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[Congressional Bills 106th Congress]
[From the U.S. Government Publishing Office]
[S. 1264 Introduced in Senate (IS)]

106th CONGRESS
  1st Session
                                S. 1264

  To amend the Elementary and Secondary Education Act of 1965 and the 
National Education Statistics Act of 1994 to ensure that elementary and 
secondary schools prepare girls to compete in the 21st century, and for 
                            other purposes.

_______________________________________________________________________

                   IN THE SENATE OF THE UNITED STATES

                             June 22, 1999

Ms. Snowe (for herself and Mr. Kennedy) introduced the following bill; 
     which was read twice and referred to the Committee on Health, 
                     Education, Labor, and Pensions

_______________________________________________________________________

                                 A BILL

 
  To amend the Elementary and Secondary Education Act of 1965 and the 
National Education Statistics Act of 1994 to ensure that elementary and 
secondary schools prepare girls to compete in the 21st century, and for 
                            other purposes.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Educating America's Girls Act''.

SEC. 2. EDUCATION TECHNOLOGY.

    (a) Teacher Technology Training Amendments.--
            (1) Statement of purpose for title i.--Section 1001(d)(4) 
        of the Elementary and Secondary Education Act of 1965 (20 
        U.S.C. 6301(d)(4)) is amended by inserting ``, giving attention 
        to the role technology can play in professional development and 
        improved teaching and learning'' before the semicolon.
            (2) School improvement.--Section 1116(c)(3) of such Act (20 
        U.S.C. 6317(c)(3)) is amended by adding at the end the 
        following:
                    ``(D) In carrying out professional development 
                under this paragraph a school shall give attention to 
                professional development that incorporates technology 
                used to improve teaching and learning.''.
            (3) Professional development activities.--Section 1119(b) 
        of such Act (20 U.S.C. 6320(b)) is amended--
                    (A) in paragraph (1)--
                            (i) in subparagraph (D), by striking 
                        ``and'' after the semicolon;
                            (ii) in subparagraph (E), by striking the 
                        period and inserting ``; and''; and
                            (iii) by adding at the end the following:
                    ``(F) include instruction in the use of 
                technology.''; and
                    (B) in paragraph (2)--
                            (i) by striking subparagraph (D); and
                            (ii) by redesignating subparagraphs (E) 
                        through (I) as subparagraphs (D) through (H), 
                        respectively.
            (4) Purposes for title ii.--Section 2002(2) of such Act (20 
        U.S.C. 6602(2)) is amended--
                    (A) in subparagraph (E), by striking ``and'' after 
                the semicolon;
                    (B) in subparagraph (F), by striking the period and 
                inserting ``; and''; and
                    (C) by adding at the end the following:
                    ``(G) uses technology to enhance the teaching and 
                learning process.''.
            (5) National teacher training project.--Section 2103(b)(2) 
        of such Act (20 U.S.C. 6623(b)(2)) is amended by adding at the 
        end the following:
                    ``(J) Technology.''.
            (6) Local plan and application for improving teaching and 
        learning.--Section 2208(d)(1)(F) of such Act (20 U.S.C. 
        6648(d)(1)(F)) is amended by inserting ``, technologies,'' 
        after ``strategies''.
            (7) Authorized activities.--Section 2210(b)(2)(C) of such 
        Act (20 U.S.C. 6650(b)(2)(C)) is amended by striking ``and 
        practices'' and inserting ``practices, and technologies''.
            (8) Higher education activities.--Section 2211(a)(1)(C) of 
        such Act (20 U.S.C. 6651(a)(1)(C)) is amended by inserting ``, 
        including technological innovation,'' after ``innovation''.
            (9) Special consideration for titles i, ii, and iii.--Part 
        E of title XIV of such Act (20 U.S.C. 8891 et seq.) is amended 
        by adding at the end the following:

``SEC. 14515. SPECIAL CONSIDERATION FOR TITLES I, II, AND III.

    ``In carrying out titles I, II, and III the Secretary shall take 
into special consideration the different learning needs for and 
exposures to technology for all students, including girls and students 
who have economic and educational disadvantages.''.
    (b) Technology for Education.--
            (1) Local applications.--Section 3135 of such Act (20 
        U.S.C. 6845) is amended--
                    (A) in paragraph (1)--
                            (i) by redesignating subparagraphs (C) 
                        through (H) as subparagraphs (D) through (I), 
                        respectively;
                            (ii) by inserting after subparagraph (B) 
                        the following:
                    ``(C) an explanation of how the local educational 
                agency will take into special consideration the 
                different learning needs for and exposures to 
                technology for all students, including girls and 
                students who have economic and educational 
                disadvantages;''; and
                            (iii) in subparagraph (F) (as redesignated 
                        in clause (i)), by inserting ``, including 
                        those resources that will take into special 
                        consideration the different learning needs for 
                        and exposures to technology for all students, 
                        including girls and students who have economic 
                        and educational disadvantages'' before the 
                        semicolon;
                    (B) in paragraph (3)(B), by inserting ``that takes 
                into special consideration the different learning needs 
                for and exposures to technology for all students, 
                including girls and students who have economic and 
                educational disadvantages'' after ``technology''; and
                    (C) in paragraph (4)--
                            (i) in subparagraph (A), by striking 
                        ``and'' after the semicolon;
                            (ii) by redesignating subparagraph (B) as 
                        subparagraph (C); and
                            (iii) by inserting after subparagraph (A) 
                        the following:
                    ``(B) will take into special consideration the 
                different learning needs for and exposures to 
                technology for all students, including girls and 
                students who have economic and educational 
                disadvantages; and''.
            (2) National challenge grants.--Section 3136 of such Act 
        (20 U.S.C. 6846) is amended--
                    (A) in subsection (a), by adding after paragraph 
                (2) the following:
            ``(3) Special consideration.--In awarding grants under this 
        section, the Secretary shall take into special consideration 
        the different learning needs for and exposures to technology 
        for all students, including girls and students who have 
        economic and educational disadvantages.''; and
                    (B) in subsection (c)--
                            (i) by redesignating paragraphs (3), (4), 
                        and (5) as paragraphs (4), (5), and (6), 
                        respectively;
                            (ii) by inserting after paragraph (2) the 
                        following:
            ``(3) the project will take into special consideration the 
        different learning needs for and exposures to technology for 
        all students, including girls and students who have economic 
        and educational disadvantages;''; and
                            (iii) in paragraph (5) (as redesignated by 
                        clause (i)), by inserting ``by girls and 
                        students who have economic and educational 
                        disadvantages'' after ``subsection''.
            (3) Regional technical support and professional 
        development.--Section 3141(b) of such Act (20 U.S.C. 6861(b)) 
        is amended--
                    (A) in paragraph (1)(B), by striking ``Goals and'' 
                and inserting ``Goals, that promote equitable teaching 
                methods, techniques, and practices for girls and 
                students who have economic and educational 
                disadvantages and that''; and
                    (B) in paragraph (2)--
                            (i) in subparagraph (B)--
                                    (I) by redesignating clauses (ii) 
                                and (iii) as clauses (iii) and (iv), 
                                respectively; and
                                    (II) by inserting after clause (i) 
                                the following:
                            ``(ii) provide equitable teaching methods, 
                        techniques and practices for girls and students 
                        who have economic and educational disadvantages 
                        based on established research;''; and
                            (ii) in subparagraph (E), by inserting ``, 
                        including girls and students who have economic 
                        and educational disadvantages'' after 
                        ``region''.
            (4) Educational technology product development.--Section 
        3151 of such Act (20 U.S.C. 6871) is amended--
                    (A) in subsection (b)(5)--
                            (i) by redesignating subparagraphs (E), 
                        (F), (G), (H), and (I) as subparagraphs (F), 
                        (G), (H), (I), and (J), respectively; and
                            (ii) by inserting after subparagraph (D) 
                        the following:
                    ``(E) take into special consideration the different 
                learning needs for and exposures to technology for all 
                students, including girls and students who have 
                economic and educational disadvantages;'';
                    (B) by redesignating subsections (c) and (d) as 
                subsections (d) and (e), respectively; and
                    (C) by inserting after subsection (b) the 
                following:
    ``(c) Special Consideration.--In approving grants under this 
section, the Secretary shall take into special consideration the 
different learning needs for and exposures to technology for all 
students, including girls and students who have economic and 
educational disadvantages.''.
            (5) Star schools grants.--Section 3204(a)(2) of such Act 
        (20 U.S.C. 6894(a)(2)) is amended by inserting ``that takes 
        into special consideration the different learning needs for and 
        exposures to technology for all students, including girls and 
        students who have economic and educational disadvantages''  
        after ``programming''.
    (c) Fund for the Improvement of Education.--Section 10101(b)(1)(M) 
of such Act (20 U.S.C. 8001(b)(1)(M)) is amended by inserting ``, and 
programs designed to promote education technology that take into 
special consideration the different learning needs for and exposures to 
technology for all students, including girls and students who have 
economic and educational disadvantages,'' after ``gender equity in 
education''.

SEC. 3. TEACHER TRAINING IN TECHNOLOGY.

    (a) Purpose.--It is the purpose of this section to assist consortia 
of public and private entities in carrying out projects that prepare 
prospective elementary school and secondary school teachers to use 
advanced technology to foster learning environments conducive to 
preparing all students to achieve to challenging State and local 
content and student performance standards.
    (b) Program Authority.--
            (1) In general.--The Secretary, through the Office of 
        Educational Technology, is authorized to award grants to and 
        enter into contracts or cooperative agreements with eligible 
        consortia to assist the eligible consortia in developing or 
        redesigning teacher preparation programs that enable 
        prospective elementary school and secondary school teachers to 
        use technology effectively in their classrooms. The Secretary 
        shall award the grants, contracts and cooperative agreements on 
        a competitive basis.
            (2) Period of award.--The Secretary may award grants and 
        enter into contracts or cooperative agreements under this 
        section for a period of not more than 5 years.
    (c) Eligibility.--
            (1) Definition of eligible consortium.--In this section, 
        the term ``eligible consortium'' means a consortium that 
        includes--
                    (A) at least 1 institution of higher education that 
                offers a baccalaureate degree and prepares elementary 
                school and secondary school teachers for their initial 
                entry into teaching;
                    (B) at least 1 State educational agency or local 
                educational agency; and
                    (C) at least 1 of the following entities:
                            (i) an institution of higher education 
                        (other than the institution described in 
                        subparagraph (A));
                            (ii) a school or department of education at 
                        an institution of higher education;
                            (iii) a school or college of arts and 
                        sciences at an institution of higher education;
                            (iv) a private elementary school or 
                        secondary school; and
                            (v) a professional association, foundation, 
                        museum, library, for-profit business, public or 
                        private nonprofit organization, community-based 
                        organization, or other entity with the capacity 
                        to contribute to the technology-related reform 
                        of teacher preparation programs.
            (2) Application requirements.--In order to receive a grant 
        or enter into a contract or cooperative agreement under this 
        section, an eligible consortium shall submit an application to 
        the Secretary at such time, in such manner and containing such 
        information as the Secretary may require. The application shall 
        include--
                    (A) a description of the proposed project, 
                including how the project will ensure that individuals 
                participating in the project will be prepared to use 
                technology to create learning environments conducive to 
                preparing all students to achieve to challenging State 
                and local content and student performance standards;
                    (B) a demonstration of--
                            (i) the commitment, including the financial 
                        commitment, of each of the members of the 
                        eligible consortium; and
                            (ii) the active support of the leadership 
                        of each member of the eligible consortium for 
                        the proposed project;
                    (C) a description of how each member of the 
                eligible consortium will be included in project 
                activities;
                    (D) a description of how the project will continue 
                after the Federal funding awarded under this section 
                terminates; and
                    (E) a plan for the evaluation of the project, which 
                shall include benchmarks to monitor progress toward 
                specific project objectives.
            (3) Matching requirements.--
                    (A) In general.--The Federal share of the cost of 
                any project funded under this section shall not exceed 
                50 percent. Except as provided in subparagraph (B), the 
                non-Federal share of such project may be in cash or in 
                kind, fairly evaluated, including services.
                    (B) Acquisition of equipment.--Not more than 10 
                percent of the funds awarded for a project under this 
                section may be used to acquire equipment, networking 
                capabilities or infrastructure, and the non-Federal 
                share of the cost of any such acquisition shall be in 
                cash.
    (d) Uses of Funds.--
            (1) Required uses.--An eligible consortium shall use funds 
        provided under this section for--
                    (A) creating projects that enable prospective 
                teachers to use advanced technology to create learning 
                environments conducive to preparing all students to 
                achieve to challenging State and local content and 
                student performance standards; and
                    (B) evaluating the effectiveness of the project.
            (2) Permissible uses.--An eligible consortium may use funds 
        provided under this section for activities that carry out the 
        purpose of this section, such as--
                    (A) developing and implementing high-quality 
                teacher preparation programs that enable elementary 
                school and secondary school teachers to--
                            (i) learn the full range of resources that 
                        can be accessed through the use of technology;
                            (ii) integrate a variety of technologies 
                        into the classroom in order to expand students' 
                        knowledge;
                            (iii) evaluate educational technologies and 
                        their potential for use in instruction; and
                            (iv) help students develop their own 
                        technical skills and digital learning 
                        environments;
                    (B) developing alternative teacher development 
                paths that provide elementary schools and secondary 
                schools with well-prepared, technology-proficient 
                educators;
                    (C) developing performance-based standards and 
                aligned assessments to measure the capacity of 
                prospective teachers to use technology effectively in 
                their classrooms;
                    (D) providing technical assistance to other teacher 
                preparation programs;
                    (E) developing and disseminating resources and 
                information in order to assist institutions of higher 
                education to prepare teachers to use technology 
                effectively in their classrooms; and
                    (F) acquiring equipment, networking capabilities, 
                and infrastructure to carry out the project.
    (e) Authorization of Appropriations.--There are authorized to be 
appropriated to carry out this subsection $75,000,000 for fiscal year 
2000 and such sums as may be necessary for each of the 4 succeeding 
fiscal years.

SEC. 4. HIGH TECHNOLOGY FOR GIRLS.

    (a) Short Title.--This section may be cited as the ``High 
Technology for Girls Act''.
    (b) Professional Development Activities.--Section 1119(b)(2) of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6320(b)(2)) 
is amended--
            (1) in subparagraph (H), by striking ``and'' after the 
        semicolon;
            (2) in subparagraph (I), by striking the period and 
        inserting ``; and''; and
            (3) by adding at the end the following:
                    ``(J) instruction, which may include instruction 
                developed in partnership with a business, an industry 
                or an institution of higher education, to encourage and 
                enable students, including young women, to pursue 
                demanding careers and higher education degrees in 
                mathematics, science, engineering and technology, 
                including the development of mentoring programs, model 
                programs or other programs.''.
    (c) National Teacher Training Project.--Section 2103(b)(1) of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6623(b)(1)) 
is amended--
            (1) by redesignating subparagraphs (B) and (C) as 
        subparagraphs (C) and (D), respectively; and
            (2) by inserting after subparagraph (A) the following:
                    ``(B) to support and promote the establishment of 
                teacher training programs that--
                            ``(i) shall pertain to the core subject 
                        areas of mathematics and science;
                            ``(ii) may include programs developed in 
                        partnership with a business, an industry or an 
                        institution of higher education; and
                            ``(iii) shall involve the establishment of 
                        mentoring programs, model programs or other 
                        programs which encourage students, including 
                        young women, to pursue demanding careers and 
                        higher education degrees in mathematics, 
                        science, engineering and technology;''.
    (d) Technology for Education.--Section 3122(c) of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 6832(c)) is amended--
            (1) by redesignating paragraphs (15) and (16) as paragraphs 
        (16) and (17), respectively; and
            (2) by inserting after paragraph (14) the following:
            ``(15) the development of model programs, mentoring 
        programs or other programs, which may include programs 
        developed in partnership with a business, an industry or an 
        institution of higher education, that encourage students, 
        including young women, to pursue demanding careers and higher 
        education degrees in mathematics, science, engineering and 
        technology.''.

SEC. 5. SCHOOL SAFETY FOR GIRLS.

    (a) Sexual Harassment Prevention Training Grants.--
            (1) Short title.--This subsection may be cited as the 
        ``Sexual Harassment Prevention Training Grants Act''.
            (2) Findings.--Congress makes the following findings:
                    (A) Sexual harassment in schools is an illegal form 
                of discrimination on the basis of sex banned under 
                title IX of the Education Amendment of 1972.
                    (B) The vast majority of secondary school students 
                experience some form of sexual harassment.
                    (C) Girls are disproportionately affected by sexual 
                harassment.
                    (D) The American Association of University Women 
                Educational Foundation's 1993 survey of 8th through 
                11th grade students on sexual harassment in schools, 
                entitled ``Hostile Hallways'', found that--
                            (i) 85 percent of girls experienced some 
                        form of sexual harassment;
                            (ii) 65 percent of girls who have been 
                        harassed were harassed in the classroom; and
                            (iii) 81 percent of girls who have been 
                        harassed do not report the harassment to 
                        adults.
                    (E) A 1996 University of Michigan study showed that 
                sexual harassment can result in academic problems such 
                as paying less attention in class. The study found 
                that--
                            (i) 33 percent of girls do not want to go 
                        to school at all due to the stress and anxiety 
                        the girls suffer as a result of sexual 
                        harassment; and
                            (ii) nearly 1 in 4 girls report that 
                        harassment caused the girls to stay home from 
                        school or cut a class.
                    (F) Schools have not responded well to the issue of 
                sexual harassment.
                    (G) Few schools have or effectively enforce sexual 
                harassment policies.
                    (H) The least progress has been made in the area of 
                sexual harassment compared to any other gender equity 
                issue in education.
            (3) Statement of purposes.--It is the purpose of this 
        subsection to--
                    (A) train teachers and administrators in 
                identifying and preventing sexual harassment; and
                    (B) reduce the incidence of sexual harassment in 
                elementary schools and secondary schools.
            (4) Program authority; authorization of appropriations.--
                    (A) Program authority.--The Secretary is authorized 
                to carry out a program of awarding grants to eligible 
                grant recipients to enable the eligible grant 
                recipients to train teachers and administrators in 
                identifying and preventing sexual harassment. The 
                eligible grant recipient shall be responsible for--
                            (i) determining the type of training to be 
                        offered with respect to identifying and 
                        preventing sexual harassment; and
                            (ii) defining the term sexual harassment.
                    (B) Eligible grant recipients.--The Secretary is 
                authorized to award grants under this section to State 
                educational agencies, local educational agencies, or 
                other private and public agencies and organizations for 
                the planning, developing, or carrying out the 
                activities described in paragraph (1).
                    (C) Authorization of appropriations.--There are 
                authorized to be appropriated to carry out this 
                subsection $10,000,000 for fiscal year 2000, and such 
                sums as may be necessary for each of the 4 succeeding 
                fiscal years.
    (b) ESEA Amendments.--Title IV of such Act (20 U.S.C. 7101 et seq.) 
is amended--
            (1) in section 4113(d)(2)(C)(ii) (20 U.S.C. 
        7113(d)(2)(C)(ii))--
                    (A) in subclause (VIII), by striking ``and'' after 
                the semicolon;
                    (B) in subclause (IX), by striking the period and 
                inserting ``; and''; and
                    (C) by adding at the end the following:
                                    ``(X) high rates of reported 
                                incidences of sexual harassment and 
                                abuse.'';
            (2) in section 4114(c) (20 U.S.C. 7114(c))--
                    (A) by redesignating paragraphs (10), (11), and 
                (12) as paragraphs (11), (12), and (13), respectively; 
                and
                    (B) by inserting after paragraph (9) the following:
            ``(10) developing and implementing strategies and programs 
        to greatly reduce the incidence of sexual harassment and abuse 
        and to encourage positive and respectful interactions between 
        girls and boys;'';
            (3) in section 4116(a)(1) (20 U.S.C. 7116(a)(1))--
                    (A) in subparagraph (B), by striking ``and'' after 
                the semicolon;
                    (B) by redesignating subparagraph (C) as 
                subparagraph (D); and
                    (C) by inserting after subparagraph (B) the 
                following:
                    ``(C) greatly reduce the incidence of sexual 
                harassment and abuse; and''; and
            (4) in section 4117(a)(2)(A) (20 U.S.C. 7117(a)(2)(A)), by 
        inserting ``, including sexual harassment and abuse,'' after 
        ``violence''.

SEC. 6. HIGH SCHOOL ATHLETIC PROGRAM DATA.

    (a) Findings.--Congress makes the following findings:
            (1) Girls who play sports have better physical and 
        emotional health than girls who do not play sports.
            (2) Involvement in sports leads to higher self-esteem, 
        positive attitudes toward school, and less destructive 
        behavior.
            (3) Sports build girls' confidence, sense of physical 
        empowerment, and social recognition within the school and 
        community.
            (4) Higher rates of athletic participation are associated 
        with lower rates of sexual activity and pregnancy. 
            (5) Physical activity is linked to lower rates of heart 
        disease, breast cancer, and osteoporosis in later life.
            (6) Girls in secondary school who participate in team 
        sports are--
                    (A) 40 percent less likely to drop out of school;
                    (B) 33 percent less likely to become pregnant; and
                    (C) less likely to smoke cigarettes.
            (7) By secondary school graduation, girls are less prone to 
        have elected physical education and are twice as likely to be 
        inactive as boys.
            (8) Girls who are not involved in physical activity by age 
        10 have only a 10 percent chance of being athletic when the 
        girls are 25.
            (9) Students involved in extracurricular activities, such 
        as secondary school sports, were 3 times as likely to perform 
        in the top quartile on mathematics and reading assessments.
            (10) 80 percent of female managers of Fortune 500 companies 
        have a sports background.
    (b) Amendments.--Section 404(a)(1) of the National Education 
Statistics Act of 1994 (20 U.S.C. 9003(a)(1)) is amended--
            (1) by redesignating subparagraphs (G), (H), and (I) as 
        subparagraphs (H), (I), and (J), respectively; and
            (2) by inserting after subparagraph (F) the following new 
        subparagraph:
                    ``(G) the participation, by gender, of secondary 
                school students in elective physical education and 
                athletic programs;''.

SEC. 7. DROPOUT PREVENTION FOR PREGNANT AND PARENTING TEENAGERS.

    (a) Findings.--Congress makes the following findings:
            (1) Five out of every 100 young adults enrolled in 
        secondary school in 1996 left school without successfully 
        completing a secondary school program.
            (2) In October of 1997, 3,600,000 young adults, or 11 
        percent of young adults between the ages of 16 and 24 in the 
        United States, were neither enrolled in a secondary school 
        program nor had the young adults completed secondary school.
            (3) Girls who drop out of school are less likely to return 
        and complete school than boys.
            (4) The United States has the highest teenage pregnancy 
        rate of any industrialized nation.
            (5) Almost 1,000,000 teenagers become pregnant each year 
        and 80 percent of the pregnancies are unintended.
            (6) Pregnancy and parenting account for half of the female 
        school dropout rate and for \1/4\ of the school dropout rate 
        for all students.
            (7) Two-thirds of girls who give birth before age 18 will 
        not complete secondary school.
            (8) The younger the adolescent is when she becomes 
        pregnant, the more likely it is that she will not complete 
        secondary school.
    (b) ESEA Amendments.--The Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6301 et seq.) is amended--
            (1) in section 5404(d) (20 U.S.C. 7264(d))--
                    (A) in paragraph (1), by striking ``and'' after the 
                semicolon;
                    (B) by redesignating paragraph (2) as paragraph 
                (3); and
                    (C) by inserting after paragraph (1) the following 
                new paragraph:
            ``(2) provisions that emphasize mentoring and other support 
        services for pregnant and parenting teenagers; and'';
            (2) in section 11001(a) (20 U.S.C. 8401(a))--
                    (A) in paragraph (2), by inserting ``teenage 
                pregnancy,'' after ``gang violence,''; and
                    (B) in paragraph (4), by inserting ``and so that 
                children will be discouraged from dropping out of 
                school'' before the period; and
            (3) in section 11004(c) (20 U.S.C. 8404(c))--
                    (A) in paragraph (1), by inserting ``and an 
                assessment of the needs of children requiring 
                specialized comprehensive services such as students who 
                are pregnant or parenting'' after ``foster children''; 
                and
                    (B) in paragraph (7), by inserting ``, or families 
                with pregnant or parenting children in school,'' after 
                ``families''.

SEC. 8. WOMEN'S EDUCATIONAL EQUITY.

    Part B of title V of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 7231 et seq.) is amended to read as follows:

``SEC. 5201. SHORT TITLE; FINDINGS.

    ``(a) Short Title.--This part may be cited as the `Women's 
Educational Equity Act of 1999'.
    ``(b) Findings.--Congress finds that--
            ``(1) since the enactment of title IX of the Education 
        Amendments of 1972, women and girls have made strides in 
        educational achievement and in their ability to avail 
        themselves of educational opportunities;
            ``(2) because of funding provided under the Women's 
        Educational Equity Act of 1994, more curricula, training, and 
        other educational materials concerning educational equity for 
        women and girls are available for national dissemination;
            ``(3) teaching and learning practices in the United States 
        are frequently inequitable as such practices relate to women 
        and girls, for example--
                    ``(A) sexual harassment, particularly that 
                experienced by girls, undermines the ability of schools 
                to provide a safe and equitable learning or workplace 
                environment;
                    ``(B) classroom textbooks and other educational 
                materials do not sufficiently reflect the experiences, 
                achievements, or concerns of women and, in most cases, 
                are not written by women or persons of color;
                    ``(C) girls do not take as many mathematics and 
                science courses as boys, girls lose confidence in their 
                mathematics and science ability as girls move through 
                adolescence, and there are few women role models in the 
                sciences;
                    ``(D) the low number of girls taking higher level 
                computer science courses leading to technical careers, 
                and the low degree of participation of women in the 
                development of education technology, will perpetuate a 
                cycle of disadvantage for girls in elementary schools 
                and secondary schools as technology is increasingly 
                integrated into the classroom; and
                    ``(E) pregnant and parenting teenagers are at high 
                risk for dropping out of school and existing dropout 
                prevention programs do not adequately address the needs 
                of such teenagers;
            ``(4) efforts to improve the quality of public education 
        also must include efforts to ensure equal access to quality 
        education programs for all women and girls;
            ``(5) Federal support not only should address research and 
        development of innovative model curricula and teaching and 
        learning strategies to promote gender equity, but also should 
        assist schools and local communities to implement gender-
        equitable practices;
            ``(6) Federal assistance for gender equity must be tied to 
        systemic reform, involve collaborative efforts to implement 
        effective gender practices at the local level, and encourage 
        parental participation; and
            ``(7) excellence in education, high educational 
        achievements and standards, and the full participation of women 
        and girls in American society, cannot be achieved without 
        educational equity for women and girls.

``SEC. 5202. STATEMENT OF PURPOSES.

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

``SEC. 5203. PROGRAMS AUTHORIZED.

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

``SEC. 5204. APPLICATIONS.

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

``SEC. 5205. CRITERIA AND PRIORITIES.

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

``SEC. 5206. REPORT.

    ``The Secretary, not later than January 1, 2004, shall submit to 
the President and Congress a report on the status of educational equity 
for girls and women in the Nation.

``SEC. 5207. ADMINISTRATION.

    ``(a) Evaluation; Dissemination; Report.--The Secretary--
            ``(1) shall evaluate, in accordance with section 14701, 
        materials and programs developed under this part;
            ``(2) shall disseminate materials and programs developed 
        under this part; and
            ``(3) shall report to Congress regarding such evaluation, 
        materials and programs not later than January 1, 2003.
    ``(b) Program Operations.--The Secretary shall ensure that the 
activities assisted under this part are administered within the 
Department by a person who has recognized professional qualifications 
and experience in the field of gender equity education.

``SEC. 5208. AUTHORIZATION OF APPROPRIATIONS.

    ``For the purpose of carrying out this part, there are authorized 
to be appropriated $5,000,000 for fiscal year 2000 and such sums as may 
be necessary for each of the 4 succeeding fiscal years, of which not 
less than \2/3\ of the amount appropriated under this section for each 
fiscal year shall be available to carry out the activities described in 
section 5203(b)(1).''.

SEC. 9. DEFINITIONS.

    The terms used in this Act have the meanings given the terms in 
section 14101 of the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 8801).
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