and others, as appropriate; and
(ii) shall, following the selection of its members,
establish the procedures regarding the operation of the
panel, including the designation of the chairperson;
(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 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, 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.

85344df70411082c36e80f87ec3064932dcd191882372c6b43f813f57eb06fe6

(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 administrators in
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 section 1017 of the Elementary and
Secondary Education Act of 1965.

4e71dc6ec9ca35f324732998959f60564c04bc2809b078ffe8b1e6dfe592d156

(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) Chapter 1 of title I of the Elementary and Secondary
Education Act of 1965, including Even Start.
(2) Part A of chapter 2 of title I of the Elementary and
Secondary Education Act of 1965.
(3) The Dwight D. Eisenhower Mathematics and Science Education
Act.
(4) The Emergency Immigrant Education Act of 1984.
(5) The Drug-Free Schools and Communities Act of 1986.
(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.

6523e8b0c74527d6cda0560a886f53dcbef7efeda7b9757f2d01d1b13109da30

(a)  State Reports to the Secretary.--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, grants or
contracts under section 220, including--
(A) a description of the purpose, uses, and technical merit
of assessments evaluated with funds awarded under such
paragraph; and
(B) an analysis of the impact of such assessments on the
performance of students, particularly students of different
racial, gender, ethnic, or language groups and individuals with
disabilities;
(2) the activities assisted under, and outcomes of, allotments
under this title; and
(3) 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.

c7627581ab75fab841da522cbe1e9c9e1efff1115dbda79e5ce349a01de32fce

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.

323ad5f12f870c3f5c0c651d3013f2a3feac1ba87e42ec1fea0b0baa6722630a

(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 certified by the National Education
Standards and Improvement Council and 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.

12e350a587d78880a2f78f1e804e633d43114dd2d6c5d628258792f49121ac98

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 (4) of this
subsection, 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, including the requirements for timetables
for opportunity-to-learn standards, 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) Voluntary submission.--The provisions applicable to the
States in section 213 of this Act shall apply to the Bureau plan
with regard to voluntary submission of standards and assessments to
the National Education Standards and Improvement Council for review
and certification.
(3) Plan specifics.--The reform and improvement plan shall
include, in addition to the requirements described above, specific
provisions for--
(A) opportunity to learn standards pertaining to
residential programs and transportation costs associated with
programs located on or near reservations or serving students in
off-reservation residential boarding schools;
(B) review and incorporation of the National Education
Goals and the voluntary national content standards, voluntary
natural student performance standards, and voluntary natural
opportunity-to-learn standards developed under part B of title
II of this Act, provided that such review shall include the
issues of cultural and language differences; and
(C) 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.
(4) 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 (5),
a majority of the members of such panel shall be from the entities
designated under subparagraph (A)(iii).
(5) Additional members.--In addition, the members of the panel
described in paragraph (4) 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 (4)),
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) BIA Cost Analysis.--
(1) In general.--(A) The Secretary of the Interior shall
reserve from the funds received pursuant to section 304(a)(1)(B) in
the first fiscal year that the Secretary of the Interior receives
such funds an amount not to exceed $500,000 to provide, through the
National Academy of Sciences or the National Academy of Education,
for an analysis of the costs associated with meeting the academic
and home-living/residential standards of the Bureau for each school
funded by the Bureau. The purpose of such analysis shall be to
provide the Bureau and the panel described in paragraph (4) with
baseline data regarding the current state of operations funded by
the Bureau and to provide a framework for addressing the
implementation of opportunity-to-learn standards.
(B) The results of such analysis shall be reported, in
aggregate and school specific form, to the chairpersons and ranking
minority members of the Committees on Education and Labor and
Appropriations of the House of Representatives and the Select
Committee on Indian Affairs and the Committee on Appropriations of
the Senate, and to the Secretary of the Interior, the Secretary of
Education (who shall transmit the report to the appropriate
entities under this Act), and the Assistant Secretary of the
Interior for Indian Affairs, not later than 6 months after the date
of enactment of this Act.
(2) Content.--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
as having effect in schools operated by the Bureau on the date
of enactment of this Act or the standards incorporated into
each grant or contract in effect on such date with a tribally
controlled school funded under section 1128 of Public Law 95-
561 (as amended);
(B) the best projections of student counts and
demographics, as provided by the Bureau and as independently
reviewed by the National Academy of Sciences or the National
Academy of Education; 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 this Act.
(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.

b6b4657b7ac8f50ff166056114f47002ef340ebe9d12ef3760cdd9a2da6ced5f

Notwithstanding any other provision of this title, standards or
State assessments described in a State improvement plan submitted in
accordance with section 306 shall not be required to be certified by
the Council.

367edb161dd2132e1bfff96f8989a23aa1c0ac105705c87021538d3f0faa88e8

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.
(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, promote the standards and strategies
described in section 306(d), 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;
(3) describe the extent to which resources provided pursuant to
such plan are distributed among schools to promote the standards
and strategies described in section 306(d); and
(4) 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.

8e48d49d15c23c296f72ffb4478a96340299464aacffb5c4f9c095adcb29cfcb

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.

e2b1a13f47fe9d52b138cdd338a679823045fc700cad977811572585d8927b4d

(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.

db60e028db83538a252c811ca56f54b6c71b8386dbc9be62d886f1356eee8c2d

(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.

b4b3514dd67fb399eb97ab5bef6d958d768179a1bf07143ff87e42c2b68de866

TITLE IV

-PARENTAL ASSISTANCE

(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.

6992acfb19fc8ae465237c3a5cf7583778c59c508e7f487baa2c8ebf2dce42dc

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.

6c278a69422d114f99f0b1be9fd62c5d40f3adef8ee3eea0fa7d02d7ccb98aa0

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.

b56323a8dc5c097ca2679c1769016de32dc08fe156348215537f97c9dc59a2fb

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.

c4a5508914a82d65dcef5353bb4c639d4d31242f9492065022d95e101cde6ab8

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.

8aa315bc0dc8faa50ec9f337300c462c662f112ec5fcacce62d69aa9ce4b25a5

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.

14881eaf28298fc7b6381f334b0e85acc432d7cf9189c2ebb57980652a581c65

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.

8f19b113db1582919f4e9a6e29fe3bcf221ad61766e3ac4a9f002108a0023547

This title may be cited as the ``National Skill Standards Act of
1994''.

bf3ce9a45e6eed093cf3112732137aaeeb4ae5e17612f44a501d16365a2cff50

TITLE V

-NATIONAL SKILL STANDARDS BOARD

It is the purpose of this title to establish a National Skill
Standards Board to serve as a catalyst in stimulating the development
and adoption of a voluntary national system of skill standards and of
assessment and certification of attainment of skill standards--
(1) that will serve as a cornerstone of the national strategy
to enhance workforce skills;
(2) that will result in increased productivity, economic
growth, and American economic competitiveness; and
(3) that can be used, consistent with civil rights laws--
(A) by the Nation, to ensure the development of a high
skills, high quality, high performance workforce, including the
most skilled frontline workforce in the world;
(B) by industries, as a vehicle for informing training
providers and prospective employees of skills necessary for
employment;
(C) by employers, to assist in evaluating the skill levels
of prospective employees and to assist in the training of
current employees;
(D) by labor organizations, to enhance the employment
security of workers by providing portable credentials and
skills;
(E) by workers, to--
(i) obtain certifications of their skills to protect
against dislocation;
(ii) pursue career advancement; and
(iii) enhance their ability to reenter the workforce;
(F) by students and entry level workers, to determine the
skill levels and competencies needed to be obtained in order to
compete effectively for high wage jobs;
(G) by training providers and educators, to determine
appropriate training services to offer;
(H) by government, to evaluate whether publicly funded
training assists participants to meet skill standards where
such standards exist and thereby protect the integrity of
public expenditures;
(I) to facilitate the transition to high performance work
organizations;
(J) to increase opportunities for minorities and women,
including removing barriers to the entry of women into
nontraditional employment; and
(K) to facilitate linkages between other components of the
national strategy to enhance workforce skills, including
school-to-work transition, secondary and postsecondary
vocational-technical education, and job training programs.

213c17fc674d09cf117a4bd3bcf57a2b397480ea3fc2ac551dda9d4b4ac98501

(a) In General.--There is established a National Skill Standards
Board (hereafter in this title referred to as the ``National Board'').
(b) Composition.--
(1) In general.--The National Board shall be composed of 28
members (appointed in accordance with paragraph (3)), of whom--
(A) one member shall be the Secretary of Labor;
(B) one member shall be the Secretary of Education;
(C) one member shall be the Secretary of Commerce;
(D) one member shall be the Chairperson of the National
Education Standards and Improvement Council established
pursuant to section 212(a);
(E) eight members shall be representatives of business
(including representatives of small employers and
representatives of large employers) selected from among
individuals recommended by recognized national business
organizations or trade associations;
(F) eight members shall be representatives of organized
labor selected from among individuals recommended by recognized
national labor federations; and
(G)(i) 2 members shall be neutral, qualified human resource
professionals; and
(ii) 6 members shall be representatives from the following
groups, with at least 1 member from each group:
(I) Educational institutions (including vocational-
technical institutions).
(II) Community-based organizations.
(III) State and local governments.
(IV) Nongovernmental organizations with a demonstrated
history of successfully protecting the rights of racial,
ethnic, or religious minorities, women, individuals with
disabilities, or older persons.
(2) Diversity requirements.--The members described in
subparagraph (G) of paragraph (1) shall have expertise in the area
of education and training. The members described in subparagraphs
(E), (F), and (G) of paragraph (1) shall--
(A) in the aggregate, represent a broad cross-section of
occupations and industries; and
(B) to the extent feasible, be geographically
representative of the United States and reflect the racial,
ethnic, and gender diversity of the United States.
(3) Appointment.--The membership of the National Board shall be
appointed as follows:
(A) Twelve members (four from each class of members
described in subparagraphs (E), (F), and (G) of paragraph (1))
shall be appointed by the President.
(B) Six members (two from each class of members described
in subparagraphs (E), (F), and (G) of paragraph (1)) shall be
appointed by the Speaker of the House of Representatives, of
whom three members (one from each class of members described in
subparagraphs (E), (F), and (G) of paragraph (1)) shall be
selected from recommendations made by the Majority Leader of
the House of Representatives and three members (one from each
class of members described in subparagraphs (E), (F), and (G)
of paragraph (1)) shall be selected from recommendations made
by the Minority Leader of the House of Representatives.
(C) Six members (two from each class of members described
in subparagraphs (E), (F), and (G) of paragraph (1)) shall be
appointed by the President pro tempore of the Senate, of whom
three members (one from each class of members described in
subparagraphs (E), (F), and (G) of paragraph (1)) shall be
selected from recommendations made by the Majority Leader of
the Senate and three members (one from each class of members
described in subparagraphs (E), (F), and (G) of paragraph (1))
shall be selected from recommendations made by the Minority
Leader of the Senate.
(4) Ex officio nonvoting members.--The members of the National
Board specified in subparagraphs (A), (B), (C), and (D) of
paragraph (1) shall be ex officio, nonvoting members of the
National Board.
(5) Term.--Each member of the National Board appointed under
subparagraph (E), (F), or (G) of paragraph (1) shall be appointed
for a term of 4 years, except that of the initial members of the
Board appointed under such subparagraphs--
(A) twelve members shall be appointed for a term of 3 years
(four from each class of members described in subparagraphs
(E), (F), and (G) of paragraph (1)), of whom--
(i) two from each such class shall be appointed in
accordance with paragraph (3)(A);
(ii) one from each such class shall be appointed in
accordance with paragraph (3)(B); and
(iii) one from each such class shall be appointed in
accordance with paragraph (3)(C); and
(B) twelve members shall be appointed for a term of 4 years
(four from each class of members described in subparagraphs
(E), (F), and (G) of paragraph (1)), of whom--
(i) two from each such class shall be appointed in
accordance with paragraph (3)(A);
(ii) one from each such class shall be appointed in
accordance with paragraph (3)(B); and
(iii) one from each such class shall be appointed in
accordance with paragraph (3)(C).
(6) Vacancies.--Any vacancy in the National Board shall not
affect its powers, but shall be filled in the same manner as the
original appointment.
(c) Chairperson and Vice Chairpersons.--
(1) Chairperson.--
(A) In general.--Except as provided in subparagraph (B),
the National Board, by majority vote, shall elect a Chairperson
once every 2 years from among the members of the National
Board.
(B) Initial chairperson.--The first Chairperson of the
National Board shall be elected, by a majority vote of the
National Board, from among the members who are representatives
of business (as described in subparagraph (E) of subsection
(b)(1)) and shall serve for a term of 2 years.
(2) Vice chairpersons.--The National Board, by majority vote,
shall annually elect 3 Vice Chairpersons (each representing a
different class of the classes of members described in
subparagraphs (E), (F), and (G) of subsection (b)(1) and each of
whom shall serve for a term of 1 year) from among its members
appointed under subsection (b)(3).
(d) Compensation and Expenses.--
(1) Compensation.--All Members of the National Board who are
not full-time employees or officers of the Federal Government shall
serve without compensation. All members of the National Board who
are officers or employees of the United States shall serve without
compensation in addition to that received for their services as
officers or employees of the United States.
(2) Expenses.--The members of the National Board shall be
allowed travel expenses, including per diem in lieu of subsistence,
at rates authorized for employees of agencies under subchapter I of
chapter 57, title 5, United States Code, while away from their
homes or regular places of business in the performance of services
for the National Board.
(e) Executive Director and Staff.--
(1) Executive director.--The Chairperson of the National Board
shall appoint an Executive Director who shall be compensated at a
rate determined by the National Board, not to exceed the rate
payable for level V of the Executive Schedule under section 5316 of
title 5, United States Code.
(2) Staff.--
(A) In general.--The Executive Director may appoint and
compensate such additional staff as may be necessary to enable
the Board to perform its duties. Such staff shall include at
least one individual with expertise in measurement and
assessment.
(B) Compensation.--The Executive Director may fix the
compensation of the staff without regard to the provisions of
chapter 51 and subchapter III of chapter 53 of title 5, United
States Code, relating to classification of positions and
General Schedule pay rates, except that the rate of pay for the
staff may not exceed the rate payable for level V of the
Executive Schedule under section 5316 of such title.
(f) Voluntary and Uncompensated Services.--Notwithstanding section
1342 of title 31, United States Code, the National Board is authorized,
in carrying out this title, to accept voluntary and uncompensated
services.
(g) Agency Support.--
(1) Use of facilities.--The National Board may use the
research, equipment, services, and facilities of any agency or
instrumentality of the United States with the consent of such
agency or instrumentality.
(2) Staff of federal agencies.--Upon the request of the
National Board, the head of any Federal agency of the United States
may detail to the National Board, on a reimbursable basis, any of
the personnel of such Federal agency to assist the National Board
in carrying out this title. Such detail shall be without
interruption or loss of civil service status or privilege.
(h) Conflict of Interest.--An individual who has served as a member
of the National Board may not have any financial interest in an
assessment and certification system developed or endorsed under this
title for a period of 3 years after the termination of service of such
individual from the National Board.
(i) Procurement of Temporary and Intermittent Services.--The
Chairperson of the National Board may procure temporary and
intermittent services of experts and consultants under section 3109(b)
of title 5, United States Code.
(j) Termination.--The National Board shall terminate on September
30, 1999.

0d767272e444d0f3496696f203784739a60c9a1dc1840dc6e4a4b700f944034a

(a) Identification of Occupational Clusters.--
(1) In general.--Subject to paragraph (2), the National Board
shall identify broad clusters of major occupations that involve 1
or more than 1 industry in the United States and that share
characteristics that are appropriate for the development of common
skill standards.
(2) Procedures for identification.--Prior to identifying broad
clusters of major occupations under paragraph (1), the National
Board shall engage in extensive public consultation, including
solicitation of public comment on proposed clusters through
publication in the Federal Register.
(b) Establishment of Voluntary Partnerships To Develop Standards.--
(1) In general.--For each of the occupational clusters
identified pursuant to subsection (a), the National Board shall
encourage and facilitate the establishment of voluntary
partnerships to develop a skill standards system in accordance with
subsection (d).
(2) Representatives.--Such voluntary partnerships shall include
the full and balanced participation of--
(A)(i) representatives of business (including
representatives of large employers and representatives of small
employers) who have expertise in the area of workforce skill
requirements, and who are recommended by national business
organizations or trade associations representing employers in
the occupation or industry for which a standard is being
developed; and
(ii) representatives of trade associations that have
received grants from the Department of Labor or the Department
of Education to establish skill standards prior to the date of
enactment of this title;
(B) employee representatives who have expertise in the area
of workforce skill requirements and who shall be--
(i) individuals recommended by recognized national
labor organizations representing employees in the
occupation or industry for which a standard is being
developed; and
(ii) such other individuals who are nonmanagerial
employees with significant experience and tenure in such
occupation or industry as are appropriate given the nature
and structure of employment in the occupation or industry;
(C) representatives of--
(i) educational institutions;
(ii) community-based organizations;
(iii) State and local agencies with administrative
control or direction over education, vocational-technical
education, or employment and training;
(iv) other policy development organizations with
expertise in the area of workforce skill requirements; and
(v) non-governmental organizations with a demonstrated
history of successfully protecting the rights of racial,
ethnic, or religious minorities, women, individuals with
disabilities, or older persons; and
(D) individuals with expertise in measurement and
assessment, including relevant experience in designing unbiased
assessments and performance-based assessments.
(3) Experts.--The partnerships described in paragraph (1) may
also include such other individuals who are independent, qualified
experts in their fields.
(c) Research, Dissemination, and Coordination.--In order to support
the activities described in subsections (b) and (d), the National Board
shall--
(1) conduct workforce research relating to skill standards
(including research relating to use of skill standards in
compliance with civil rights laws) and make such research available
to the public, including the voluntary partnerships described in
subsection (b);
(2) identify and maintain a catalog of skill standards used by
other countries and by States and leading firms and industries in
the United States;
(3) serve as a clearinghouse to facilitate the sharing of
information on the development of skill standards and other
relevant information among representatives of occupations and
industries identified pursuant to subsection (a), the voluntary
partnerships described in subsection (b), and among education and
training providers 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)) and
the Educational Resources Information Center Clearinghouses;
(4) develop a common nomenclature relating to skill standards;
(5) encourage the development and adoption of curricula and
training materials, for attaining the skill standards developed
pursuant to subsection (d), that provide for structured work
experiences and related study programs leading to progressive
levels of professional and technical certification and
postsecondary education;
(6) provide appropriate technical assistance to voluntary
partnerships involved in the development of standards and systems
described in subsection (b); and
(7) facilitate coordination among voluntary partnerships that
meet the requirements of subsection (b) to promote the development
of a coherent national system of voluntary skill standards.
(d) Endorsement of Skill Standards Systems.--
(1) Development of endorsement criteria.--(A) The National
Board, after extensive public consultation, shall develop objective
criteria for endorsing skill standards systems relating to the
occupational clusters identified pursuant to subsection (a). Such
criteria shall, at a minimum, include the components of a skill
standards system described in subparagraph (B). The endorsement
criteria shall be published in the Federal Register, and updated as
appropriate.
(B) The skill standards systems endorsed pursuant to paragraph
(1) shall have one or more of the following components:
(i) Voluntary skill standards, which at a minimum--
(I) take into account relevant standards used in other
countries and relevant international standards;
(II) meet or exceed the highest applicable standards
used in the United States, including apprenticeship
standards registered under 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.);
(III) take into account content and performance
standards certified pursuant to title II;
(IV) take into account the requirements of high
performance work organizations;
(V) are in a form that allows for regular updating to
take into account advances in technology or other
developments within the occupational cluster;
(VI) are formulated in such a manner that promotes the
portability of credentials and facilitates worker mobility
within an occupational cluster or industry and among
industries; and
(VII) are not discriminatory with respect to race,
color, gender, age, religion, ethnicity, disability, or
national origin, consistent with Federal civil rights laws.
(ii) A voluntary system of assessment and certification of
the attainment of skill standards developed pursuant to
subparagraph (A), which at a minimum--
(I) has been developed after taking into account
relevant methods of such assessment and certification used
in other countries;
(II) utilizes a variety of evaluation techniques,
including, where appropriate, oral and written evaluations,
portfolio assessments, and performance tests; and
(III) includes methods for establishing that the
assessment and certification system is notP
discriminatory with respect to race, color, gender, age,
religion, ethnicity, disability, or national origin,
consistent with Federal civil rights laws.
(iii) A system to promote the use of and to disseminate
information relating to skill standards, and assessment and
certification systems, developed pursuant to this paragraph
(including dissemination of information relating to civil
rights laws relevant to the use of such standards and systems)
to entities such as institutions of higher education offering
professional and technical education, labor organizations,
trade associations, employers providing formalized training,
and other organizations likely to benefit from such standards
and systems.
(iv) A system to evaluate the implementation of the skill
standards, and assessment and certification systems developed
pursuant to this paragraph, and the effectiveness of the
information disseminated pursuant to subparagraph (C) for
informing the users of such standards and systems of the
requirements of relevant civil rights laws.
(v) A system to periodically revise and update the skill
standards, and assessment and certification systems developed
pursuant to this paragraph, which will take into account
changes in standards in other countries.
(2) Endorsement.--The National Board, after public review and
comment, shall endorse those skill standards systems relating to
the occupational clusters identified pursuant to subsection (a)
that--
(A) meet the objective endorsement criteria that are
developed pursuant to paragraph (1); and
(B) are submitted by voluntary partnerships that meet the
requirements of subsection (b).
(e) Relationship With Civil Rights Laws.--
(1) In general.--Nothing in this title shall be construed to
modify or affect any Federal or State law prohibiting
discrimination on the basis of race, color, gender, age, religion,
ethnicity, disability, or national origin.
(2) Evidence.--The endorsement or absence of an endorsement by
the National Board of a skill standard, or assessment and
certification system, under subsection (d) shall not be used in any
action or proceeding to establish that the use of a skill standard
or assessment and certification system conforms or does not conform
to the requirements of civil rights laws.
(f) Coordination.--The National Board shall establish cooperative
arrangements with the National Education Standards and Improvement
Council to promote the coordination of the development of skill
standards under this section with the development of voluntary national
content standards and voluntary national student performance standards
in accordance with section 213.
(g) Financial Assistance.--
(1) In general.--From funds appropriated pursuant to section
507--
(A) the National Board may enter into contracts and
cooperative agreements to carry out the purposes of this title;
and
(B) the Secretary of Labor may, in accordance with
paragraph (2), award grants to voluntary partnerships for the
development of skill standards systems meeting the requirements
of subsection (d).
(2) Grants to voluntary partnerships.--
(A) Eligibility and application.--Voluntary partnerships
that meet the requirements of subsection (b) shall be eligible
to apply for a grant under this subsection. Each such voluntary
partnership desiring a grant shall submit an application to the
National Board at such time, in such manner, and accompanied by
such information as the National Board may reasonably require.
(B) Review and recommendation.--The National Board shall
review each application submitted pursuant to subparagraph (A)
in accordance with the objective criteria published pursuant to
subparagraph (C) and shall forward each such application to the
Secretary of Labor accompanied by a nonbinding recommendation
for the approval or disapproval of each such application by the
Secretary.
(C) Criteria for review.--Prior to each fiscal year, the
National Board shall publish objective criteria to be used by
the Board in reviewing applications under subparagraph (B).
(3) Limitation on use of funds.--
(A) In general.--Not more than 20 percent of the funds
appropriated pursuant to the authority of section 507(a) for
each fiscal year shall be used by the National Board for the
costs of administration.
(B) Costs of administration defined.--For purposes of this
paragraph, the term ``costs of administration'' means costs
relating to staff, supplies, equipment, space, and travel and
per diem, costs of conducting meetings and conferences, and
other related costs.

c16ab62f2f33facfaa3b31fc6ea017d11d1d16cbb76ce28ea86cbe21ee6214e5

Not later than December 31, 1995, the National Board shall, at a
minimum--
(1) identify occupational clusters pursuant to section 504(a)
representing a substantial portion of the workforce; and
(2) promote the development of an initial set of skill
standards in accordance with section 504(d) for such clusters.

6027896864559e30d34ba4b9b1e4bd7a77b81a7eaed46e02474a2cfcdcb43b95

The National Board shall prepare and submit to the President and
the Congress in each of the fiscal years 1994 through 1999, a report on
the activities conducted under this title. Such report shall include
information on the extent to which skill standards have been adopted by
employers, training providers, and other entities, and on the
effectiveness of such standards in accomplishing the purposes described
in section 502.

cafd46223d0df5b13dd772e411a364e50fd400a9a7499512329113389b3cbd1c

(a) In General.--There are authorized to be appropriated to carry
out this title $15,000,000 for fiscal year 1994 and such sums as may be
necessary for each of fiscal years 1995 through 1999.
(b) Availability.--Amounts appropriated pursuant to subsection (a)
shall remain available until expended.

0464a87fe83388d4ce34cafa86d04e49ff0e04865173f426100553eb8d16539d

For purposes of this title, the following definitions apply:
(1) Community-based organizations.--The term ``community-based
organizations'' has the meaning given the term in section 4(5) of
the Job Training Partnership Act (29 U.S.C. 1503(5)).
(2) Educational institution.--The term ``educational
institution'' means a high school, a vocational school, and an
institution of higher education.
(3) Institution of higher education.--The term ``institution of
higher education'' means an institution of higher education (as
such term is defined in section 481 of the Higher Education Act of
1965 (20 U.S.C. 1088)) which continues to meet the eligibility and
certification requirements under section 498 of such Act.
(4) Skill standard.--The term ``skill standard'' means a
standard that specifies the level of knowledge and competence
required to successfully perform work-related functions within an
occupational cluster.

1b59a7b048e833112b0743ef189c0c65853fbf9bcf60a91ce0df14bb949cfbd6

(a) Repeal.--This title is repealed on September 30, 1999.
(b) Review of Repeal.--It is the sense of the Congress that the
appropriate committees of the Congress should review the
accomplishments of the National Board prior to the date of repeal
described in subsection (a) in order to determine whether it is
appropriate to extend the authorities provided under this title for a
period beyond such date.

5f6e9d6626a20e4ce4eae7051ca25956e6957c07913475a83b44ad8c42a61334

(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).

840fd1e11358660ea0309c34d91e07b8aaca3623089a82c296255248f3ee7298

TITLE VI

-INTERNATIONAL EDUCATION PROGRAM

(a) Short Title.--This title may be cited as the ``Safe Schools Act
of 1994''.
(b) Statement of Purpose.--It is the purpose of this title to help
local school systems achieve Goal Six of the National Education Goals,
which provides that by the year 2000, every school in America will be
free of drugs and violence and will offer a disciplined environment
conducive to learning, by ensuring that all schools are safe and free
of violence.

2da528cd835d29a983dc388558192405096dfd995140c844b184f38ce58769b7

TITLE VII

-SAFE SCHOOLS

(a) Authority.--
(1) In general.--From funds appropriated pursuant to the
authority of subsection (b)(1), the Secretary shall make
competitive grants to eligible local educational agencies to enable
such agencies to carry out projects and activities designed to
achieve Goal Six of the National Education Goals by helping to
ensure that all schools are safe and free of violence.
(2) Grant duration and amount.--Grants under this title may not
exceed--
(A) two fiscal years in duration; and
(B) $3,000,000.
(3) Geographic distribution.--To the extent practicable, grants
under this title shall be awarded to eligible local educational
agencies serving rural, as well as urban, areas.
(b) Authorization of Appropriations and Reservation.--
(1) Authorization.--There are authorized to be appropriated
$50,000,000 for fiscal year 1994 to carry out this title.
(2) Reservation.--The Secretary is authorized in each fiscal
year to reserve not more than 10 percent of the amount appropriated
pursuant to the authority of paragraph (1) to carry out national
activities described in section 706, of which 50 percent of such
amount shall be available in such fiscal year to carry out the
program described in section 706(b).

20d112ad68d6e51f1570fa7505f70765b466ab509bb291a707dbc0e830621d84

(a) In General.--To be eligible to receive a grant under this
title, a local educational agency shall demonstrate in the application
submitted pursuant to section 704(a) that such agency--
(1) serves an area in which there is a high rate of--
(A) homicides committed by persons between the ages 5 to
18, inclusive;
(B) referrals of youth to juvenile court;
(C) youth under the supervision of the courts;
(D) expulsions and suspensions of students from school;
(E) referrals of youth, for disciplinary reasons, to
alternative schools; or
(F) victimization of youth by violence, crime, or other
forms of abuse; and
(2) has serious school crime, violence, and discipline
problems, as indicated by other appropriate data.
(b) Priority.--In awarding grants under this title, the Secretary
shall give priority to a local educational agency that submits an
application that assures a strong local commitment to the projects or
activities assisted under this title, such as--
(1) the formation of partnerships among the local educational
agency, a community-based organization, a nonprofit organization
with a demonstrated commitment to or expertise in developing
education programs or providing educational services to students or
the public, a local law enforcement agency, or any combination
thereof; and
(2) a high level of youth participation in such projects or
activities.

37dde9fc06cc774a81433f63587ba07b2d6054bcbe7d9735a5eb74833e1129d9

(a) Application.--In order to receive a grant under this title, an
eligible local educational agency shall submit to the Secretary an
application that includes--
(1) an assessment of the current violence and crime problems in
the schools to be served by the grant and in the community to be
served by the applicant;
(2) an assurance that the applicant has written policies
regarding school safety, student discipline, and the appropriate
handling of violent or disruptive acts;
(3) a description of the schools and communities to be served
by the grant, the activities and projects to be carried out with
grant funds, and how these activities and projects will help to
reduce the current violence and crime problems in the schools and
communities served;
(4) a description of educational materials to be developed in
the first most predominate non-English language of the schools and
communities to be served by the grant, if applicable;
(5) if the local educational agency receives Federal education
funds, an explanation of how activities assisted under this title
will be coordinated with and support any systemic education
improvement plan prepared with such funds;
(6) the applicant's plan to establish school-level advisory
committees, which include faculty, parents, staff, and students,
for each school to be served by the grant and a description of how
each committee will assist in assessing that school's violence and
discipline problems as well as in designing appropriate programs,
policies, and practices to combat such problems;
(7) the applicant's plan for collecting baseline and future
data, by individual schools, to monitor violence and discipline
problems and to measure the applicant's progress in achieving the
purpose of this title;
(8) a description of how, in subsequent fiscal years, the
grantee will integrate the violence prevention activities the
grantee carries out with funds under this title with activities
carried out under the grantee's comprehensive plan for drug and
violence prevention adopted under the Drug-Free Schools and
Communities Act of 1986;
(9) a description of how the grantee will coordinate the
grantee's school crime and violence prevention efforts with
education, law enforcement, judicial, health, and social service
programs supported under the Juvenile Justice and Delinquency
Prevention Act of 1974, and other appropriate agencies and
organizations serving the community;
(10) a description of how the grantee will inform parents about
the extent of crime and violence in their children's schools and
maximize the participation of parents in the grantee's violence
prevention activities;
(11) an assurance that grant funds under this title will be
used to supplement and not supplant State and local funds that
would, in the absence of funds under this title, be made available
by the applicant for the purposes of the grant;
(12) an assurance that the applicant will cooperate with, and
provide assistance to, the Secretary in gathering statistics and
other data the Secretary determines are necessary to determine the
effectiveness of projects and activities assisted under this title
or the extent of school violence and discipline problems throughout
the Nation; and
(13) such other information as the Secretary may require.
(b) Plan.--In order to receive funds under this title for a second
year, a grantee shall submit to the Secretary a comprehensive, long-
term, school safety plan for reducing and preventing school violence
and discipline problems. Such plan shall contain a description of how
the grantee will coordinate the grantee's school crime and violence
prevention efforts with education, law-enforcement, judicial, health,
social service, and other appropriate agencies and organizations
serving the community.

00493f571e17f242eb077834a4e12fc0dba714352a5c5bd60e6a449aa85e47a6

(a) In General.--A local educational agency shall use grant funds
received under this title for one or more of the following activities:
(1) Identifying and assessing school violence and discipline
problems, including coordinating needs assessment activities with
education, law enforcement, judicial, health, social service, and
other appropriate agencies and organizations, juvenile justice
programs, and gang prevention activities.
(2) Conducting school safety reviews or violence prevention
reviews of programs, policies, practices, and facilities to
determine what changes are needed to reduce or prevent violence and
promote safety and discipline.
(3) Planning for comprehensive, long-term strategies for
addressing and preventing school violence and discipline problems
through the involvement and coordination of school programs with
other education, law enforcement, judicial, health, social service,
and other appropriate agencies and organizations.
(4) Training school personnel in programs of demonstrated
effectiveness in addressing violence, including violence
prevention, conflict resolution, anger management, peer mediation,
and identification of high-risk youth.
(5) Activities which involve parents in efforts to promote
school safety and prevent school violence.
(6) Community education programs, including video- and
technology-based projects, informing parents, businesses, local
government, the media and other appropriate entities about--
(A) the local educational agency's plan to promote school
safety and reduce and prevent school violence and discipline
problems; and
(B) the need for community support.
(7) Coordination of school-based activities designed to promote
school safety and reduce or prevent school violence and discipline
problems with related efforts of education, law enforcement,
judicial, health, social service, and other appropriate agencies
and organizations and juvenile justice programs.
(8) Developing and implementing violence prevention activities
and materials, including--
(A) conflict resolution and social skills development for
students, teachers, aides, other school personnel, and parents;
(B) disciplinary alternatives to expulsion and suspension
of students who exhibit violent or antisocial behavior;
(C) student-led activities such as peer mediation, peer
counseling, and student courts; or
(D) alternative after-school programs that provide safe
havens for students, which may include cultural, recreational,
educational and instructional activities, and mentoring and
community service programs.
(9) Educating students and parents regarding the dangers of
guns and other weapons and the consequences of their use.
(10) Developing and implementing innovative curricula to
prevent violence in schools and training staff how to stop
disruptive or violent behavior if such behavior occurs.
(11) Supporting ``safe zones of passage'' for students between
home and school through such measures as Drug- and Weapon-Free
School Zones, enhanced law enforcement, and neighborhood patrols.
(12) Counseling programs for victims and witnesses of school
violence and crime.
(13) Acquiring and installing metal detectors and hiring
security personnel.
(14) Reimbursing law enforcement authorities for their
personnel who participate in school violence prevention activities.
(15) Evaluating projects and activities assisted under this
title.
(16) The cost of administering projects or activities assisted
under this title.
(17) Other projects or activities that meet the purpose of this
title.
(b) Limitations.--
(1) In general.--A local educational agency may use not more
than--
(A) a total of 5 percent of grant funds received under this
title in each fiscal year for activities described in
paragraphs (11), (13), and (14) of subsection (a); and
(B) 5 percent of grant funds received under this title in
each fiscal year for activities described in paragraph (16) of
subsection (a).
(2) Special rule.--A local educational agency shall only be
able to use grant funds received under this title for activities
described in paragraphs (11), (13), and (14) of subsection (a) if
funding for such activities is not available from other Federal
sources.
(3) Prohibition.--A local educational agency may not use grant
funds received under this title for construction.

ac53c85dc7587a84396bc3a19f57d3b7c1a1a614b8c68e1d6b4d3c0c2ecf11af

(a) National Activities.--
(1) In general.--To carry out the purpose of this title, the
Secretary--
(A) is authorized to use funds reserved under section
702(b)(2) to--
(i) conduct national leadership activities such as
research, program development and evaluation, data
collection, public awareness activities, training and
technical assistance, dissemination (through appropriate
research entities assisted by the Department of Education)
of information on successful projects, activities, and
strategies developed pursuant to this title;
(ii) provide grants to noncommercial telecommunications
entities for the production and distribution of national
video-based projects that provide young people with models
for conflict resolution and responsible decisionmaking; and
(iii) conduct peer review of applications under this
title; and
(B) shall develop a written safe schools model so that all
schools can develop models that enable all students to
participate regardless of any language barrier.
(2) Special rule.--The Secretary may carry out the activities
described in paragraph (1) directly, through interagency
agreements, or through grants, contracts or cooperative agreements.
(b) National Model City.--The Secretary shall designate the
District of Columbia as a national model city and shall provide funds
made available pursuant to section 702(b)(2) in each fiscal year to a
local educational agency serving the District of Columbia in an amount
sufficient to enable such agency to carry out a comprehensive program
to address school and youth violence.

940333a59feee553216b84fb3bf51c9a878424cd09182d20645360e4b2423d04

Subparagraph (A) of section 406(h)(2) of the General Education
Provisions Act (20 U.S.C. 1221e-1(h)(2)(A)) is amended--
(1) in clause (vi), by striking ``and'' after the semicolon;
and
(2) by adding after clause (vii) the following new clause:
``(viii) school safety policy, and statistics on the
incidents of school violence; and''.

3166262c409d3f61bf0004a0fae0f99581b0f578eb317791e3b4b26bb6968455

Goals 2000: Educate America Act — HR. 1804

Other Sections