II

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.

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled,

3 SECTION 1. SHORT TITLE.

4 This Act may be cited as the ‘‘Educating America’s

5 Girls Act’’.
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1 SEC. 2. EDUCATION TECHNOLOGY.

2 (a) TEACHER TECHNOLOGY TRAINING AMEND3 MENTS.—

4 (1) STATEMENT OF PURPOSE FOR TITLE I.—

5 Section 1001(d)(4) of the Elementary and Sec6 ondary Education Act of 1965 (20 U.S.C.

7 6301(d)(4)) is amended by inserting ‘‘, giving atten8 tion to the role technology can play in professional

9 development and improved teaching and learning’’

10 before the semicolon.

11 (2) SCHOOL IMPROVEMENT.—Section

12 1116(c)(3) of such Act (20 U.S.C. 6317(c)(3)) is

13 amended by adding at the end the following:

14 ‘‘(D) In carrying out professional develop15 ment under this paragraph a school shall give

16 attention to professional development that in17 corporates technology used to improve teaching

18 and learning.’’.

19 (3) PROFESSIONAL DEVELOPMENT ACTIVI20 TIES.—Section 1119(b) of such Act (20 U.S.C.

21 6320(b)) is amended—

22 (A) in paragraph (1)—

23 (i) in subparagraph (D), by striking

24 ‘‘and’’ after the semicolon;

25 (ii) in subparagraph (E), by striking

26 the period and inserting ‘‘; and’’; and
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1 (iii) by adding at the end the fol2 lowing:

3 ‘‘(F) include instruction in the use of tech4 nology.’’; and

5 (B) in paragraph (2)—

6 (i) by striking subparagraph (D); and

7 (ii) by redesignating subparagraphs

8 (E) through (I) as subparagraphs (D)

9 through (H), respectively.

10 (4) PURPOSES FOR TITLE II.—Section 2002(2)

11 of such Act (20 U.S.C. 6602(2)) is amended—

12 (A) in subparagraph (E), by striking

13 ‘‘and’’ after the semicolon;

14 (B) in subparagraph (F), by striking the

15 period and inserting ‘‘; and’’; and

16 (C) by adding at the end the following:

17 ‘‘(G) uses technology to enhance the teach18 ing and learning process.’’.

19 (5) NATIONAL TEACHER TRAINING PROJECT.—

20 Section 2103(b)(2) of such Act (20 U.S.C.

21 6623(b)(2)) is amended by adding at the end the

22 following:

23 ‘‘(J) Technology.’’.

24 (6) LOCAL PLAN AND APPLICATION FOR IM25 PROVING TEACHING AND LEARNING.—Section
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1 2208(d)(1)(F) of such Act (20 U.S.C.

2 6648(d)(1)(F)) is amended by inserting ‘‘, tech3 nologies,’’ after ‘‘strategies’’.

4 (7) AUTHORIZED ACTIVITIES.—Section

5 2210(b)(2)(C) of such Act (20 U.S.C.

6 6650(b)(2)(C)) is amended by striking ‘‘and prac7 tices’’ and inserting ‘‘practices, and technologies’’.

8 (8) HIGHER EDUCATION ACTIVITIES.—Section

9 2211(a)(1)(C) of such Act (20 U.S.C.

10 6651(a)(1)(C)) is amended by inserting ‘‘, including

11 technological innovation,’’ after ‘‘innovation’’.

12 (9) SPECIAL CONSIDERATION FOR TITLES I, II,

13 AND III.—Part E of title XIV of such Act (20

14 U.S.C. 8891 et seq.) is amended by adding at the

15 end the following:

16 ‘‘SEC. 14515. SPECIAL CONSIDERATION FOR TITLES I, II,

17 AND III.

18 ‘‘In carrying out titles I, II, and III the Secretary

19 shall take into special consideration the different learning

20 needs for and exposures to technology for all students, in21 cluding girls and students who have economic and edu22 cational disadvantages.’’.

23 (b) TECHNOLOGY FOR EDUCATION.—

24 (1) LOCAL APPLICATIONS.—Section 3135 of

25 such Act (20 U.S.C. 6845) is amended—
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1 (A) in paragraph (1)—

2 (i) by redesignating subparagraphs

3 (C) through (H) as subparagraphs (D)

4 through (I), respectively;

5 (ii) by inserting after subparagraph

6 (B) the following:

7 ‘‘(C) an explanation of how the local edu8 cational agency will take into special consider9 ation the different learning needs for and expo10 sures to technology for all students, including

11 girls and students who have economic and edu12 cational disadvantages;’’; and

13 (iii) in subparagraph (F) (as redesig14 nated in clause (i)), by inserting ‘‘, includ15 ing those resources that will take into spe16 cial consideration the different learning

17 needs for and exposures to technology for

18 all students, including girls and students

19 who have economic and educational dis20 advantages’’ before the semicolon;

21 (B) in paragraph (3)(B), by inserting

22 ‘‘that takes into special consideration the dif23 ferent learning needs for and exposures to tech24 nology for all students, including girls and stu-
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1 dents who have economic and educational dis2 advantages’’ after ‘‘technology’’; and

3 (C) in paragraph (4)—

4 (i) in subparagraph (A), by striking

5 ‘‘and’’ after the semicolon;

6 (ii) by redesignating subparagraph

7 (B) as subparagraph (C); and

8 (iii) by inserting after subparagraph

9 (A) the following:

10 ‘‘(B) will take into special consideration

11 the different learning needs for and exposures

12 to technology for all students, including girls

13 and students who have economic and edu14 cational disadvantages; and’’.

15 (2) NATIONAL CHALLENGE GRANTS.—Section

16 3136 of such Act (20 U.S.C. 6846) is amended—

17 (A) in subsection (a), by adding after para18 graph (2) the following:

19 ‘‘(3) SPECIAL CONSIDERATION.—In awarding

20 grants under this section, the Secretary shall take

21 into special consideration the different learning

22 needs for and exposures to technology for all stu23 dents, including girls and students who have eco24 nomic and educational disadvantages.’’; and

25 (B) in subsection (c)—
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1 (i) by redesignating paragraphs (3),

2 (4), and (5) as paragraphs (4), (5), and

3 (6), respectively;

4 (ii) by inserting after paragraph (2)

5 the following:

6 ‘‘(3) the project will take into special consider7 ation the different learning needs for and exposures

8 to technology for all students, including girls and

9 students who have economic and educational dis10 advantages;’’; and

11 (iii) in paragraph (5) (as redesignated

12 by clause (i)), by inserting ‘‘by girls and

13 students who have economic and edu14 cational disadvantages’’ after ‘‘subsection’’.

15 (3) REGIONAL TECHNICAL SUPPORT AND PRO16 FESSIONAL DEVELOPMENT.—Section 3141(b) of

17 such Act (20 U.S.C. 6861(b)) is amended—

18 (A) in paragraph (1)(B), by striking

19 ‘‘Goals and’’ and inserting ‘‘Goals, that pro20 mote equitable teaching methods, techniques,

21 and practices for girls and students who have

22 economic and educational disadvantages and

23 that’’; and

24 (B) in paragraph (2)—

25 (i) in subparagraph (B)—
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1 (I) by redesignating clauses (ii)

2 and (iii) as clauses (iii) and (iv), re3 spectively; and

4 (II) by inserting after clause (i)

5 the following:

6 ‘‘(ii) provide equitable teaching meth7 ods, techniques and practices for girls and

8 students who have economic and edu9 cational disadvantages based on estab10 lished research;’’; and

11 (ii) in subparagraph (E), by inserting

12 ‘‘, including girls and students who have

13 economic and educational disadvantages’’

14 after ‘‘region’’.

15 (4) EDUCATIONAL TECHNOLOGY PRODUCT DE16 VELOPMENT.—Section 3151 of such Act (20 U.S.C.

17 6871) is amended—

18 (A) in subsection (b)(5)—

19 (i) by redesignating subparagraphs

20 (E), (F), (G), (H), and (I) as subpara21 graphs (F), (G), (H), (I), and (J), respec22 tively; and

23 (ii) by inserting after subparagraph

24 (D) the following:
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1 ‘‘(E) take into special consideration the

2 different learning needs for and exposures to

3 technology for all students, including girls and

4 students who have economic and educational

5 disadvantages;’’;

6 (B) by redesignating subsections (c) and

7 (d) as subsections (d) and (e), respectively; and

8 (C) by inserting after subsection (b) the

9 following:

10 ‘‘(c) SPECIAL CONSIDERATION.—In approving grants

11 under this section, the Secretary shall take into special

12 consideration the different learning needs for and expo13 sures to technology for all students, including girls and

14 students who have economic and educational disadvan15 tages.’’.

16 (5) STAR SCHOOLS GRANTS.—Section

17 3204(a)(2) of such Act (20 U.S.C. 6894(a)(2)) is

18 amended by inserting ‘‘that takes into special con19 sideration the different learning needs for and expo20 sures to technology for all students, including girls

21 and students who have economic and educational

22 disadvantages’’ after ‘‘programming’’.

23 (c) FUND FOR THE IMPROVEMENT OF EDUCATION.—

24 Section 10101(b)(1)(M) of such Act (20 U.S.C.

25 8001(b)(1)(M)) is amended by inserting ‘‘, and programs
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1 designed to promote education technology that take into

2 special consideration the different learning needs for and

3 exposures to technology for all students, including girls

4 and students who have economic and educational dis5 advantages,’’ after ‘‘gender equity in education’’.

6 SEC. 3. TEACHER TRAINING IN TECHNOLOGY.

7 (a) PURPOSE.—It is the purpose of this section to

8 assist consortia of public and private entities in carrying

9 out projects that prepare prospective elementary school

10 and secondary school teachers to use advanced technology

11 to foster learning environments conducive to preparing all

12 students to achieve to challenging State and local content

13 and student performance standards.

14 (b) PROGRAM AUTHORITY.—

15 (1) IN GENERAL.—The Secretary, through the

16 Office of Educational Technology, is authorized to

17 award grants to and enter into contracts or coopera18 tive agreements with eligible consortia to assist the

19 eligible consortia in developing or redesigning teach20 er preparation programs that enable prospective ele21 mentary school and secondary school teachers to use

22 technology effectively in their classrooms. The Sec23 retary shall award the grants, contracts and cooper24 ative agreements on a competitive basis.
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1 (2) PERIOD OF AWARD.—The Secretary may

2 award grants and enter into contracts or cooperative

3 agreements under this section for a period of not

4 more than 5 years.

5 (c) ELIGIBILITY.—

6 (1) DEFINITION OF ELIGIBLE CONSORTIUM.—

7 In this section, the term ‘‘eligible consortium’’

8 means a consortium that includes—

9 (A) at least 1 institution of higher edu10 cation that offers a baccalaureate degree and

11 prepares elementary school and secondary

12 school teachers for their initial entry into teach13 ing;

14 (B) at least 1 State educational agency or

15 local educational agency; and

16 (C) at least 1 of the following entities:

17 (i) an institution of higher education

18 (other than the institution described in

19 subparagraph (A));

20 (ii) a school or department of edu21 cation at an institution of higher edu22 cation;

23 (iii) a school or college of arts and

24 sciences at an institution of higher edu25 cation;
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1 (iv) a private elementary school or

2 secondary school; and

3 (v) a professional association, founda4 tion, museum, library, for-profit business,

5 public or private nonprofit organization,

6 community-based organization, or other

7 entity with the capacity to contribute to

8 the technology-related reform of teacher

9 preparation programs.

10 (2) APPLICATION REQUIREMENTS.—In order to

11 receive a grant or enter into a contract or coopera12 tive agreement under this section, an eligible consor13 tium shall submit an application to the Secretary at

14 such time, in such manner and containing such in15 formation as the Secretary may require. The appli16 cation shall include—

17 (A) a description of the proposed project,

18 including how the project will ensure that indi19 viduals participating in the project will be pre20 pared to use technology to create learning envi21 ronments conducive to preparing all students to

22 achieve to challenging State and local content

23 and student performance standards;

24 (B) a demonstration of—
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1 (i) the commitment, including the fi2 nancial commitment, of each of the mem3 bers of the eligible consortium; and

4 (ii) the active support of the leader5 ship of each member of the eligible consor6 tium for the proposed project;

7 (C) a description of how each member of

8 the eligible consortium will be included in

9 project activities;

10 (D) a description of how the project will

11 continue after the Federal funding awarded

12 under this section terminates; and

13 (E) a plan for the evaluation of the

14 project, which shall include benchmarks to mon15 itor progress toward specific project objectives.

16 (3) MATCHING REQUIREMENTS.—

17 (A) IN GENERAL.—The Federal share of

18 the cost of any project funded under this sec19 tion shall not exceed 50 percent. Except as pro20 vided in subparagraph (B), the non-Federal

21 share of such project may be in cash or in kind,

22 fairly evaluated, including services.

23 (B) ACQUISITION OF EQUIPMENT.—Not

24 more than 10 percent of the funds awarded for

25 a project under this section may be used to ac-
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1 quire equipment, networking capabilities or in2 frastructure, and the non-Federal share of the

3 cost of any such acquisition shall be in cash.

4 (d) USES OF FUNDS.—

5 (1) REQUIRED USES.—An eligible consortium

6 shall use funds provided under this section for—

7 (A) creating projects that enable prospec8 tive teachers to use advanced technology to cre9 ate learning environments conducive to pre10 paring all students to achieve to challenging

11 State and local content and student perform12 ance standards; and

13 (B) evaluating the effectiveness of the

14 project.

15 (2) PERMISSIBLE USES.—An eligible consor16 tium may use funds provided under this section for

17 activities that carry out the purpose of this section,

18 such as—

19 (A) developing and implementing high20 quality teacher preparation programs that en21 able elementary school and secondary school

22 teachers to—

23 (i) learn the full range of resources

24 that can be accessed through the use of

25 technology;
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1 (ii) integrate a variety of technologies

2 into the classroom in order to expand stu3 dents’ knowledge;

4 (iii) evaluate educational technologies

5 and their potential for use in instruction;

6 and

7 (iv) help students develop their own

8 technical skills and digital learning envi9 ronments;

10 (B) developing alternative teacher develop11 ment paths that provide elementary schools and

12 secondary schools with well-prepared, tech13 nology-proficient educators;

14 (C) developing performance-based stand15 ards and aligned assessments to measure the

16 capacity of prospective teachers to use tech17 nology effectively in their classrooms;

18 (D) providing technical assistance to other

19 teacher preparation programs;

20 (E) developing and disseminating resources

21 and information in order to assist institutions

22 of higher education to prepare teachers to use

23 technology effectively in their classrooms; and
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1 (F) acquiring equipment, networking capa2 bilities, and infrastructure to carry out the

3 project.

4 (e) AUTHORIZATION OF APPROPRIATIONS.—There

5 are authorized to be appropriated to carry out this sub6 section $75,000,000 for fiscal year 2000 and such sums

7 as may be necessary for each of the 4 succeeding fiscal

8 years.

9 SEC. 4. HIGH TECHNOLOGY FOR GIRLS.

10 (a) SHORT TITLE.—This section may be cited as the

11 ‘‘High Technology for Girls Act’’.

12 (b) PROFESSIONAL DEVELOPMENT ACTIVITIES.—

13 Section 1119(b)(2) of the Elementary and Secondary

14 Education Act of 1965 (20 U.S.C. 6320(b)(2)) is

15 amended—

16 (1) in subparagraph (H), by striking ‘‘and’’

17 after the semicolon;

18 (2) in subparagraph (I), by striking the period

19 and inserting ‘‘; and’’; and

20 (3) by adding at the end the following:

21 ‘‘(J) instruction, which may include in22 struction developed in partnership with a busi23 ness, an industry or an institution of higher

24 education, to encourage and enable students, in25 cluding young women, to pursue demanding ca-
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1 reers and higher education degrees in mathe2 matics, science, engineering and technology, in3 cluding the development of mentoring pro4 grams, model programs or other programs.’’.

5 (c) NATIONAL TEACHER TRAINING PROJECT.—Sec6 tion 2103(b)(1) of the Elementary and Secondary Edu7 cation Act of 1965 (20 U.S.C. 6623(b)(1)) is amended—

8 (1) by redesignating subparagraphs (B) and

9 (C) as subparagraphs (C) and (D), respectively; and

10 (2) by inserting after subparagraph (A) the fol11 lowing:

12 ‘‘(B) to support and promote the establish13 ment of teacher training programs that—

14 ‘‘(i) shall pertain to the core subject

15 areas of mathematics and science;

16 ‘‘(ii) may include programs developed

17 in partnership with a business, an industry

18 or an institution of higher education; and

19 ‘‘(iii) shall involve the establishment

20 of mentoring programs, model programs or

21 other programs which encourage students,

22 including young women, to pursue de23 manding careers and higher education de24 grees in mathematics, science, engineering

25 and technology;’’.
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1 (d) TECHNOLOGY FOR EDUCATION.—Section

2 3122(c) of the Elementary and Secondary Education Act

3 of 1965 (20 U.S.C. 6832(c)) is amended—

4 (1) by redesignating paragraphs (15) and (16)

5 as paragraphs (16) and (17), respectively; and

6 (2) by inserting after paragraph (14) the fol7 lowing:

8 ‘‘(15) the development of model programs, men9 toring programs or other programs, which may in10 clude programs developed in partnership with a busi11 ness, an industry or an institution of higher edu12 cation, that encourage students, including young

13 women, to pursue demanding careers and higher

14 education degrees in mathematics, science, engineer15 ing and technology.’’.

16 SEC. 5. SCHOOL SAFETY FOR GIRLS.

17 (a) SEXUAL HARASSMENT PREVENTION TRAINING

18 GRANTS.—

19 (1) SHORT TITLE.—This subsection may be

20 cited as the ‘‘Sexual Harassment Prevention Train21 ing Grants Act’’.

22 (2) FINDINGS.—Congress makes the following

23 findings:

24 (A) Sexual harassment in schools is an ille25 gal form of discrimination on the basis of sex
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1 banned under title IX of the Education Amend2 ment of 1972.

3 (B) The vast majority of secondary school

4 students experience some form of sexual harass5 ment.

6 (C) Girls are disproportionately affected by

7 sexual harassment.

8 (D) The American Association of Univer9 sity Women Educational Foundation’s 1993

10 survey of 8th through 11th grade students on

11 sexual harassment in schools, entitled ‘‘Hostile

12 Hallways’’, found that—

13 (i) 85 percent of girls experienced

14 some form of sexual harassment;

15 (ii) 65 percent of girls who have been

16 harassed were harassed in the classroom;

17 and

18 (iii) 81 percent of girls who have been

19 harassed do not report the harassment to

20 adults.

21 (E) A 1996 University of Michigan study

22 showed that sexual harassment can result in

23 academic problems such as paying less atten24 tion in class. The study found that—
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1 (i) 33 percent of girls do not want to

2 go to school at all due to the stress and

3 anxiety the girls suffer as a result of sex4 ual harassment; and

5 (ii) nearly 1 in 4 girls report that har6 assment caused the girls to stay home

7 from school or cut a class.

8 (F) Schools have not responded well to the

9 issue of sexual harassment.

10 (G) Few schools have or effectively enforce

11 sexual harassment policies.

12 (H) The least progress has been made in

13 the area of sexual harassment compared to any

14 other gender equity issue in education.

15 (3) STATEMENT OF PURPOSES.—It is the pur16 pose of this subsection to—

17 (A) train teachers and administrators in

18 identifying and preventing sexual harassment;

19 and

20 (B) reduce the incidence of sexual harass21 ment in elementary schools and secondary

22 schools.

23 (4) PROGRAM AUTHORITY; AUTHORIZATION OF

24 APPROPRIATIONS.—
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1 (A) PROGRAM AUTHORITY.—The Secretary

2 is authorized to carry out a program of award3 ing grants to eligible grant recipients to enable

4 the eligible grant recipients to train teachers

5 and administrators in identifying and pre6 venting sexual harassment. The eligible grant

7 recipient shall be responsible for—

8 (i) determining the type of training to

9 be offered with respect to identifying and

10 preventing sexual harassment; and

11 (ii) defining the term sexual harass12 ment.

13 (B) ELIGIBLE GRANT RECIPIENTS.—The

14 Secretary is authorized to award grants under

15 this section to State educational agencies, local

16 educational agencies, or other private and pub17 lic agencies and organizations for the planning,

18 developing, or carrying out the activities de19 scribed in paragraph (1).

20 (C) AUTHORIZATION OF APPROPRIA21 TIONS.—There are authorized to be appro22 priated to carry out this subsection

23 $10,000,000 for fiscal year 2000, and such

24 sums as may be necessary for each of the 4

25 succeeding fiscal years.
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1 (b) ESEA AMENDMENTS.—Title IV of such Act (20

2 U.S.C. 7101 et seq.) is amended—

3 (1) in section 4113(d)(2)(C)(ii) (20 U.S.C.

4 7113(d)(2)(C)(ii))—

5 (A) in subclause (VIII), by striking ‘‘and’’

6 after the semicolon;

7 (B) in subclause (IX), by striking the pe8 riod and inserting ‘‘; and’’; and

9 (C) by adding at the end the following:

10 ‘‘(X) high rates of reported

11 incidences of sexual harassment and

12 abuse.’’;

13 (2) in section 4114(c) (20 U.S.C. 7114(c))—

14 (A) by redesignating paragraphs (10),

15 (11), and (12) as paragraphs (11), (12), and

16 (13), respectively; and

17 (B) by inserting after paragraph (9) the

18 following:

19 ‘‘(10) developing and implementing strategies

20 and programs to greatly reduce the incidence of sex21 ual harassment and abuse and to encourage positive

22 and respectful interactions between girls and boys;’’;

23 (3) in section 4116(a)(1) (20 U.S.C.

24 7116(a)(1))—
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1 (A) in subparagraph (B), by striking

2 ‘‘and’’ after the semicolon;

3 (B) by redesignating subparagraph (C) as

4 subparagraph (D); and

5 (C) by inserting after subparagraph (B)

6 the following:

7 ‘‘(C) greatly reduce the incidence of sexual

8 harassment and abuse; and’’; and

9 (4) in section 4117(a)(2)(A) (20 U.S.C.

10 7117(a)(2)(A)), by inserting ‘‘, including sexual har11 assment and abuse,’’ after ‘‘violence’’.

12 SEC. 6. HIGH SCHOOL ATHLETIC PROGRAM DATA.

13 (a) FINDINGS.—Congress makes the following find14 ings:

15 (1) Girls who play sports have better physical

16 and emotional health than girls who do not play

17 sports.

18 (2) Involvement in sports leads to higher self19 esteem, positive attitudes toward school, and less de20 structive behavior.

21 (3) Sports build girls’ confidence, sense of phys22 ical empowerment, and social recognition within the

23 school and community.
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1 (4) Higher rates of athletic participation are as2 sociated with lower rates of sexual activity and preg3 nancy.

4 (5) Physical activity is linked to lower rates of

5 heart disease, breast cancer, and osteoporosis in

6 later life.

7 (6) Girls in secondary school who participate in

8 team sports are—

9 (A) 40 percent less likely to drop out of

10 school;

11 (B) 33 percent less likely to become preg12 nant; and

13 (C) less likely to smoke cigarettes.

14 (7) By secondary school graduation, girls are

15 less prone to have elected physical education and are

16 twice as likely to be inactive as boys.

17 (8) Girls who are not involved in physical activ18 ity by age 10 have only a 10 percent chance of being

19 athletic when the girls are 25.

20 (9) Students involved in extracurricular activi21 ties, such as secondary school sports, were 3 times

22 as likely to perform in the top quartile on mathe23 matics and reading assessments.

24 (10) 80 percent of female managers of Fortune

25 500 companies have a sports background.
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1 (b) AMENDMENTS.—Section 404(a)(1) of the Na2 tional Education Statistics Act of 1994 (20 U.S.C.

3 9003(a)(1)) is amended—

4 (1) by redesignating subparagraphs (G), (H),

5 and (I) as subparagraphs (H), (I), and (J), respec6 tively; and

7 (2) by inserting after subparagraph (F) the fol8 lowing new subparagraph:

9 ‘‘(G) the participation, by gender, of sec10 ondary school students in elective physical edu11 cation and athletic programs;’’.

12 SEC. 7. DROPOUT PREVENTION FOR PREGNANT AND PAR13 ENTING TEENAGERS.

14 (a) FINDINGS.—Congress makes the following find15 ings:

16 (1) Five out of every 100 young adults enrolled

17 in secondary school in 1996 left school without suc18 cessfully completing a secondary school program.

19 (2) In October of 1997, 3,600,000 young

20 adults, or 11 percent of young adults between the

21 ages of 16 and 24 in the United States, were neither

22 enrolled in a secondary school program nor had the

23 young adults completed secondary school.

24 (3) Girls who drop out of school are less likely

25 to return and complete school than boys.
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1 (4) The United States has the highest teenage

2 pregnancy rate of any industrialized nation.

3 (5) Almost 1,000,000 teenagers become preg4 nant each year and 80 percent of the pregnancies

5 are unintended.

6 (6) Pregnancy and parenting account for half

of the female school dropout rate and for 1 7 ⁄4 of the

8 school dropout rate for all students.

9 (7) Two-thirds of girls who give birth before

10 age 18 will not complete secondary school.

11 (8) The younger the adolescent is when she be12 comes pregnant, the more likely it is that she will

13 not complete secondary school.

14 (b) ESEA AMENDMENTS.—The Elementary and Sec15 ondary Education Act of 1965 (20 U.S.C. 6301 et seq.)

16 is amended—

17 (1) in section 5404(d) (20 U.S.C. 7264(d))—

18 (A) in paragraph (1), by striking ‘‘and’’

19 after the semicolon;

20 (B) by redesignating paragraph (2) as

21 paragraph (3); and

22 (C) by inserting after paragraph (1) the

23 following new paragraph:
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1 ‘‘(2) provisions that emphasize mentoring and

2 other support services for pregnant and parenting

3 teenagers; and’’;

4 (2) in section 11001(a) (20 U.S.C. 8401(a))—

5 (A) in paragraph (2), by inserting ‘‘teen6 age pregnancy,’’ after ‘‘gang violence,’’; and

7 (B) in paragraph (4), by inserting ‘‘and so

8 that children will be discouraged from dropping

9 out of school’’ before the period; and

10 (3) in section 11004(c) (20 U.S.C. 8404(c))—

11 (A) in paragraph (1), by inserting ‘‘and an

12 assessment of the needs of children requiring

13 specialized comprehensive services such as stu14 dents who are pregnant or parenting’’ after

15 ‘‘foster children’’; and

16 (B) in paragraph (7), by inserting ‘‘, or

17 families with pregnant or parenting children in

18 school,’’ after ‘‘families’’.

19 SEC. 8. WOMEN’S EDUCATIONAL EQUITY.

20 Part B of title V of the Elementary and Secondary

21 Education Act of 1965 (20 U.S.C. 7231 et seq.) is amend22 ed to read as follows:

23 ‘‘SEC. 5201. SHORT TITLE; FINDINGS.

24 ‘‘(a) SHORT TITLE.—This part may be cited as the

25 ‘Women’s Educational Equity Act of 1999’.
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1 ‘‘(b) FINDINGS.—Congress finds that—

2 ‘‘(1) since the enactment of title IX of the Edu3 cation Amendments of 1972, women and girls have

4 made strides in educational achievement and in their

5 ability to avail themselves of educational opportuni6 ties;

7 ‘‘(2) because of funding provided under the

8 Women’s Educational Equity Act of 1994, more cur9 ricula, training, and other educational materials con10 cerning educational equity for women and girls are

11 available for national dissemination;

12 ‘‘(3) teaching and learning practices in the

13 United States are frequently inequitable as such

14 practices relate to women and girls, for example—

15 ‘‘(A) sexual harassment, particularly that

16 experienced by girls, undermines the ability of

17 schools to provide a safe and equitable learning

18 or workplace environment;

19 ‘‘(B) classroom textbooks and other edu20 cational materials do not sufficiently reflect the

21 experiences, achievements, or concerns of

22 women and, in most cases, are not written by

23 women or persons of color;

24 ‘‘(C) girls do not take as many mathe25 matics and science courses as boys, girls lose
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1 confidence in their mathematics and science

2 ability as girls move through adolescence, and

3 there are few women role models in the

4 sciences;

5 ‘‘(D) the low number of girls taking higher

6 level computer science courses leading to tech7 nical careers, and the low degree of participa8 tion of women in the development of education

9 technology, will perpetuate a cycle of disadvan10 tage for girls in elementary schools and sec11 ondary schools as technology is increasingly in12 tegrated into the classroom; and

13 ‘‘(E) pregnant and parenting teenagers are

14 at high risk for dropping out of school and ex15 isting dropout prevention programs do not ade16 quately address the needs of such teenagers;

17 ‘‘(4) efforts to improve the quality of public

18 education also must include efforts to ensure equal

19 access to quality education programs for all women

20 and girls;

21 ‘‘(5) Federal support not only should address

22 research and development of innovative model cur23 ricula and teaching and learning strategies to pro24 mote gender equity, but also should assist schools
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1 and local communities to implement gender-equitable

2 practices;

3 ‘‘(6) Federal assistance for gender equity must

4 be tied to systemic reform, involve collaborative ef5 forts to implement effective gender practices at the

6 local level, and encourage parental participation; and

7 ‘‘(7) excellence in education, high educational

8 achievements and standards, and the full participa9 tion of women and girls in American society, cannot

10 be achieved without educational equity for women

11 and girls.

12 ‘‘SEC. 5202. STATEMENT OF PURPOSES.

13 ‘‘It is the purpose of this part—

14 ‘‘(1) to promote gender equity in education in

15 the United States;

16 ‘‘(2) to provide financial assistance to enable

17 educational agencies and institutions to meet the re18 quirements of title IX of the Education Amendments

19 of 1972; and

20 ‘‘(3) to promote equity in education for women

21 and girls who suffer from multiple forms of discrimi22 nation on the basis of sex and race, ethnic origin,

23 limited English proficiency, disability, socioeconomic

24 status, or age.
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1 ‘‘SEC. 5203. PROGRAMS AUTHORIZED.

2 ‘‘(a) IN GENERAL.—The Secretary is authorized—

3 ‘‘(1) to promote, coordinate, and evaluate gen4 der equity policies, programs, activities, and initia5 tives in all Federal education programs and offices;

6 ‘‘(2) to develop, maintain, and disseminate ma7 terials, resources, analyses, and research relating to

8 education equity for women and girls;

9 ‘‘(3) to provide information and technical as10 sistance to assure the effective implementation of

11 gender equity programs;

12 ‘‘(4) to coordinate gender equity programs and

13 activities with other Federal agencies with jurisdic14 tion over education and related programs;

15 ‘‘(5) to assist the Assistant Secretary for Edu16 cational Research and Improvement in identifying

17 research priorities related to education equity for

18 women and girls; and

19 ‘‘(6) to perform any other activities consistent

20 with achieving the purposes of this part.

21 ‘‘(b) GRANTS AUTHORIZED.—

22 ‘‘(1) IN GENERAL.—The Secretary is authorized

23 to make grants to, and enter into contracts and co24 operative agreements with, public agencies, private

25 nonprofit agencies, organizations, institutions, stu-
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1 dent groups, community groups, and individuals, for

2 a period not to exceed 4 years—

3 ‘‘(A) to develop model gender equity pro4 grams; and

5 ‘‘(B) for the implementation of gender eq6 uity programs in schools throughout the Na7 tion.

8 ‘‘(2) SUPPORT AND TECHNICAL ASSISTANCE.—

9 To achieve the purposes of this part, the Secretary

10 is authorized to provide support and technical

11 assistance—

12 ‘‘(A) to implement effective gender equity

13 policies and programs at all educational levels,

14 including—

15 ‘‘(i) assisting educational agencies and

16 institutions to implement policies and prac17 tices to comply with title IX of the Edu18 cation Amendments of 1972;

19 ‘‘(ii) training for teachers, counselors,

20 administrators, and other school personnel,

21 especially preschool and elementary school

22 personnel, in gender equitable teaching and

23 learning practices;

24 ‘‘(iii) leadership training for women

25 and girls to develop professional and mar-
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1 ketable skills to compete in the global mar2 ketplace, improve self-esteem, and benefit

3 from exposure to positive role models;

4 ‘‘(iv) school-to-work transition pro5 grams, guidance and counseling activities,

6 and other programs to increase opportuni7 ties for women and girls to enter a techno8 logically demanding workplace and, in par9 ticular, to enter highly skilled, high paying

10 careers in which women and girls have

11 been underrepresented;

12 ‘‘(v) enhancing educational and career

13 opportunities for those women and girls

14 who suffer multiple forms of discrimination

15 on the basis of sex and race, ethnic origin,

16 limited English proficiency, disability, so17 cioeconomic status, or age;

18 ‘‘(vi) assisting pregnant students and

19 students rearing children to remain in or

20 to return to secondary school, graduate,

21 and prepare their preschool children to

22 start school;

23 ‘‘(vii) evaluating exemplary model pro24 grams to assess the ability of such pro-
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1 grams to advance educational equity for

2 women and girls;

3 ‘‘(viii) introduction into the classroom

4 of textbooks, curricula, and other materials

5 designed to achieve equity for women and

6 girls;

7 ‘‘(ix) programs and policies to address

8 sexual harassment and violence against

9 women and girls and to ensure that edu10 cational institutions are free from threats

11 to the safety of students and personnel;

12 ‘‘(x) nondiscriminatory tests of apti13 tude and achievement and of alternative

14 assessments that eliminate biased assess15 ment instruments from use;

16 ‘‘(xi) programs to increase educational

17 opportunities, including higher education,

18 vocational training, and other educational

19 programs for low-income women, including

20 underemployed and unemployed women,

21 and women receiving assistance under part

22 A of title IV of the Social Security Act;

23 ‘‘(xii) programs to improve represen24 tation of women in educational administra25 tion at all levels; and
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1 ‘‘(xiii) planning, development, and ini2 tial implementation of—

3 ‘‘(I) comprehensive institutional

4 or districtwide evaluation to assess the

5 presence or absence of gender equity

6 in educational settings;

7 ‘‘(II) comprehensive plans for im8 plementation of gender equity pro9 grams in State and local educational

10 agencies and institutions of higher

11 education, including community col12 leges; and

13 ‘‘(III) innovative approaches to

14 school-community partnerships for

15 educational equity for women and

16 girls; and

17 ‘‘(B) for research and development, which

18 shall be coordinated with each of the research

19 institutes of the Office of Educational Research

20 and Improvement to avoid duplication of re21 search efforts, designed to advance gender eq22 uity nationwide and to help make policies and

23 practices in educational agencies and institu24 tions, and local communities, gender equitable,

25 including—
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1 ‘‘(i) research and development of inno2 vative strategies and model training pro3 grams for teachers and other education

4 personnel;

5 ‘‘(ii) the development of high quality

6 and challenging assessment instruments

7 that are nondiscriminatory;

8 ‘‘(iii) the development and evaluation

9 of model curricula, textbooks, software,

10 and other educational materials to ensure

11 the absence of gender stereotyping and

12 bias;

13 ‘‘(iv) the development of instruments

14 and procedures that employ new and inno15 vative strategies to assess whether diverse

16 educational settings are gender equitable;

17 ‘‘(v) the development of instruments

18 and strategies for evaluation, dissemina19 tion, and replication of promising or exem20 plary programs designed to assist local

21 educational agencies in integrating gender

22 equity in their educational policies and

23 practices;
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1 ‘‘(vi) updating high quality edu2 cational materials previously developed

3 through awards made under this part;

4 ‘‘(vii) the development of policies and

5 programs to address and prevent sexual

6 harassment and violence to ensure that

7 educational institutions are free from

8 threats to safety of students and per9 sonnel;

10 ‘‘(viii) the development and improve11 ment of programs and activities to increase

12 opportunity for women, including con13 tinuing educational activities, vocational

14 education, and programs for low-income

15 women, including underemployed women,

16 unemployed women, and women receiving

17 assistance under part A of title IV of the

18 Social Security Act; and

19 ‘‘(ix) the development of guidance and

20 counseling activities, including career edu21 cation programs, designed to ensure gen22 der equity.

23 ‘‘SEC. 5204. APPLICATIONS.

24 ‘‘Each entity desiring assistance under this part shall

25 submit to the Secretary an application at such time, in
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1 such manner, and accompanied by such information as the

2 Secretary may require. Each application shall—

3 ‘‘(1) set forth policies and procedures that will

4 ensure a comprehensive evaluation of the activities

5 assisted under this part, including an evaluation of

6 the practices, policies, and materials used by the ap7 plicant and an evaluation or estimate of the contin8 ued significance of the work of the project following

9 completion of the award period;

10 ‘‘(2) where appropriate, demonstrate how funds

11 received under this part will be used to promote the

12 attainment of 1 or more of the National Education

13 Goals;

14 ‘‘(3) demonstrate how the applicant will address

15 perceptions of gender roles based on cultural dif16 ferences or stereotypes;

17 ‘‘(4) where appropriate, describe how funds

18 under this part will be used in a manner that is con19 sistent with programs under the School-to-Work Op20 portunities Act of 1994;

21 ‘‘(5) for applications for assistance under sec22 tion 5203(b)(1), demonstrate how the applicant will

23 foster partnerships and, where applicable, share re24 sources with State educational agencies, local edu25 cational agencies, institutions of higher education,
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1 community-based organizations (including organiza2 tions serving women), parent, teacher, and student

3 groups, businesses, or other recipients of Federal

4 educational funding (which may include State lit5 eracy resource centers);

6 ‘‘(6) for applications for assistance under sec7 tion 5203(b)(1), demonstrate how parental involve8 ment in the project will be encouraged; and

9 ‘‘(7) for applications for assistance under sec10 tion 5203(b)(1), describe plans for continuation of

11 the activities assisted under this part with local sup12 port following completion of the grant period and

13 termination of Federal support under this part.

14 ‘‘SEC. 5205. CRITERIA AND PRIORITIES.

15 ‘‘(a) CRITERIA AND PRIORITIES.—The Secretary

16 shall establish separate criteria and priorities for awards

17 under paragraphs (1) and (2) of section 5203(b) to ensure

18 that funds under this part are used for programs that

19 most effectively achieve the purposes of this part.

20 ‘‘(b) CRITERIA.—The criteria described in subsection

21 (a) may include the extent to which the activities assisted

22 under this part—

23 ‘‘(1) address the needs of women and girls of

24 color and women and girls with disabilities;
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1 ‘‘(2) meet locally defined and documented edu2 cational equity needs and priorities, including com3 pliance with title IX of the Education Amendments

4 of 1972;

5 ‘‘(3) are a significant component of a com6 prehensive plan for educational equity and compli7 ance with title IX of the Education Amendments of

8 1972 in the particular school district, institution of

9 higher education, vocational-technical institution, or

10 other educational agency or institution; and

11 ‘‘(4) implement an institutional change strategy

12 with long-term impact that will continue as a central

13 activity of the applicant after the grant under this

14 part has terminated.

15 ‘‘(c) PRIORITIES.—In approving applications under

16 this part, the Secretary may give priority to applications—

17 ‘‘(1) submitted by applicants that have not re18 ceived assistance under this part or under part C of

19 title IX of this Act (as such part was in effect on

20 October 1, 1988);

21 ‘‘(2) for projects that will contribute signifi22 cantly to directly improving teaching and learning

23 practices in the local community; and

24 ‘‘(3) for projects that will—
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1 ‘‘(A) provide for a comprehensive approach

2 to enhancing gender equity in educational insti3 tutions and agencies;

4 ‘‘(B) draw on a variety of resources, in5 cluding the resources of local educational agen6 cies, community-based organizations, institu7 tions of higher education, and private organiza8 tions;

9 ‘‘(C) implement a strategy with long-term

10 impact that will continue as a central activity of

11 the applicant after the grant under this part

12 has terminated;

13 ‘‘(D) address issues of national signifi14 cance that can be duplicated; and

15 ‘‘(E) address the educational needs of

16 women and girls who suffer multiple forms of

17 discrimination on the basis of sex and race, eth18 nic origin, limited English proficiency, dis19 ability, socioeconomic status, or age.

20 ‘‘(d) SPECIAL RULE.—To the extent feasible, the

21 Secretary shall ensure that grants awarded under this

22 part for each fiscal year address—

23 ‘‘(1) all levels of education, including preschool,

24 elementary and secondary education, higher edu25 cation, vocational education, and adult education;
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1 ‘‘(2) all regions of the United States; and

2 ‘‘(3) urban, rural, and suburban educational in3 stitutions.

4 ‘‘(e) COORDINATION.—Research activities supported

5 under this part—

6 ‘‘(1) shall be carried out in consultation with

7 the Office of Educational Research and Improve8 ment to ensure that such activities are coordinated

9 with and enhance the research and development ac10 tivities supported by such office; and

11 ‘‘(2) may include collaborative research activi12 ties which are jointly funded and carried out with

13 the Office of Educational Research and Improve14 ment.

15 ‘‘(f) LIMITATION.—Nothing in this part shall be con16 strued as prohibiting men and boys from participating in

17 any programs or activities assisted with funds provided

18 under this part.

19 ‘‘SEC. 5206. REPORT.

20 ‘‘The Secretary, not later than January 1, 2004, shall

21 submit to the President and Congress a report on the sta22 tus of educational equity for girls and women in the Na23 tion.
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1 ‘‘SEC. 5207. ADMINISTRATION.

2 ‘‘(a) EVALUATION; DISSEMINATION; REPORT.—The

3 Secretary—

4 ‘‘(1) shall evaluate, in accordance with section

5 14701, materials and programs developed under this

6 part;

7 ‘‘(2) shall disseminate materials and programs

8 developed under this part; and

9 ‘‘(3) shall report to Congress regarding such

10 evaluation, materials and programs not later than

11 January 1, 2003.

12 ‘‘(b) PROGRAM OPERATIONS.—The Secretary shall

13 ensure that the activities assisted under this part are ad14 ministered within the Department by a person who has

15 recognized professional qualifications and experience in

16 the field of gender equity education.

17 ‘‘SEC. 5208. AUTHORIZATION OF APPROPRIATIONS.

18 ‘‘For the purpose of carrying out this part, there are

19 authorized to be appropriated $5,000,000 for fiscal year

20 2000 and such sums as may be necessary for each of the

4 succeeding fiscal years, of which not less than 2 21 ⁄3 of the

22 amount appropriated under this section for each fiscal

23 year shall be available to carry out the activities described

24 in section 5203(b)(1).’’.
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1 SEC. 9. DEFINITIONS.

2 The terms used in this Act have the meanings given

3 the terms in section 14101 of the Elementary and Sec4 ondary Education Act of 1965 (20 U.S.C. 8801).

Æ