Union Calendar No. 120

103D CONGRESS

1ST SESSION H. R. 856

[Report No. 103–209]

A BILL

To improve education in the United States by prothe dissemination of information. moting excellence in research, development, and

AUGUST 2, 1993

Reported with an amendment, committed to the Commitordered to be printed tee of the Whole House on the State of the Union, and
IB

Union Calendar No. 120

103D CONGRESS

1ST SESSION H. R. 856

[Report No. 103–209]

To improve education in the United States by promoting excellence in

research, development, and the dissemination of information.

IN THE HOUSE OF REPRESENTATIVES

FEBRUARY 4, 1993

Mr. OWENS (for himself and Mr. FORD of Michigan) introduced the following

bill; which was referred to the Committee on Education and Labor

AUGUST 2, 1993

Reported with an amendment, committed to the Committee of the Whole

House on the State of the Union, and ordered to be printed

[Strike out all after the enacting clause and insert the part printed in italic]

[For text of introduced bill, see copy of bill as introduced on February 4, 1993]

A BILL

To improve education in the United States by promoting

excellence in research, development, and the dissemination of information.

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled,
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1 SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

2 (a) SHORT TITLE.—This Act may be cited as the

3 ‘‘Educational Research, Development, and Dissemination

4 Excellence Act’’.

5 (b) TABLE OF CONTENTS.—The table of contents for

6 this Act is as follows:

Sec. 1. Short title; table of contents.

Sec. 2. Findings.

TITLE I—GENERAL PROVISIONS REGARDING OFFICE OF

EDUCATIONAL RESEARCH AND IMPROVEMENT

Sec. 101. General provisions.

Sec. 102. Assistant Secretary for Educational Research and Improvement.

Sec. 103. Savings provision.

Sec. 104. Existing grants and contracts.

TITLE II—NATIONAL EDUCATIONAL RESEARCH POLICY AND

PRIORITIES BOARD

Sec. 201. Establishment within Office of Educational Research and Improvement.

TITLE III—NATIONAL RESEARCH INSTITUTES

Sec. 301. Establishment within Office of Educational Research and Improvement.

TITLE IV—NATIONAL EDUCATION DISSEMINATION SYSTEM

Sec. 401. Establishment within Office of Educational Research and Improvement.

TITLE V—NATIONAL LIBRARY OF EDUCATION

Sec. 501. Establishment within Office of Educational Research and Improvement.

7 SEC. 2. FINDINGS.

8 The Congress finds as follows with respect to improv9 ing education in the United States:

10 (1) A majority of public schools in the United

11 States are failing to adequately prepare their stu12 dents. To achieve the national education goals set

13 forth by the President and the governors of the States,

14 an overwhelming campaign for educational improve-
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1 ment must be mounted in order to set in motion

2 many strategies and models designed to encourage

3 and support school restructuring. The Federal Gov4 ernment must support an extensive program of edu5 cational research, development, dissemination, rep6 lication and assistance to identify and support the

7 best responses for the challenges ahead. A significant

8 investment in attaining a deeper understanding of the

9 processes of learning and schooling and developing

10 new ideas holds the best hope of making a substantial

11 difference to the lives of every school and student in

12 the United States. The Office of Educational Research

13 and Improvement of the Department of Education

14 should be at the center of this campaign in order to

15 coordinate such efforts.

16 (2) The Federal role in educational research has

17 been closely identified with youths who are

18 socioeconomically disadvantaged, belong to a language

19 minority, or are disabled. However, in 1988, the Fed20 eral commitment to education was sufficient to serve

21 not more than—

22 (A) 1 out of every 5 low-income children in

23 need of preschool education;

24 (B) 2 out of every 5 children in need of re25 mediation;
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1 (C) 1 out of every 4 children in need of bi2 lingual education; and

3 (D) 1 out of every 20 youths in need of job

4 training.

5 (3) The failure of the Federal Government to

6 adequately invest in educational research and devel7 opment has denied the Nation a sound foundation on

8 which to design school improvements, leading to a

9 history of faddism and failed experimentation result10 ing in a dearth of research in the area of education11 ally at-risk students. This situation is of particular

12 concern because at least half of the public school stu13 dents in 25 of the largest cities of the United States

14 are minority children, and demographers project that,

15 by 2005, almost all urban public school students will

16 be minority children or other children in poverty.

17 (4) The investment goal of the Federal research,

18 development, and dissemination function should be at

19 least 1 percent of the total amount of funds spent on

20 education nationally.

21 (5) Nationwide model programs and reliable

22 interventions should be demonstrated and replicated,

23 and for such purposes, programs should be established

24 to conduct research and evaluations, and to dissemi25 nate information.
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1 (6) The Office of Educational Research and Im2 provement must develop a national dissemination

3 policy that will advance the goal of placing a na4 tional treasure chest of research results, models, and

5 materials at the disposal of the Nation’s education

6 decisionmakers.

7 (7) A National Educational Research Policy and

8 Priorities Board should be established to ensure that

9 an educational research and dissemination agenda is

10 developed and implemented without partisan political

11 interference.

12 (8) Existing research and development entities

13 should adopt expanded, proactive roles and new insti14 tutions must be created to promote knowledge develop15 ment necessary to accelerate the application of re16 search knowledge to high priority areas.

17 (9) Greater use should be made of existing tech18 nologies in efforts to improve the Nation’s educational

19 system, including efforts to disseminate research find20 ings.

21 (10) Minority educational researchers are inad22 equately represented throughout the Department of

23 Education, but particularly in the Office of Edu24 cational Research and Improvement. The Office there25 fore must assume a leadership position in the recruit-
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1 ment, retention, and promotion of qualified minority

2 educational researchers.

3 (11) The coordination of the mission of the Office

4 of Educational Research and Improvement with that

5 of other components of the Department of Education

6 is critical. It must improve the coordination of the

7 educational research, development, and dissemination

8 function with those of other Federal agencies.

9 TITLE I—GENERAL PROVISIONS

10 REGARDING OFFICE OF EDU11 CATIONAL RESEARCH AND IM12 PROVEMENT

13 SEC. 101. GENERAL PROVISIONS.

14 Section 405 of the General Education Provisions Act

15 (20 U.S.C. 1221e) is amended to read as follows:

16 ‘‘OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT

17 ‘‘SEC. 405. (a) DECLARATION OF POLICY REGARDING

18 EDUCATIONAL OPPORTUNITY.—

19 ‘‘(1) IN GENERAL.—The Congress declares it to

20 be the policy of the United States to provide to every

21 individual an equal opportunity to receive an edu22 cation of high quality regardless of race, color, reli23 gion, sex, age, disability, national origin, or social

24 class. Although the American educational system has

25 pursued this objective, it has not attained the objec26 tive. Inequalities of opportunity to receive high qual-
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1 ity education remain pronounced. To achieve the goal

2 of quality education requires the continued pursuit of

3 knowledge about education through research, develop4 ment, improvement activities, data collection, syn5 thesis, technical assistance, and information dissemi6 nation. While the direction of American education re7 mains primarily the responsibility of State and local

8 governments, the Federal Government has a clear re9 sponsibility to provide leadership in the conduct and

10 support of scientific inquiry into the educational

11 process.

12 ‘‘(2) MISSION OF OFFICE.—

13 ‘‘(A) The mission of the Office of Edu14 cational Research and Improvement shall be to

15 provide national leadership in—

16 ‘‘(i) expanding fundamental knowledge

17 and understanding of education;

18 ‘‘(ii) promoting excellence and equity

19 in education; and

20 ‘‘(iii) monitoring the state of edu21 cation.

22 ‘‘(B) The mission of the Office shall be ac23 complished in collaboration with researchers,

24 teachers, school administrators, parents, stu25 dents, employers, and policymakers.
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1 ‘‘(b) PURPOSE AND STRUCTURE OF OFFICE.—

2 ‘‘(1) IN GENERAL.—The Secretary, acting

3 through the Office of Educational Research and Im4 provement, shall carry out the policies set forth in

5 subsection (a). In carrying out such policies, the Sec6 retary shall be guided by the priorities established by

7 the Board of Governors established in section 405A.

8 ‘‘(2) ADMINISTRATIVE STRUCTURE.—The Office

9 shall be administered by the Assistant Secretary and

10 shall include—

11 ‘‘(A) the National Educational Research

12 Policy and Priorities Board established by sec13 tion 405A;

14 ‘‘(B) the national research institutes estab15 lished by section 405B;

16 ‘‘(C) the national education dissemination

17 system established by section 405C;

18 ‘‘(D) the National Library of Education es19 tablished by section 405D;

20 ‘‘(E) the National Center for Education

21 Statistics established by section 406; and

22 ‘‘(F) such other units as the Secretary

23 deems appropriate to carry out the purposes of

24 the Office.
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1 ‘‘(3) PRIORITIES IN RESEARCH AND DEVELOP2 MENT.—The Office shall, in accordance with the pro3 visions of this section, seek to improve education in

4 the United States through concentrating the resources

5 of the Office on the following priority research and

6 development needs:

7 ‘‘(A) The education of at-risk students.

8 ‘‘(B) The education and development of

9 young children.

10 ‘‘(C) Student achievement in elementary

11 and secondary school.

12 ‘‘(D) Postsecondary education, libraries,

13 and lifelong learning for adults.

14 ‘‘(E) The improvement of schools through

15 the restructuring and reform of school govern16 ance, policymaking, finance and management at

17 the State, local, school building, and classroom

18 level.

19 ‘‘(c) APPOINTMENT OF EMPLOYEES.—

20 ‘‘(1) IN GENERAL.—The Assistant Secretary may

21 appoint, for terms not to exceed three years (without

22 regard to the provisions of title 5 of the United States

23 Code governing appointment in the competitive serv24 ice) and may compensate (without regard to the pro25 visions of chapter 51 and subchapter III of chapter 53
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1 of such title relating to classification and General

2 Schedule pay rates) such scientific or technical em3 ployees of the Office as the Assistant Secretary consid4 ers necessary to accomplish its functions, provided

5 that—

6 ‘‘(A) at least 60 days prior to the appoint7 ment of any such employee, public notice is

8 given of the availability of such position and an

9 opportunity is provided for qualified individuals

10 to apply and compete for such position;

11 ‘‘(B) the rate of basic pay for such employ12 ees does not exceed the maximum rate of basic

13 pay payable for positions at GS–15, as deter14 mined in accordance with section 5376 of title 5,

15 United States Code;

16 ‘‘(C) the appointment of such employee is

17 necessary to provide the Office with scientific or

18 technical expertise which could not otherwise be

19 obtained by the Office through the competitive

20 service; and

21 ‘‘(D) the total number of such employees

22 does not exceed one-fifth of the number of full23 time, regular scientific or professional employees

24 of the Office.
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1 ‘‘(2) REAPPOINTMENT OF EMPLOYEES.—The As2 sistant Secretary may reappoint employees described

3 in paragraph (1) upon presentation of a clear and

4 convincing justification of need, for one additional

5 term not to exceed 3 years. All such employees shall

6 work on activities of the Office and shall not be reas7 signed to other duties outside the Office during their

8 term.

9 ‘‘(d) AUTHORITY TO PUBLISH.—

10 ‘‘(1) IN GENERAL.—The Assistant Secretary is

11 authorized to prepare and publish such information,

12 reports, and documents as may be of value in carry13 ing out the purposes of sections 405 through 405D

14 without further clearance or approval by the Sec15 retary or any other office of the Department.

16 ‘‘(2) QUALITY ASSURANCE.—In carrying out

17 such authority, the Assistant Secretary shall—

18 ‘‘(A) establish such procedures as may be

19 necessary to assure that all reports and publica20 tions issued by the Office are of the highest qual21 ity; and

22 ‘‘(B) provide other offices of the Department

23 with an opportunity to comment upon any re24 port or publication prior to its publication when
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1 its contents relate to matters for which such of2 fice has responsibility.

3 ‘‘(e) BIENNIAL REPORT ON ACTIVITIES OF OFFICE.—

4 The Assistant Secretary shall transmit to the President and

5 the Congress by not later than December 30 of every other

6 year a biennial report which shall consist of—

7 ‘‘(1) a description of the activities carried out by

8 and through each research institute during the fiscal

9 years for which such report is prepared and any rec10 ommendations and comments regarding such activi11 ties as the Assistant Secretary considers appropriate;

12 ‘‘(2) a description of the activities carried out by

13 and through the national education dissemination

14 system established by section 405C during the fiscal

15 years for which such report is prepared and any rec16 ommendations and comments regarding such activi17 ties as the Assistant Secretary considers appropriate;

18 ‘‘(3) such written comments and recommenda19 tions as may be submitted by the Board concerning

20 the activities carried out by and through each of the

21 institutes and the national education dissemination

22 system during the fiscal years for which such report

23 is prepared and how such activities relate to the Re24 search Policies and Priorities Plan developed by the

25 Board;
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1 ‘‘(4) a description of the coordination activities

2 undertaken pursuant to section 405(f) during the fis3 cal years for which such report is prepared;

4 ‘‘(5) recommendations for legislative and admin5 istrative changes necessary to improve the coordina6 tion of all educational research, development, and dis7 semination activities carried out within the Federal

8 Government, particularly within the priority research

9 and development needs identified in section 405(b)(3);

10 and

11 ‘‘(6) such additional comments, recommenda12 tions, and materials as the Assistant Secretary con13 siders appropriate.

14 ‘‘(f) COORDINATION.—With the advice and assistance

15 of the Board, the Assistant Secretary shall establish and

16 maintain an ongoing program of activities designed to im17 prove the coordination of education research, development,

18 and dissemination and activities within the Department

19 and within the Federal Government, particularly within

20 the priority research and development needs identified in

21 section 405(b)(3), in order to—

22 ‘‘(1) minimize duplication in education research,

23 development, and dissemination carried out by the

24 Federal Government;
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1 ‘‘(2) maximize the value of the total Federal in2 vestment in education research, development, and dis3 semination; and

4 ‘‘(3) enable all entities engaged in education re5 search, development, and dissemination within the

6 Federal Government to interact effectively as partners

7 and take full advantage of the diverse resources and

8 proficiencies which each entity has available.

9 ‘‘(g) ACTIVITIES REQUIRED WITH RESPECT TO CO10 ORDINATION.—In carrying out such program of coordina11 tion, the Assistant Secretary shall compile (and thereafter

12 regularly maintain) and make available a comprehensive

13 inventory of all education research, development, dissemi14 nation activities, and expenditures being carried out by the

15 Federal Government within the priority research and devel16 opment needs identified in section 405(b)(3).

17 ‘‘(h) STANDARDS FOR CONDUCT AND EVALUATION OF

18 RESEARCH.—

19 ‘‘(1) IN GENERAL.—In consultation with the

20 Board, the Assistant Secretary shall develop such

21 standards as may be necessary to govern the conduct

22 and evaluation of all research, development, and dis23 semination activities carried out by the Office to as24 sure that such activities meet the highest standards of

25 professional excellence. In developing such standards,
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1 the Assistant Secretary shall review the procedures

2 utilized by the National Institutes of Health, the Na3 tional Science Foundation, and other Federal agen4 cies engaged in research and development and shall

5 also actively solicit recommendations from the Na6 tional Academy of Sciences, the American Edu7 cational Research Association and members of the

8 general public.

9 ‘‘(2) CONTENTS OF STANDARDS.—Such stand10 ards shall at a minimum—

11 ‘‘(A) require that a system of peer review be

12 utilized by the Office—

13 ‘‘(i) in reviewing and evaluating all

14 applications for grants and cooperative

15 agreements and bids for those contracts

16 which exceed $100,000;

17 ‘‘(ii) in evaluating and assessing the

18 performance of all recipients of grants from

19 and cooperative agreements and contracts

20 with the Office; and

21 ‘‘(iii) in reviewing and designating ex22 emplary and promising programs in ac23 cordance with section 405C(d);

24 ‘‘(B)(i) specify the composition of peer re25 view panels, the criteria for the selection of mem-
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1 bers of such panels, and describe the means by

2 which potential members shall be identified so as

3 to assure that such panels are broadly represent4 ative of individuals with expertise in matters

5 relevant to the purposes of each such panel;

6 ‘‘(ii) prohibit the consideration of partisan

7 affiliation in the selection of any member of a

8 peer review panel;

9 ‘‘(iii) describe the general procedures which

10 shall be used by each peer review panel in its op11 erations;

12 ‘‘(iv) prohibit the participation by a mem13 ber of a peer review panel in the review of any

14 application in which such member has any fi15 nancial interest; and

16 ‘‘(v) require that transcripts, minutes, and

17 other documents made available to or prepared

18 for or by a peer review panel will be available

19 for public inspection to the extent consistent with

20 the Freedom of Information Act, the Federal Ad21 visory Committee Act, the Privacy Act, and

22 other laws;

23 ‘‘(C)(i) describe the procedures which shall

24 be utilized in evaluating applications for grants,
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1 proposed cooperative agreements, and contract

2 bids;

3 ‘‘(ii) specify the criteria and factors which

4 shall be considered in making such evaluations;

5 and

6 ‘‘(iii) provide that any decision to fund a

7 grant, contract, or cooperative agreement out of

8 its order of ranking by a peer review panel shall

9 be first fully justified in writing and that copies

10 of such justification shall be transmitted to the

11 Board, unless such action is required by some

12 other provision of law;

13 ‘‘(D)(i) describe the procedures which shall

14 be utilized in reviewing educational programs

15 which have been identified by or submitted to the

16 Secretary for evaluation in accordance with sec17 tion 405C(d); and

18 ‘‘(ii) specify the criteria which shall be used

19 in recommending programs as exemplary and

20 promising; and

21 ‘‘(E)(i) require that the performance of all

22 recipients of grants from and contracts and co23 operative agreements with the Office shall be pe24 riodically evaluated, both during and at the con25 clusion of their receipt of assistance;
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1 ‘‘(ii) describe the procedures and means by

2 which such evaluations shall be undertaken, in3 cluding—

4 ‘‘(I) the frequency of such evaluations;

5 ‘‘(II) the criteria, outcome measures,

6 and other factors which shall be taken into

7 account; and

8 ‘‘(III) measures to assure that on-site

9 evaluations of performance shall be utilized

10 to the extent appropriate and whenever

11 practicable; and

12 ‘‘(iii) provide that the results of such eval13 uations shall be taken into account prior to any

14 decision to continue, renew, or provide new fund15 ing to the entity being reviewed.

16 ‘‘(3) PUBLICATION AND PROMULGATION OF

17 STANDARDS.—

18 ‘‘(A) The Assistant Secretary shall publish

19 proposed standards—

20 ‘‘(i) which meet the requirements of

21 subparagraphs (A), (B), and (C) of para22 graph (2) not later than 1 year after the

23 date of the enactment of the Educational

24 Research, Development, and Dissemination

25 Excellence Act;
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1 ‘‘(ii) which meet the requirements of

2 paragraph (2)(D) not later than 2 years

3 after such date; and

4 ‘‘(iii) which meet the requirements of

5 subparagraph (E) of paragraph (2) not

6 later than 3 years after such date;

7 ‘‘(B) Following the publication of such pro8 posed standards, the Assistant Secretary shall so9 licit comments from interested members of the

10 public with respect to such proposed standards

11 for a period of not more than 120 days. After

12 giving due consideration to any comments which

13 may have been received, the Assistant Secretary

14 shall transmit such standards to the Board for

15 its review and approval.

16 ‘‘(C) Upon the approval of the Board, the

17 Assistant Secretary shall transmit final stand18 ards to the Secretary which meet the require19 ments of the particular subparagraphs of para20 graph (2) for which they were developed. Such

21 standards shall be binding upon all activities

22 carried out with funds appropriated under sec23 tion 405.
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1 ‘‘(i) ADDITIONAL RESPONSIBILITIES OF THE ASSIST2 ANT SECRETARY.—In carrying out the activities and pro3 grams of the Office, the Assistant Secretary shall—

4 ‘‘(1) be guided by the Research Priorities Plan

5 developed by the Board;

6 ‘‘(2) ensure that there is broad and regular pub7 lic and professional involvement from the educational

8 field in the planning and carrying out of the Office’s

9 activities, including establishing teacher advisory

10 boards for any program office, program or project of

11 the Office as the Assistant Secretary deems necessary;

12 ‘‘(3) ensure that the selection of research topics

13 and the administration of the program are free from

14 undue partisan political influence; and

15 ‘‘(4) ensure that all statistics and other data col16 lected and reported by the Office shall be collected,

17 cross-tabulated, analyzed, and reported by sex within

18 race or ethnicity and socioeconomic status whenever

19 feasible (and when such data collection or analysis is

20 not feasible, ensure that the relevant report or docu21 ment includes an explanation as to why such data

22 collection or analysis is not feasible).

23 ‘‘(j) DEFINITIONS.—For purposes of this section and

24 sections 405A through 405D:
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1 ‘‘(1) The term ‘Assistant Secretary’ means the

2 Assistant Secretary for Educational Research and

3 Improvement established by section 202 of the Depart4 ment of Education Organization Act.

5 ‘‘(2) The term ‘at-risk student’ means a student

6 who, because of limited English proficiency, poverty,

7 geographic location, or educational or economic dis8 advantage, faces a greater risk of low educational

9 achievement and has greater potential for dropping

10 out of school.

11 ‘‘(3) The term ‘Board’ means the National Edu12 cational Research Policy and Priorities Board.

13 ‘‘(4) The term ‘educational research’ includes

14 basic and applied research, development, planning,

15 surveys, assessments, evaluations, investigations, ex16 periments, and demonstrations in the field of edu17 cation and other fields relating to education.

18 ‘‘(5) The term ‘development’—

19 ‘‘(A) means the systematic use, adaptation,

20 and transformation of knowledge and under21 standing gained from research to create alter22 natives, policies, products, methods, practices, or

23 materials which can contribute to the improve24 ment of educational practice; and
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1 ‘‘(B) includes the design and development of

2 prototypes and the testing of such prototypes for

3 the purposes of establishing their feasibility, reli4 ability, and cost-effectiveness.

5 ‘‘(6) The term ‘technical assistance’ means the

6 provision of external assistance to facilitate the adop7 tion or application of the knowledge gained from edu8 cational research and development and includes—

9 ‘‘(A) problem analysis and diagnosis;

10 ‘‘(B) assistance in finding, selecting, or de11 signing suitable solutions and approaches to

12 problems;

13 ‘‘(C) training in the installation and imple14 mentation of products, programs, policies, prac15 tices, or technologies; and

16 ‘‘(D) such other assistance as may be nec17 essary to encourage the adoption or application

18 of such knowledge.

19 ‘‘(7) The term ‘dissemination’ means the transfer

20 of knowledge and products gained through research

21 and includes—

22 ‘‘(A) the use of communication techniques to

23 increase awareness of such knowledge and prod24 ucts;
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1 ‘‘(B) the provision of comparative and eval2 uative information necessary to enable educators,

3 school administrators, and others to assess and

4 make informed judgments about the relevance

5 and usefulness of such knowledge and products

6 in specific settings; and

7 ‘‘(C) the provision of technical assistance

8 needed to adapt, apply, and utilize such knowl9 edge and products in specific educational set10 tings.

11 ‘‘(8) The term ‘national education dissemination

12 system’ means the activities carried out by the Office

13 of Reform Assistance and Dissemination established

14 by section 405C.

15 ‘‘(9) The term ‘Office’ means the Office of Edu16 cational Research and Improvement established in

17 section 209 of the Department of Education Organi18 zation Act.

19 ‘‘(10) The term ‘national research institute’

20 means an institute established in section 405B.

21 ‘‘(11) The terms ‘United States’ and ‘State’ in22 clude the District of Columbia and the Common23 wealth of Puerto Rico.

24 ‘‘(k) AUTHORIZATION OF APPROPRIATIONS.—

25 ‘‘(1) NATIONAL INSTITUTES.—
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1 ‘‘(A) For the purpose of carrying out section

2 405B, there is authorized to be appropriated

3 $37,000,000 for fiscal year 1994.

4 ‘‘(B) For the purpose of carrying out the

5 provisions of section 405B relating to the Na6 tional Institute for Student Achievement, there

7 are authorized to be appropriated $20,000,000

8 for fiscal year 1995, and such sums as are nec9 essary for each of fiscal years 1996 and 1997.

10 ‘‘(C) For the purpose of carrying out the

11 provisions of section 405B relating to the Na12 tional Institute for the Education of At-Risk

13 Students, there are authorized to be appropriated

14 $20,000,000 for fiscal year 1995, and such sums

15 as are necessary for each of fiscal years 1996 and

16 1997.

17 ‘‘(D) For the purpose of carrying out the

18 provisions of section 405B relating to the Na19 tional Institute for Innovation in Educational

20 Governance, Finance, Policy-Making, and Man21 agement, there are authorized to be appropriated

22 $20,000,000 for fiscal year 1995, and such sums

23 as are necessary for each of fiscal years 1996 and

24 1997.
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1 ‘‘(E) For the purpose of carrying out the

2 provisions of section 405B relating to the Na3 tional Institute for Early Childhood Develop4 ment and Education, there are authorized to be

5 appropriated $20,000,000 for fiscal year 1995,

6 and such sums as are necessary for each of fiscal

7 years 1996 and 1997.

8 ‘‘(F) For the purpose of carrying out the

9 provisions of section 405B relating to the Na10 tional Institute of Postsecondary Education, Li11 braries, and Lifelong Learning, there are author12 ized to be appropriated $20,000,000 for fiscal

13 year 1995, and such sums as are necessary for

14 each of fiscal years 1996 and 1997.

15 ‘‘(2) NATIONAL EDUCATION DISSEMINATION SYS16 TEM.—

17 ‘‘(A)(i) For the purpose of carrying out sub18 sections (b)(2) through (g) of section 405C, there

19 are authorized to be appropriated $22,000,000

20 for fiscal year 1994, and such sums as are nec21 essary for each of the fiscal years 1995 through

22 1997.

23 ‘‘(ii) Of the amount appropriated under

24 clause (i) for any fiscal year, the Secretary shall

25 make available not less than $7,175,000 to carry
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1 out subsection (f) of section 405C (relating to

2 clearinghouses).

3 ‘‘(B) For the purpose of carrying out sub4 section (h) of section 405C (relating to regional

5 educational laboratories), there are authorized to

6 be appropriated $37,000,000 for fiscal year 1994,

7 and such sums as are necessary for each of the

8 fiscal years 1995 through 1997. Of the amounts

9 appropriated under the preceding sentence for a

10 fiscal year, the Secretary shall obligate not less

11 than 25 percent to carry out such purpose with

12 respect to rural areas (including schools funded

13 by the Bureau of Indian Affairs which are lo14 cated in rural areas).

15 ‘‘(C) For the purpose of carrying out sub16 section (j) of section 405C (relating to the teacher

17 research dissemination network) there are au18 thorized to be appropriated $30,000,000 for fis19 cal year 1994, and such sums as are necessary

20 for each of the fiscal years 1995 through 1997.

21 ‘‘(D) For the purpose of carrying out sub22 section (i) of section 405C (relating to the Goals

23 2000 Community Partnerships program), there

24 are authorized to be appropriated $30,000,000

25 for fiscal year 1994, $50,000,000 for fiscal year
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1 1995, and such sums as are necessary for each

2 of the fiscal years 1996 and 1997.

3 ‘‘(3) NATIONAL EDUCATIONAL RESEARCH POLICY

4 AND PRIORITIES BOARD.—Of the amounts appro5 priated under paragraphs (1) and (2) for any fiscal

6 year, the Secretary shall make available 2 percent of

7 such amounts, or $1,000,000, whichever is less, to the

8 Board for the purpose of carrying out section 405A.

9 ‘‘(4) ALLOCATIONS FOR GRANTS, COOPERATIVE

10 AGREEMENTS, AND CONTRACTS.—Of the amounts ap11 propriated under paragraph (1) or (2) for any fiscal

12 year, not less than 95 percent shall be expended to

13 carry out the purposes described in such paragraphs

14 through grants, cooperative agreements, or contracts.

15 ‘‘(5) LIMITATIONS ON APPROPRIATIONS.—No

16 amounts are authorized to be appropriated under

17 paragraph (1) or (2) for fiscal year 1995 or any fis18 cal year thereafter unless the Board has been ap19 pointed in accordance with section 405A.

20 ‘‘(6) GRANT AUTHORIZED.—From the amounts

21 appropriated under paragraph (1) for fiscal year

22 1995, the Secretary is authorized, in accordance with

23 the provisions of this paragraph, to award a grant of

24 not more than $5,000,000 to a public or private insti25 tution, agency or organization for a period not to ex-
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1 ceed five years for the purpose of conducting a State2 by-State poll to determine the perceptions of recent

3 graduates of secondary schools, their instructors in

4 institutions of higher education, parents of recent

5 such graduates, and employers of recent such grad6 uates on how well schools have prepared students for

7 further education or employment. The grant shall be

8 awarded on a competitive basis and shall be matched

9 on a two-to-one basis, with the Federal Government

10 contributing one-third of the total costs of the poll.’’.

11 SEC. 102. ASSISTANT SECRETARY FOR EDUCATIONAL RE12 SEARCH AND IMPROVEMENT.

13 Subsection (b) of section 202 of the Department of

14 Education Organization Act is amended—

15 (1) in paragraph (1)—

16 (A) by striking subparagraph (E); and

17 (B) by redesignating subparagraphs (F)

18 and (G) as subparagraphs (E) and (F), respec19 tively; and

20 (2) by adding at the end the following new para21 graph:

22 ‘‘(3) There shall be in the Department an Assistant

23 Secretary for Educational Research and Improvement who

24 shall be—
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1 ‘‘(A) appointed by the President, by and with

2 the consent of the Senate; and

3 ‘‘(B) selected in consultation with the National

4 Educational Research Policy and Priorities Board

5 from among individuals who—

6 ‘‘(i) are distinguished educational research7 ers;

8 ‘‘(ii) have proven management ability; and

9 ‘‘(iii) have substantial knowledge of edu10 cation within the United States.’’.

11 SEC. 103. SAVINGS PROVISION.

12 Notwithstanding any other provision of law, contracts

13 for the regional educational laboratories, education re14 sources information clearinghouses and research and devel15 opment centers assisted under section 405 of the General

16 Education Provisions Act on the date of the enactment of

17 this Act shall remain in effect until the termination date

18 of such contracts.

19 SEC. 104. EXISTING GRANTS AND CONTRACTS.

20 Notwithstanding any other provision of law, grants

21 and contracts for the research and development centers as22 sisted under section 405 of the General Education Provi23 sions Act on the date of enactment of this Act shall remain

24 in effect until the termination date of such grants or con25 tracts, as the case may be, except that such grants and con-
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1 tracts may be extended to implement the provisions of this

2 Act.

3 TITLE II—NATIONAL EDU4 CATIONAL RESEARCH POLICY

5 AND PRIORITIES BOARD

6 SEC. 201. ESTABLISHMENT WITHIN OFFICE OF EDU7 CATIONAL RESEARCH AND IMPROVEMENT.

8 Part A of the General Education Provisions Act (20

9 U.S.C. 1221e et seq.) is amended by inserting after section

10 405 the following new section:

11 ‘‘NATIONAL EDUCATIONAL RESEARCH POLICY AND

12 PRIORITIES BOARD

13 ‘‘SEC. 405A. (a) IN GENERAL.—There is established

14 within the Office a National Educational Research Policy

15 and Priorities Board (hereafter in this section referred to

16 as the ‘Board’).

17 ‘‘(b) FUNCTIONS.—It shall be the responsibility of the

18 Board, acting through the Assistant Secretary—

19 ‘‘(1) to determine priorities that should guide the

20 work of the Office and provide guidance to the Con21 gress in its oversight of the Office;

22 ‘‘(2) to review and approve standards for the

23 conduct and evaluation of all research, development,

24 and dissemination carried out under the auspices of

25 the Office pursuant to sections 405 through 405C; and
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1 ‘‘(3) to regularly review, evaluate, and publicly

2 comment upon, the implementation of its rec3 ommended priorities and policies by the Department

4 and the Congress.

5 ‘‘(c) RESEARCH PRIORITIES PLAN.—In cooperation

6 with the Assistant Secretary, the Board shall—

7 ‘‘(1) survey and assess the state of knowledge in

8 education research, development and dissemination to

9 identify disciplines and areas of inquiry within the

10 priority research, development and dissemination

11 needs identified in section 405(b)(3) in which the

12 state of knowledge is insufficient and which warrant

13 further investigation, taking into account the views of

14 both education researchers and practicing educators;

15 ‘‘(2) consult with the National Education Goals

16 Panel and other authorities on education to identify

17 national priorities for the improvement of education;

18 ‘‘(3) actively solicit recommendations from edu19 cation researchers, teachers, school administrators,

20 cultural leaders, parents, and others throughout the

21 Nation through such means as periodic regional fo22 rums;

23 ‘‘(4) provide recommendations for the develop24 ment, maintenance, and assurance of a strong infra-
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1 structure for education, research, and development in

2 the United States; and

3 ‘‘(5) on the basis of such recommendations, de4 velop a research priorities program which shall rec5 ommend priorities for the investment of the resources

6 of the Office over the next 5-, 10-, and 15-year peri7 ods, including as priorities those areas of inquiry in

8 which further research, development and dissemina9 tion—

10 ‘‘(A) is necessary to attain the goals for the

11 improvement of education identified in para12 graph (2);

13 ‘‘(B) promises to yield the greatest practical

14 benefits to teachers and other educators in terms

15 of improving education; and

16 ‘‘(C) will not be undertaken in sufficient

17 scope or intensity by the other Federal and non18 Federal entities engaged in education research

19 and development.

20 ‘‘(d) CONTENTS OF PLAN—

21 ‘‘(1) IN GENERAL.—The research and priorities

22 plan described in subsection (c) shall, at a mini23 mum—

24 ‘‘(A) set forth specific objectives which can

25 be expected to be achieved as a result of a Fed-
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1 eral investment in the priorities set forth in the

2 plan;

3 ‘‘(B) include recommendations with respect

4 to research and development on cross-cutting is5 sues which should be carried out jointly by 2 or

6 more of the research institutes; and

7 ‘‘(C) include an evaluative summary of the

8 educational research and development activities

9 undertaken by the Federal Government during

10 the preceding 2 fiscal years which shall de11 scribe—

12 ‘‘(i) what has been learned as a result

13 of such activities;

14 ‘‘(ii) how such new knowledge or un15 derstanding extends or otherwise relates to

16 what had been previously known or under17 stood;

18 ‘‘(iii) the implications of such new

19 knowledge or understanding for educational

20 practice and school reform; and

21 ‘‘(iv) any development, reform, and

22 other assistance activities which have uti23 lized such knowledge or understanding and

24 the effects of such efforts.

25 ‘‘(2) REPORT.—
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1 ‘‘(A) Not later than 6 months after the first

2 meeting of the Board and October 1 of every sec3 ond year thereafter, the Assistant Secretary shall

4 publish a report specifying the proposed research

5 priorities of the Office and allow a 60-day period

6 beginning on the date of the publication of the

7 report for public comment and suggestions.

8 ‘‘(B) Not later than 90 days after the expi9 ration of the 60-day period referred to in sub10 paragraph (A), the Assistant Secretary shall sub11 mit to the President and the Congress a report

12 specifying the research priorities of the Office

13 and any public comment and suggestions ob14 tained under such subparagraph.

15 ‘‘(e) ADDITIONAL RESPONSIBILITIES OF THE

16 BOARD.—It shall also be the responsibility of the Board

17 to—

18 ‘‘(1) provide advice and assistance to the Assist19 ant Secretary in carrying out the coordination activi20 ties described in section 405;

21 ‘‘(2) make recommendations to the Assistant Sec22 retary of persons qualified to fulfill the responsibil23 ities of the Director for each research institute estab24 lished by section 405B after making special efforts to

25 identify qualified women and minorities and solicit-
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1 ing and giving due consideration to recommendations

2 from professional associations and interested members

3 of the public;

4 ‘‘(3) advise and make recommendations to the

5 President with respect to individuals who are quali6 fied to fulfill the responsibilities of the Assistant Sec7 retary for the Office of Educational Research and Im8 provement; and

9 ‘‘(4) review and approve standards for the con10 duct and evaluation of research developed by the As11 sistant Secretary pursuant to subsection (h) of section

12 405.

13 ‘‘(f) STANDING SUBCOMMITTEES.—

14 ‘‘(1) ESTABLISHMENT; FUNCTIONS.—The Board

15 shall establish a standing subcommittee for each of the

16 Institutes established by subsection (a) of section

17 405B and for the Office of Reform Assistance and

18 Dissemination established by subsection (b) of section

19 405C which shall advise, assist, consult with and

20 make recommendations to the Assistant Secretary, the

21 Board, the Director of such entity and the Congress

22 on matters related to the activities carried out by and

23 through such entities.

24 ‘‘(2) COMPOSITION.—
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1 ‘‘(A) Each standing subcommittee shall con2 sist of 3 members of the Board and 6 additional

3 individuals appointed by the Board who have

4 significant experience in and knowledge of the

5 disciplines relevant to the purposes of the entity

6 for which the subcommittee is established.

7 ‘‘(B) The Board shall assure that the mem8 bership of each subcommittee includes both edu9 cational researchers and persons who are knowl10 edgeable about the research, development and dis11 semination needs of practitioners, including

12 classroom teachers, school administrators, and

13 members of State or local boards of education.

14 ‘‘(g) POWERS OF THE BOARD.—In carrying out its

15 functions, powers, and responsibilities, the Board—

16 ‘‘(1) shall, without regard to the provisions of

17 title 5, United States Code, relating to the appoint18 ment and compensation of officers or employees of the

19 United States, appoint a director to be paid at a rate

20 not to exceed the rate of basic pay payable for level

21 V of the Executive Schedule who shall assist in carry22 ing out and managing the activities of the Board and

23 perform such other functions the Board determines to

24 be necessary and appropriate;
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1 ‘‘(2) shall hire its own staff through routine gov2 ernment procedures;

3 ‘‘(3) may arrange for the detail of staff personnel

4 and utilize the services and facilities of any agency

5 of the Federal Government;

6 ‘‘(4) may enter into contracts, or make other ar7 rangements as may be necessary to carry out its func8 tions;

9 ‘‘(5) may review any grant, contract, or coopera10 tive agreement made or entered into by the Office;

11 ‘‘(6) may, to the extent otherwise permitted by

12 law, obtain directly from any department or agency

13 of the United States such information as it deems

14 necessary to carry out its responsibilities;

15 ‘‘(7) may convene workshops and conferences,

16 collect data, and establish subcommittees which may

17 be composed of members of the Board and nonmember

18 consultants (including employees of the Department)

19 with expertise in the particular area addressed by

20 such subcommittees; and

21 ‘‘(8) shall establish such rules and procedures to

22 govern its operations as it considers appropriate, to

23 the extent otherwise permitted by law.

24 ‘‘(h) MEMBERSHIP IN GENERAL.—
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1 ‘‘(1) QUALIFICATIONS.—The members of the

2 Board shall be eminent persons who, by virtue of

3 their training, experience, and background, are excep4 tionally qualified to appraise the educational research

5 and development effort of the Nation and to establish

6 policies and priorities to govern future Federal invest7 ment in educational research, development, and dis8 semination.

9 ‘‘(2) BROAD REPRESENTATION.—Due consider10 ation shall be given to the gender, race, and ethnicity

11 of appointees to assure that the Board is broadly rep12 resentative of the diversity of the Nation.

13 ‘‘(3) LIMITATION.—A voting member of the

14 Board may not serve on any other governing or advi15 sory board within the Department of Education.

16 ‘‘(4) CONFLICT OF INTEREST.—A voting member

17 of the Board shall be considered a special Government

18 employee for the purposes of the Ethics in Govern19 ment Act of 1978.

20 ‘‘(i) SECRETARIAL APPOINTMENTS.—The Board shall

21 consist of 18 members appointed by the Secretary. Of the

22 members of the Board—

23 ‘‘(1) seven shall be appointed from among re24 searchers in the field of education who have been nom25 inated by the National Academy of Sciences and the
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1 National Academy of Education (giving due consider2 ation to recommendations made by the American

3 Educational Research Association), including persons

4 who are among the leading authorities on early child5 hood education and the education of at-risk students;

6 ‘‘(2) five shall be outstanding field-based profes7 sional educators;

8 ‘‘(3) one shall be a Chief State School Officer;

9 ‘‘(4) one shall be a local education agency school

10 superintendent or principal;

11 ‘‘(5) one shall be a member of a State or local

12 board of education or Bureau of Indian Affairs-fund13 ed school board;

14 ‘‘(6) one shall be a professional librarian, school

15 library media specialist, library administrator, or li16 brary science educator;

17 ‘‘(7) one shall be a parent with extensive experi18 ence in promoting parental involvement in education;

19 and

20 ‘‘(8) one shall be an individual from business

21 and industry with significant experience in promot22 ing private sector involvement in education.

23 ‘‘(j) REQUIREMENTS FOR NOMINATIONS BY THE NA24 TIONAL ACADEMY OF SCIENCES AND THE NATIONAL ACAD25 EMY OF EDUCATION.—
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1 ‘‘(1) IN GENERAL.—In making nominations for

2 the members of the Board described in subsection

3 (i)(1), the National Academy of Sciences and the Na4 tional Academy of Education—

5 ‘‘(A) may not nominate any individual who

6 is an elected officer or employee of such organi7 zations; and

8 ‘‘(B) shall each nominate not less than 5 in9 dividuals for each of the positions on the Board

10 for which such organization has responsibility

11 for making nominations.

12 ‘‘(2) REQUEST FOR ADDITIONAL NOMINATIONS.—

13 In the event that the Secretary determines that none

14 of the individuals nominated by the National Acad15 emy of Sciences or the National Academy of Edu16 cation meets the qualifications for membership on the

17 Board specified in subsection (i), the Secretary may

18 request that such organization make additional nomi19 nations.

20 ‘‘(k) NOMINATIONS FOR BOARD MEMBERSHIP.—Prior

21 to appointing any member of the Board, the Secretary shall

22 actively solicit and give due consideration to recommenda23 tions of persons qualified for membership on the board from

24 the National Education Association, the American Federa25 tion of Teachers, the National Parent-Teachers Association,
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1 the American Library Association, the American Associa2 tion of School Administrators, the National Association of

3 State Boards of Education, the National Indian School

4 Board Association, the Association of Community Tribal

5 Schools, the National Indian Education Association, and

6 other education-related organizations and interested mem7 bers of the public.

8 ‘‘(l) EX OFFICIO MEMBERS.—The ex officio, nonvoting

9 members of the Board shall include the Assistant Secretary

10 and may also include—

11 ‘‘(1) the Director of Research for the Department

12 of Defense;

13 ‘‘(2) the Director of Research for the Department

14 of Labor;

15 ‘‘(3) the Director of the National Science Foun16 dation;

17 ‘‘(4) the Director of the National Institutes of

18 Health;

19 ‘‘(5) the chair of the National Endowment for the

20 Arts;

21 ‘‘(6) the chair of the National Endowment for the

22 Humanities;

23 ‘‘(7) the Librarian of Congress; and

24 ‘‘(8) the Director of the Office of Indian Edu25 cation Programs of the Department of the Interior.
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1 ‘‘(m) CHAIR.—The Board shall select a Chair from

2 among its appointed members who shall serve for a renew3 able term of 2 years.

4 ‘‘(n) TERMS OF OFFICE.—

5 ‘‘(1) IN GENERAL.—Except as provided in para6 graphs (2) and (3), the term of office of each voting

7 member of the Board shall be 5 years.

8 ‘‘(2) EXCEPTIONS.—

9 ‘‘(A) Any individual appointed to fill a va10 cancy occurring on the Board prior to the expi11 ration of the term for which the predecessor of

12 the individual was appointed shall be appointed

13 for the remainder of the term. A vacancy shall

14 be filled in the same manner in which the origi15 nal appointment was made.

16 ‘‘(B) The terms of office of the members of

17 the Board who first take office after the date of

18 the enactment of the Educational Research, De19 velopment, and Dissemination Excellence Act

20 shall, as designated by a random selection proc21 ess at the time of appointment, be as follows:

22 ‘‘(i) 2 years for each of 6 members of

23 the Board.

24 ‘‘(ii) 3 years for each of 6 members of

25 the Board.
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1 ‘‘(iii) 5 years for each of 6 members of

2 the Board.

3 ‘‘(3) PROHIBITION ON CERTAIN CONSECUTIVE

4 TERMS.—An individual who has been a member of

5 the Board for 10 consecutive years shall thereafter be

6 ineligible for appointment during the 5-year period

7 beginning on the date of the expiration of the 10th

8 year.

9 ‘‘(o) MEETINGS OF BOARD.—

10 ‘‘(1) INITIAL MEETING.—The Secretary shall en11 sure that the first meeting of the Board is held not

12 later than May 15, 1994.

13 ‘‘(2) SUBSEQUENT MEETINGS.—The Board shall

14 meet quarterly, at the call of the Chair, and when at

15 least one-third of the members of the Board make a

16 written request to meet.

17 ‘‘(3) QUORUM.—A majority of the Board shall

18 constitute a quorum.

19 ‘‘(4) OPEN MEETINGS.—The Government in the

20 Sunshine Act (5 U.S.C. 552b) shall apply to meetings

21 of the Board.’’.
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1 TITLE III—NATIONAL RESEARCH

2 INSTITUTES

3 SEC. 301. ESTABLISHMENT WITHIN OFFICE OF EDU4 CATIONAL RESEARCH AND IMPROVEMENT.

5 Part A of the General Education Provisions Act, as

6 amended by section 201 of this Act, is amended by inserting

7 after section 405A the following new section:

8 ‘‘NATIONAL RESEARCH INSTITUTES

9 ‘‘SEC. 405B. (a) ESTABLISHMENT OF INSTITUTES.—

10 In order to fulfill the research and development purposes

11 of the Office, and to carry out, in accordance with the

12 standards established by the Board, a program of high-qual13 ity and rigorously evaluated research and development that

14 is capable of improving Federal, State, Indian tribal, and

15 local education policies and practices, there are established

16 within the Office the following institutes:

17 ‘‘(1) The National Institute for the Education of

18 At-Risk Students.

19 ‘‘(2) The National Institute for Innovation in

20 Educational Governance, Finance, Policy-Making,

21 and Management.

22 ‘‘(3) The National Institute for Early Childhood

23 Development and Education.

24 ‘‘(4) The National Institute on Student Achieve25 ment.
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1 ‘‘(5) The National Institute on Postsecondary

2 Education, Libraries, and Lifelong Education.

3 ‘‘(b) DIRECTORS.—

4 ‘‘(1) IN GENERAL.—Each Institute established by

5 subsection (a) shall be headed by a Director who shall

6 be appointed by the Assistant Secretary from among

7 persons who have significant experience and expertise

8 in the disciplines relevant to the purposes of such In9 stitute. Prior to making such appointment, the Assist10 ant Secretary shall solicit and give due consideration

11 to recommendations made by the Board of persons

12 qualfied to fulfill the position.

13 ‘‘(2) TERM OF OFFICE.—The Director of each In14 stitute shall serve for a renewable term of 3 years.

15 ‘‘(3) REPORTING.—Each Director shall report

16 directly to the Assistant Secretary regarding the ac17 tivities of the Institute and shall work with the other

18 directors to promote research syntheses across the In19 stitutes.

20 ‘‘(c) AUTHORITIES AND DUTIES.—

21 ‘‘(1) IN GENERAL.—The Assistant Secretary is

22 authorized to conduct research, development, dem23 onstration, and evaluation activities to carry out the

24 purposes for which such Institute was established—

25 ‘‘(A) directly;
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1 ‘‘(B) through grants, contracts, and cooper2 ative agreements with institutions of higher edu3 cation, regional educational laboratories, public

4 and private organizations, institutions, agencies,

5 and individuals, which may include—

6 ‘‘(i) grants to support research and de7 velopment centers which are—

8 ‘‘(I) awarded competitively for a

9 period of not less than 6 and not more

10 than 10 years;

11 ‘‘(II) funded at not less than

12 $2,000,000 annually in order to sup13 port a full range of basic research, ap14 plied research and dissemination ac15 tivities, which may also include devel16 opment activities; and

17 ‘‘(III) established by institutions

18 of higher education, by institutions of

19 higher education in consortium with

20 public agencies or private nonprofit or21 ganizations, or by interstate agencies

22 established by compact which operate

23 subsidiary bodies established to conduct

24 postsecondary educational research and

25 development;
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1 ‘‘(ii) public-private research partner2 ships established by a State or local edu3 cation agency, Bureau of Indian Affairs4 funded school, or tribal department of edu5 cation, in concert with a private organiza6 tion and a team of educational researchers,

7 for which the Federal share shall be limited

8 to not more than 50 percent of the total

9 costs of the project;

10 ‘‘(iii) meritorious unsolicited proposals

11 for educational research and related activi12 ties;

13 ‘‘(iv) proposals that are specifically in14 vited or requested by the Assistant Sec15 retary, on a competitive basis; and

16 ‘‘(v) dissertation grants, awarded for a

17 period of not more than 2 years and in a

18 total amount not to exceed $20,000 to grad19 uate students in the sciences, humanities,

20 and the arts to support research by such

21 scholars in the field of education;

22 ‘‘(C) through the provision of technical as23 sistance; and

24 ‘‘(D) through the award of fellowships to

25 support graduate study in educational research
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1 by qualified African-American, Hispanic, Amer2 ican Indian and Alaska Native, and other indi3 viduals from groups which have been tradition4 ally underrepresented in the field of educational

5 research which shall—

6 ‘‘(i) be awarded on the basis of merit

7 for a period of 3 years; and

8 ‘‘(ii) provide stipends to each fellow in

9 an amount which shall be set at a level of

10 support comparable to that provided by the

11 National Science Foundation Graduate Fel12 lowships, except that such amounts shall be

13 adjusted as necessary so as not to exceed

14 each fellow’s demonstrated level of need.

15 ‘‘(2) SCOPE AND FOCUS OF ACTIVITIES.—In car16 rying out the purposes for which each Institute is es17 tablished, the Assistant Secretary shall—

18 ‘‘(A) maintain an appropriate balance be19 tween applied and basic research;

20 ‘‘(B) significantly expand the role of field21 initiated research in meeting the Nation’s edu22 cation research and development needs by reserv23 ing not less than 15 percent of the amounts

24 available to each Institute in any fiscal year to
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1 support field-initiated research described in

2 clauses (iii) through (v) of paragraph (1);

3 ‘‘(C) provide for and maintain a stable

4 foundation of long-term research and develop5 ment on core issues and concerns conducted

6 through university-based research and develop7 ment centers by reserving not less than one-third

8 of the amounts available to each Institute in any

9 fiscal year to support such research and develop10 ment centers;

11 ‘‘(D) support and provide research informa12 tion that leads to policy formation for State leg13 islatures, State and local boards of education

14 and other policy and governing bodies, to assist

15 such entities in identifying and developing effec16 tive policies to promote student achievement and

17 school improvement; and

18 ‘‘(E) coordinate the Institute’s activities

19 with the activities of the regional educational

20 laboratories and with other educational service

21 organizations in designing the Institute’s re22 search agenda and projects in order to increase

23 the responsiveness of such Institute to the needs

24 of teachers and the educational field and to bring

25 research findings directly into schools to ensure
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1 greatest access at the local level to the latest re2 search developments.

3 ‘‘(3) REQUIREMENTS REGARDING FINANCIAL AS4 SISTANCE.—No grant, contract, or cooperative agree5 ment may be made under this section unless—

6 ‘‘(A) sufficient notice of the availability of,

7 and opportunity to compete for, assistance has

8 first been provided to potential applicants

9 through notice published in the Federal Register

10 or other appropriate means;

11 ‘‘(B) it has been evaluated through peer re12 view in accordance with the standards developed

13 pursuant to subsection (h) of section 405;

14 ‘‘(C) it will be evaluated in accordance with

15 the standards developed pursuant to subsection

16 (h) of section 405;

17 ‘‘(D) in the case of a grant, contract, or co18 operative agreement which exceeds $500,000 for

19 a single fiscal year or $1,000,000 for more than

20 one fiscal year, the Secretary has complied with

21 the requirements of paragraph (4); and

22 ‘‘(E) in the case of a grant, contract, or co23 operative agreement to support a research and

24 development center, all applications for such as25 sistance have been evaluated by independent ex-
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1 perts according to standards and criteria which

2 include—

3 ‘‘(i) whether applicants have assembled

4 a critical mass of high quality researchers

5 sufficient to achieve the mission of the cen6 ter;

7 ‘‘(ii) whether the proposed organiza8 tional structure and arrangements will fa9 cilitate achievement of the mission of the

10 center;

11 ‘‘(iii) whether there is a substantial

12 staff commitment to the work of the center;

13 ‘‘(iv) whether the directors and staff

14 will devote adequate time to center activi15 ties; and

16 ‘‘(v) review of the contributions of pri17 mary researchers (other than researchers at

18 the proposed center) to evaluate the appro19 priateness of such primary researcher’s ex20 periences and expertise in the context of the

21 proposed center activities, and the adequacy

22 of such primary researcher’s time commit23 ment to achievement of the mission of the

24 center.
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1 ‘‘(4) BOARD REVIEW OF CERTAIN PROPOSED

2 GRANT AND CONTRACT ACTIONS.—The Assistant Sec3 retary may not solicit any contract bid or issue a re4 quest for proposals or applications for any grant or

5 cooperative agreement the amount of which exceeds

6 $500,000 in any single fiscal year or which exceeds

7 an aggregate amount of $1,000,000 for more than one

8 fiscal year unless the Board has had an opportunity

9 to review such proposed grant, contract, or coopera10 tive agreement action and to provide written com11 ments to the Assistant Secretary with respect to

12 whether—

13 ‘‘(A) the purposes and scope of the proposed

14 action are consistent with the Research Priorities

15 Plan; and

16 ‘‘(B) the methodology and approach of the

17 proposed action are sound and adequate to

18 achieve its stated objectives.

19 ‘‘(5) HISTORICALLY UNDERUTILIZED RESEARCH20 ERS AND INSTITUTIONS.—The Assistant Secretary

21 shall establish and maintain initiatives and pro22 grams to increase the participation in the activities

23 of each Institute of groups of researchers and institu24 tions that have been historically underutilized in Fed25 eral educational research activities, including—
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1 ‘‘(A) researchers who are women, African2 American, Hispanic, American Indian and

3 Alaska Native, or other ethnic minorities;

4 ‘‘(B) promising young or new researchers in

5 the field, such as postdoctoral students and re6 cently appointed assistant or associate profes7 sors;

8 ‘‘(C) historically black colleges and univer9 sities, tribally controlled community colleges,

10 and other institutions of higher education with

11 large numbers of minority students;

12 ‘‘(D) institutions of higher education located

13 in rural areas; and

14 ‘‘(E) institutions and researchers located in

15 States and regions of the Nation which have his16 torically received the least Federal support for

17 educational research and development.

18 ‘‘(6) ADDITIONAL AUTHORITIES.—The Assistant

19 Secretary—

20 ‘‘(A) may obtain (in accordance with sec21 tion 3109 of title 5 but without regard to the

22 limitation in such section on the period of serv23 ice) the services of experts or consultants with

24 scientific or professional qualifications in the
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1 disciplines relevant to the purposes of such Insti2 tute;

3 ‘‘(B) may use, with their consent, the serv4 ices, equipment, personnel, information, and fa5 cilities of other Federal, State, or local public

6 agencies, with or without reimbursement there7 for;

8 ‘‘(C) may accept voluntary and uncompen9 sated services; and

10 ‘‘(D) may accept unconditional gifts made

11 to the Office to support its activities.

12 ‘‘(d) NATIONAL INSTITUTE FOR THE EDUCATION OF

13 AT-RISK STUDENTS.—

14 ‘‘(1) FINDINGS.—The Congress finds as follows:

15 ‘‘(A) The rate of decline in our urban

16 schools is escalating at a rapid pace. Student

17 performance in most inner city schools grows

18 worse each year. At least half of all students en19 tering ninth grade fail to graduate 4 years later

20 and many more students from high-poverty back21 grounds leave school with skills that are inad22 equate for today’s workplace. In 1988 the average

23 National Assessment of Educational Progress

24 (NAEP) reading score of white 17 year-olds was

25 approximately 20 points higher than that of Af-
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1 rican-American 17 year-olds and 25 points high2 er than that of Hispanic 17 year-olds. None of

3 the existing Federal educational research and de4 velopment programs are adequately addressing

5 this obvious emergency.

6 ‘‘(B) Rural schools enroll a disproportion7 ately large share of the Nation’s poor and at-risk

8 students and yet often lack the means to address

9 effectively the needs of these children. Intensive

10 efforts must be made to overcome the problems of

11 geographic isolation, declining population, inad12 equate financial resources and other impedi13 ments to the educational success of children re14 siding in rural areas.

15 ‘‘(C) By the year 2000, an estimated 3.4

16 million school age children with limited English

17 language proficiency will be entering the school

18 system. The Federal Government must develop

19 effective policies and programs to address the

20 educational needs of this growing population of

21 children who are at increased risk for edu22 cational failure.

23 ‘‘(D) An educational emergency exists in

24 those urban and rural areas where there are

25 large concentrations of children who live in pov-
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1 erty. The numbers of educationally disadvan2 taged children will substantially increase by the

3 year 2020, when the number of impoverished

4 children alone will be 16.5 million, a 33 percent

5 increase over the 12.4 million children in pov6 erty in 1987.

7 ‘‘(E) American Indian and Alaska Native

8 students are keenly at-risk of educational failure,

9 with demonstrated high dropout, illiteracy and

10 poverty rates, and cultural, linguistic, social and

11 geographic isolation. The estimated 400,000 In12 dian and Alaska Native student population from

13 over 500 Indian and Alaska Native tribes, is

14 small and scattered throughout remote reserva15 tions and villages in 32 States, and in off-res16 ervation rural and urban communities where In17 dians constitute but a small percentage of public

18 school student bodies. To meaningfully address

19 the special educational needs of this historically

20 under-served population, the existing research

21 and development system must be opened to In22 dian and Alaska Native people to identify needs

23 and design ways to address such needs.

24 ‘‘(F) Minority scholars as well as institu25 tions and groups that have been historically com-
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1 mitted to the improvement of the education of at2 risk students need to be more fully mobilized in

3 the effort to develop a new generation of pro4 grams, models, practices, and schools capable of

5 responding to the urgent needs of students who

6 are educationally at-risk.

7 ‘‘(2) PURPOSE.—It shall be the purpose of the

8 Institute for the Education of At-Risk Students to

9 carry out a coordinated and comprehensive program

10 of research and development to provide nonpartisan,

11 research-based leadership to the Nation as it seeks to

12 improve educational opportunities for students who

13 are at-risk for educational failure, particularly chil14 dren who reside in inner city and rural areas, and

15 on Indian reservations, and children of limited Eng16 lish proficiency. Such program shall—

17 ‘‘(A) undertake research necessary to pro18 vide a sound basis from which to identify, de19 velop, evaluate, and assist others to replicate and

20 adapt interventions, programs, and models

21 which promote greater achievement and edu22 cational success by at-risk students, such as—

23 ‘‘(i) methods of instruction and edu24 cational practices (including community
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1 services) which improve the achievement

2 and retention of at-risk students;

3 ‘‘(ii) means by which parents and com4 munity resources and institutions (includ5 ing cultural institutions) can be utilized to

6 support and improve the achievement of at7 risk students;

8 ‘‘(iii) the training of teachers and

9 other educational professionals and para10 professionals to work more effectively with

11 at-risk students;

12 ‘‘(iv) the most effective uses of tech13 nology in the education of at-risk students;

14 ‘‘(v) programs designed to promote

15 gender equity in schools that serve at-risk

16 students; and

17 ‘‘(vi) methods of assessing the achieve18 ment of students which are sensitive to cul19 tural differences, provide multiple methods

20 of assessing student learning, support stu21 dent acquisition of higher order capabilities,

22 and enable identification of the effects of in23 equalities in the resources available to sup24 port the learning of children throughout the

25 Nation; and
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1 ‘‘(B) maximize the participation of those

2 schools and institutions of higher education that

3 serve the greatest number of at-risk students in

4 inner city and rural areas, and on Indian res5 ervations, including model collaborative pro6 grams between schools and schools systems, insti7 tutions of higher education, cultural institutions,

8 and community organizations.

9 ‘‘(3) COMPREHENSIVE RESEARCH PROGRAM.—

10 The Institute shall support a diverse and comprehen11 sive program of research and development which shall

12 include research related to the educational needs of—

13 ‘‘(A) at-risk students who reside in urban

14 areas;

15 ‘‘(B) at-risk students who reside in rural

16 areas;

17 ‘‘(C) children with limited English lan18 guage proficiency; and

19 ‘‘(D) Indian and Alaska Native students.

20 ‘‘(4) CONSULTATION WITH INDIAN AND ALASKA

21 NATIVE EDUCATORS.—All research and development

22 activities supported by the Institute which relate to

23 the education of Indian and Alaska Native students

24 shall be developed in close consultation with Indian

25 and Alaska Native researchers and educators, tribally
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1 controlled community colleges, tribal departments of

2 education, and others with expertise in the needs of

3 Indian and Native Alaska students.

4 ‘‘(e) NATIONAL INSTITUTE FOR INNOVATION IN EDU5 CATIONAL GOVERNANCE, FINANCE, POLICY-MAKING, AND

6 MANAGEMENT.—

7 ‘‘(1) FINDINGS.—The Congress finds as follows:

8 ‘‘(A) Many elementary and secondary

9 schools in the United States—

10 ‘‘(i) are structured according to models

11 that are ineffective and rely on notions of

12 management and governance that may be

13 outdated or insufficient for the challenges of

14 the next century; and

15 ‘‘(ii) are unsuccessful in equipping all

16 students with the knowledge and skills need17 ed to succeed as citizens and in the working

18 world.

19 ‘‘(B) New approaches are needed in the gov20 ernance and management of elementary and sec21 ondary education with the United States at the

22 State, local, school building and classroom level.

23 ‘‘(C) Not enough is known about the effects

24 of various systems of school governance and

25 management on student achievement to provide
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1 sound guidance to policymakers as they pursue

2 school restructuring and reform.

3 ‘‘(D) A concentrated Federal effort is needed

4 to support research, development, demonstration,

5 and evaluation of approaches to school govern6 ance, finance and management which promise to

7 improve education equity and excellence through8 out the Nation.

9 ‘‘(2) PURPOSE.—It shall be the purpose of the

10 National Institute on Innovation in Educational

11 Governance, Finance, Policy-Making, and Manage12 ment to carry out a coordinated and comprehensive

13 program of research and development to provide non14 partisan, research-based leadership to the Nation as it

15 seeks to improve student achievement through school

16 restructuring and reform. Such program shall—

17 ‘‘(A) undertake research necessary to pro18 vide a sound basis from which to identify, de19 velop and evaluate approaches in governance, fi20 nance, policy-making, and management at the

21 State, local, tribal, school building and classroom

22 level which promise to improve educational eq23 uity and excellence, such as—

24 ‘‘(i) open enrollment programs, magnet

25 schools and other systems through which
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1 parents may select the public schools and

2 educational programs in which their chil3 dren are enrolled;

4 ‘‘(ii) innovative school design, includ5 ing lengthening the school day and the

6 school year, reducing class size and building

7 professional development into the weekly

8 school schedule;

9 ‘‘(iii) effective approaches to organiz10 ing learning;

11 ‘‘(iv) effective ways of grouping stu12 dents for learning so that a student is not

13 labeled or stigmatized in ways that may

14 impede such student’s achievement;

15 ‘‘(v) effective approaches to organizing,

16 structuring, and financing vocational edu17 cation;

18 ‘‘(vi) the provision of financial and

19 other rewards and incentives based on per20 formance to improve student achievement;

21 ‘‘(vii) the use of regulatory flexibility

22 on the State or district level to promote in23 novation and school restructuring;

24 ‘‘(viii) school-based management;
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1 ‘‘(ix) the restructuring of school finance

2 systems at the State and local level to pro3 mote greater equity in the distribution of

4 resources for education and to maximize the

5 allocation of such resources to support di6 rect learning;

7 ‘‘(x) expanding the role of teachers in

8 policymaking and administration at the

9 school and district-wide level;

10 ‘‘(xi) programs designed to increase the

11 involvement of parents and families in the

12 management and governance of schools and

13 the education of their children;

14 ‘‘(xii) effective approaches to increas15 ing the representation of women and mi16 norities among leadership and management

17 positions in education;

18 ‘‘(xiii) approaches to systemic reforms

19 involving the coordination of multiple poli20 cies of each level of government to promote

21 higher levels of student achievement;

22 ‘‘(xiv) approaches to coordinated serv23 ices for children; and
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1 ‘‘(xv) policies related to school to work

2 transitions and preparing noncollege-bound

3 students; and

4 ‘‘(B) undertake research and development

5 activities necessary to provide information on

6 the skills required for successful educational lead7 ership at the State, tribal, and local level and to

8 enhance the ability of school leaders and admin9 istrators to improve the educational environment

10 for all students.

11 ‘‘(3) RESEARCH ON EDUCATIONAL CHOICE.—In

12 carrying out the duties of the Institute, the Assistant

13 Secretary shall conduct or support research on wheth14 er and to what extent the quality of education in the

15 United States would be improved by providing public

16 funds to parents for the costs of attendance of their

17 children at the elementary and secondary schools of

18 the parents’ choice.

19 ‘‘(f) NATIONAL INSTITUTE FOR EARLY CHILDHOOD

20 DEVELOPMENT AND EDUCATION.—

21 ‘‘(1) FINDINGS.—The Congress finds as follows:

22 ‘‘(A) The Nation has set as a goal that all

23 children should arrive at school ready to learn.

24 ‘‘(B) Despite efforts to expand and improve

25 preschool programs, many children still reach
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1 school age unprepared to benefit from formal

2 education programs.

3 ‘‘(C) Early intervention for disadvantaged

4 children from conception to age five has been

5 shown to be a highly cost-effective strategy for re6 ducing later expenditures on a wide variety of

7 health, developmental, and educational problems

8 that often interfere with learning. Long-term

9 studies of the benefits of preschool education have

10 a demonstrated return on investment ranging

11 from three to six dollars for every one dollar

12 spent.

13 ‘‘(D) The Federal Government should play

14 a central role in providing research-based infor15 mation on early childhood education models

16 which enhance children’s development and ulti17 mately their success in school.

18 ‘‘(2) PURPOSE.—The purpose of the National In19 stitute for Early Childhood Development and Edu20 cation is to carry out a comprehensive program of re21 search and development to provide nonpartisan, re22 search-based leadership to the Nation as it seeks to

23 improve early childhood development and education.

24 Such program shall identify, develop, evaluate, and
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1 assist others to replicate sound policies and practices

2 that may include—

3 ‘‘(A) social and educational development of

4 all infants, toddlers, and preschool children;

5 ‘‘(B) the role of parents and the community

6 in promoting the successful social and edu7 cational development of children from birth to

8 age five;

9 ‘‘(C) training and preparation of teachers

10 and other professional and paraprofessional pre11 school and child care workers;

12 ‘‘(D) the structure and environment of early

13 childhood education and child care settings

14 which lead to improved social and educational

15 development;

16 ‘‘(E) practices and approaches which sus17 tain the benefits of effective preschool and child

18 care programs;

19 ‘‘(F) effective learning methods and curricu20 lum for early childhood learning, including ac21 cess to current materials in libraries;

22 ‘‘(G) the importance of family literacy and

23 parental involvement in student learning;
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1 ‘‘(H) the impact that outside influences

2 have on learning, including television, and drug

3 and alcohol abuse; and

4 ‘‘(I) methods for integrating learning in set5 tings other than the classroom, such as within

6 families and communities, with a special empha7 sis on character development and the value of

8 hard work.

9 ‘‘(3) CERTAIN REQUIREMENTS.—In carrying out

10 the activities of the Institute, the Assistant Secretary

11 shall—

12 ‘‘(A) place special emphasis on the special

13 early childhood education needs of at-risk chil14 dren, children with disabilities, and girls; and

15 ‘‘(B) ensure that its research and develop16 ment program provides information that can be

17 utilized in improving the major Federal early

18 childhood education programs, including Head

19 Start, Even Start, chapter 1 preschool programs,

20 and part H of the Individuals with Disabilities

21 Education Act, and Bureau of Indian Affairs

22 early childhood development programs.

23 ‘‘(g) NATIONAL INSTITUTE ON STUDENT ACHIEVE24 MENT.—

25 ‘‘(1) FINDINGS.—The Congress finds as follows:
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1 ‘‘(A) The current achievement levels of stu2 dents in the Nation are far below those that

3 might indicate competency in challenging subject

4 matter in English, mathematics, science, history,

5 and geography and other areas, or across the

6 subject areas.

7 ‘‘(B) Very few students demonstrate that

8 they can use their minds well. In recent assess9 ments, more students are gaining basic skills, yet

10 fewer are demonstrating a grasp of higher-level

11 applications of those skills.

12 ‘‘(C) During the past 20 years, relatively

13 little has changed in how students are taught.

14 Despite much research suggesting better alter15 natives, classrooms are still dominated by text16 books, teacher lectures, and short-answer activity

17 sheets and unequal patterns of student attention.

18 ‘‘(D) Despite progress in narrowing the

19 gaps, the differences in performance between

20 white students and their minority counterparts

21 remain unacceptably large. While progress has

22 been made in reducing the gender gap in mathe23 matics, it still remains at higher levels of prob24 lem solving. Too little progress has been made in
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1 reducing gender performance gaps favoring

2 males in science and females in writing.

3 ‘‘(2) PURPOSE.—The purpose of the National In4 stitute on Student Achievement is to carry out a co5 ordinated and comprehensive program of research

6 and development to provide research-based leadership

7 to the Nation as it seeks to improve student achieve8 ment in English, mathematics, science, history, geog9 raphy, and other subject areas and across the bound10 aries of the subject areas. Such program shall—

11 ‘‘(A) identify, develop, and evaluate innova12 tive and exemplary methods to improve student

13 knowledge at all levels in English, mathematics,

14 science, history, geography, civics and govern15 ment, foreign languages, arts and humanities,

16 economics, and other subject areas, such as—

17 ‘‘(i) student learning and assessment

18 in various subject matters;

19 ‘‘(ii) the effects of organizational pat20 terns on the delivery of instruction, includ21 ing issues of grouping and tracking,

22 ungraded classrooms, and on the effects of

23 various pedagogies, including the issues of

24 technology in education;
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1 ‘‘(iii) the best methods of teacher prep2 aration;

3 ‘‘(iv) methods to improve the process of

4 reading, the craft of writing, the growth of

5 reasoning skills, and the development of in6 formation-finding skills;

7 ‘‘(v) enabling students to develop high8 er order thinking skills;

9 ‘‘(vi) methods to teach effectively all

10 students in mixed-ability classrooms;

11 ‘‘(vii) curriculum, instruction, and as12 sessment, in vocational education;

13 ‘‘(viii) the impact and effectiveness of

14 Federal, State, and local efforts to provide

15 gender-fair educational opportunities to ele16 mentary and secondary students; and

17 ‘‘(ix) programs, policies, approaches

18 which promote gender equity in elementary

19 and secondary education;

20 ‘‘(B) conduct basic and applied research in

21 the areas of human learning, cognition, and per22 formance, including research and development on

23 the education contexts which promote excellence

24 in learning and instruction, and motivational

25 issues which provide a key to learning;
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1 ‘‘(C) identify, develop, and evaluate pro2 grams designed to enhance academic achievement

3 and narrow racial and gender performance gaps

4 in a variety of subject areas, including research

5 and development on methods of involving parents

6 in their children’s education and ways to involve

7 business, industry and other community part8 ners in promoting excellence in schools; and

9 ‘‘(D) include a comprehensive, coordinated

10 program of research and development in the area

11 of assessment which—

12 ‘‘(i) addresses such issues as—

13 ‘‘(I) the validity, reliability, gen14 eralizability, fairness, costs, relative

15 merits, and most appropriate uses of

16 various approaches and methods of as17 sessing student learning and achieve18 ment;

19 ‘‘(II) methods and approaches to

20 assessing student opportunities to learn

21 (including the quality of instruction

22 and the availability of resources nec23 essary to support learning) and evalu24 ating the quality of school environ25 ment;
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1 ‘‘(III) the design, development,

2 evaluation, and validation of model

3 performance-based and other alter4 native or innovative formats or uses of

5 assessments;

6 ‘‘(IV) the impact of high-stakes

7 uses of assessment on student perform8 ance and motivation, narrowing of

9 curriculum, teaching practices, and

10 test integrity;

11 ‘‘(V) the fairness and impact of

12 various methods of assessment on chil13 dren of different races, ethnicities, gen14 der, socioeconomic status, English lan15 guage proficiencies, and children with

16 other special needs;

17 ‘‘(VI) standards of performance,

18 quality, and validity for various meth19 ods of assessment and the means by

20 which such standards should be devel21 oped;

22 ‘‘(VII) current and emerging test23 ing practices of State and local edu24 cation agencies within the United

25 States, as well as other nations;
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1 ‘‘(VIII) the diverse effects, both in2 tended and unintended, of assessments

3 as actually used in the schools, includ4 ing effects on curriculum and instruc5 tion, effects on equity in the allocation

6 of resources and opportunities, effects

7 on equity of outcomes, effects on other

8 procedures and standards for judging

9 students and practitioners and possible

10 inflation of test scores;

11 ‘‘(IX) identifying and evaluating

12 how students with limited English lan13 guage proficiency and students with

14 disabilities are included and accommo15 dated in the various assessment pro16 grams of State and local education

17 agencies; and

18 ‘‘(X) the feasibility and validity

19 of comparing or equating the results of

20 different assessments;

21 ‘‘(ii) reflects recommendations made by

22 the National Education Goals Panel (pro23 vided such panel has been authorized by

24 law);
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1 ‘‘(iii) complies with the ‘Standards for

2 Educational and Psychological Tests’ devel3 oped by the American Psychological Asso4 ciation, the National Council on Measure5 ment in Education, and the American Edu6 cational Research Association;

7 ‘‘(iv) is consistent with the ‘Criteria

8 for Evaluation of Student Assessment Sys9 tems’ developed by the National Forum on

10 Assessment; and

11 ‘‘(v) complies with the ‘Code of Fair

12 Testing Practices in Education’ developed

13 by the Joint Committee on Testing Prac14 tices.

15 For purposes of this subparagraph, the term ‘develop16 ment’ means the development of prototypes for the

17 purposes of research and evaluation.

18 ‘‘(h) NATIONAL INSTITUTE FOR POSTSECONDARY EDU19 CATION, LIBRARIES, AND LIFELONG LEARNING.—

20 ‘‘(1) FINDINGS.—The Congress finds as follows:

21 ‘‘(A) The American system of postsecondary

22 education is foremost in the world in its achieve23 ment of both academic excellence and equity in

24 access, but maintaining that preeminence re25 quires renewed efforts to strengthen the quality of
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1 postsecondary education. Disappointing student

2 performance on achievement tests and licensure

3 examinations, declining rates of persistence and

4 completion among minorities, and other trou5 bling trends in the quality of postsecondary edu6 cation must be addressed by the Nation as part

7 of its overall drive to improve American edu8 cation.

9 ‘‘(B) The need to improve our Nation’s eco10 nomic productivity to meet the competitive chal11 lenges of a new, international economy, coupled

12 with high levels of mobility in the United States

13 labor market and demographic changes in the

14 workforce, now demands more and higher quality

15 programs of learning and training in the Amer16 ican workplace.

17 ‘‘(C) The more than 1,000,000 men and

18 women incarcerated in the Nation’s prisons and

19 jails are among the most severely educationally

20 disadvantaged in the United States, with high

21 rates of functional illiteracy and extremely low

22 levels of educational attainment. Since an esti23 mated 90 percent of these individuals are ex24 pected to be released by the end of the decade, the

25 Nation must act to assure that our correctional
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1 system has the means to equip these Americans

2 with the knowledge and skills they will need to

3 participate productively in our society.

4 ‘‘(D) The development of a ‘Nation of Stu5 dents’ capable of and committed to the pursuit

6 of formal and informal lifelong learning is essen7 tial to sustain both national and individual eco8 nomic success and to provide a nurturing envi9 ronment in which all children and youth can

10 learn and achieve. Historically the most effective

11 community resource for lifelong learning, the Na12 tion’s public library system must expand and re13 structure its delivery of services to take full ad14 vantage of the potential of new information tech15 nologies to meet the needs of learning commu16 nities.

17 ‘‘(2) PURPOSE.—The purpose of the National In18 stitute for Postsecondary Education, Libraries, and

19 Lifelong Learning is to promote greater coordination

20 of Federal research and development on issues related

21 to adult learning and to carry out a program of re22 search and development in adult learning to provide

23 nonpartisan, research-based leadership to the Nation

24 as it seeks to improve libraries, postsecondary edu-
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1 cation, and lifelong learning throughout the United

2 States. Such program—

3 ‘‘(A) shall promote greater coordination, co4 operation, and interaction among entities within

5 the Federal Government which support research

6 and development related to postsecondary edu7 cation, libraries, and lifelong learning;

8 ‘‘(B) shall enable greater collaboration

9 among entities within the Federal Government

10 which support research and development related

11 to postsecondary education, libraries, and life12 long learning by supporting research and devel13 opment projects which are carried out jointly by

14 such entities;

15 ‘‘(C) shall support research and develop16 ment in those areas of postsecondary education,

17 libraries, and lifelong learning which are not

18 being addressed sufficiently by other entities

19 within the Federal Government;

20 ‘‘(D) may include basic and applied re21 search, development, replication, and evaluation

22 activities in such areas as—

23 ‘‘(i) methods of assessing and evaluat24 ing individual, program, and institutional

25 performance;
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1 ‘‘(ii) the uses and applications of new

2 technologies to improve program effective3 ness and enhance student learning;

4 ‘‘(iii) practices, policies, and programs

5 which address the unique needs of adult

6 learners, including—

7 ‘‘(I) institutional and classroom

8 policies and practices at the post9 secondary level necessary to improve

10 matriculation, persistence, achievement

11 and graduation by students who are

12 economically disadvantaged, ethnic

13 and racial minorities, women, older,

14 working, and who have children;

15 ‘‘(II) instructional practices and

16 programs which are effective in correc17 tional settings;

18 ‘‘(III) new models of service deliv19 ery for public library systems which

20 expand opportunities for lifelong learn21 ing;

22 ‘‘(IV) effective programs and ap23 proaches which promote greater access

24 to and success by minorities in post25 secondary programs which prepare
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1 them for scientific, technical, teaching,

2 and health career fields;

3 ‘‘(V) effective approaches to work4 based learning; and

5 ‘‘(VI) the most effective training

6 methods for adults to upgrade edu7 cation and vocational skills;

8 ‘‘(iv) the effectiveness of Historically

9 Black Colleges and Universities, Tribally10 Controlled Indian Community Colleges,

11 women’s colleges, and other special mission

12 institutions in fulfilling their mission of

13 providing access and equal opportunity in

14 higher education;

15 ‘‘(v) the quality of higher education at

16 all levels and the roles and responsibilities

17 of regional and national accrediting agen18 cies in assuring the quality and relevance of

19 academic goals and objectives established by

20 institutions of higher education;

21 ‘‘(vi) approaches to improving the pro22 ductivity of colleges, community colleges,

23 universities, and other postsecondary insti24 tutions;
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1 ‘‘(vii) financial barriers to postsecond2 ary educational opportunity, including—

3 ‘‘(I) the role of Federal programs

4 authorized under title IV of the Higher

5 Education Act and State grant and

6 work programs in mitigating such bar7 riers;

8 ‘‘(II) the impact of the rising total

9 cost of postsecondary education on ac10 cess to higher education; and

11 ‘‘(III) the extent and impact of

12 student reliance on loans to meet the

13 costs of higher education;

14 ‘‘(viii) opportunities for adults to con15 tinue their education beyond higher edu16 cation and graduate school, in the context of

17 lifelong learning and information-finding

18 skills; and

19 ‘‘(ix) preparing students for a lifetime

20 of work, the ability to adapt through re21 training to the changing needs of the work

22 force and the ability to learn new tasks.

23 ‘‘(3) INVOLVEMENT OF CERTAIN AGENCIES AND

24 ORGANIZATIONS.—In promoting coordination and

25 collaboration on research and development on issues
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1 related to postsecondary education, libraries, and life2 long learning, the Institute shall, as appropriate, seek

3 the involvement of—

4 ‘‘(A) within the Department of Education—

5 ‘‘(i) the Office of Library Programs;

6 ‘‘(ii) the Office of Correctional Edu7 cation;

8 ‘‘(iii) the Office of Vocational and

9 Adult Education;

10 ‘‘(iv) the National Institute on Disabil11 ity and Rehabilitation Research; and

12 ‘‘(v) the Office of Postsecondary Edu13 cation;

14 ‘‘(B) the National Institute for Literacy;

15 ‘‘(C) the National Board for Professional

16 Teaching Standards;

17 ‘‘(D) the Employment and Training Ad18 ministration of the Department of Labor;

19 ‘‘(E) the Administration for Children and

20 Families within the Department of Health and

21 Human Services;

22 ‘‘(F) the National Institutes of Health;

23 ‘‘(G) the National Endowment for Human24 ities;

25 ‘‘(H) the National Endowment for the Arts;
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1 ‘‘(I) the Bureau of Prisons of the Depart2 ment of Justice;

3 ‘‘(J) the Department of Commerce;

4 ‘‘(K) the Department of Defense; and

5 ‘‘(L) the Office of Indian Education Pro6 grams of the Department of the Interior.

7 ‘‘(4) In addition to the responsibilities described

8 in paragraph (2), the Assistant Secretary shall ensure

9 that the activities of the existing National Center on

10 Literacy are fully coordinated with those of the Na11 tional Institute for Literacy.

12 ‘‘(i) COORDINATION OF RESEARCH ON CROSS-CUTTING

13 ISSUES.—The Assistant Secretary shall promote the coordi14 nation of research and development activities among the In15 stitutes established by subsection (a) to investigate those

16 cross-cutting disciplines and areas of inquiry, such as as17 sessment, the use of technology and the training of teachers

18 and school administrators, which are relevant to the mis19 sions of more than one of the Institutes. Such activities

20 shall—

21 ‘‘(1) address cross-cutting disciplines and areas

22 of inquiry which have been proposed by the Assistant

23 Secretary and are consistent with the research prior24 ities identified by the Board;
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1 ‘‘(2) be carried out jointly (1) by any one of the

2 Institutes and—

3 ‘‘(A) one (or more) of the Institutes;

4 ‘‘(B) the National Center for Education

5 Statistics; or

6 ‘‘(C) any research and development entity

7 administered by other offices of the Department

8 of Education or by any other Federal agency or

9 Department; and

10 ‘‘(3) meet all the standards set by the Assistant

11 Secretary and the Board for other research and devel12 opment conducted by the Office.

13 ‘‘(j) PROGRAM ON TEACHING AND TEACHER EDU14 CATION.—

15 ‘‘(1) IN GENERAL.—The Assistant Secretary, in

16 accordance with the requirements of this subsection,

17 shall undertake a comprehensive, coordinated pro18 gram of research in the area of teaching, teacher edu19 cation, and professional development.

20 ‘‘(2) CERTAIN PURPOSES OF PROGRAM.—In car21 rying out the program established under paragraph

22 (1), the Assistant Secretary shall conduct, directly or

23 through grants and contracts, basic and applied re24 search and analytical activities to further knowledge

25 about, make recommendations, and improve—
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1 ‘‘(A) the ability of classroom teachers and

2 schools to assist new and diverse populations of

3 students in successfully assimilating into the

4 classroom environment;

5 ‘‘(B) the working conditions of teachers and

6 other educational practitioners, which may in7 clude such topics as—

8 ‘‘(i) teacher isolation;

9 ‘‘(ii) professional resources available to

10 teachers;

11 ‘‘(iii) continuing educational and pro12 fessional opportunities available to teachers;

13 ‘‘(iv) physical facilities and equipment,

14 such as office space, telephone, computer ac15 cess, and fax machines and television cable

16 access available to teachers in the work en17 vironment;

18 ‘‘(v) opportunities for teachers to share

19 information and resources with other teach20 ers and education professionals;

21 ‘‘(vi) opportunities for advanced learn22 ing experience; and

23 ‘‘(vii) the reduction of stress in the

24 teaching profession;
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1 ‘‘(C) institutional program renewal and in2 struction;

3 ‘‘(D) restructuring of State certification of

4 teachers and teacher education standards; and

5 ‘‘(E) assisting in the development of teacher

6 certification standards by Indian tribal depart7 ments of education.

8 ‘‘(3) CERTAIN ACTIVITIES.—In carrying out the

9 program established under paragraph (1), the Assist10 ant Secretary—

11 ‘‘(A) shall work with institutions of higher

12 education engaged in the preparation of teachers

13 and professional organizations of teacher edu14 cators and practitioners to encourage institu15 tional program renewal and restructuring;

16 ‘‘(B) may conduct, directly or through

17 grants and contracts research on—

18 ‘‘(i) effective and reflective teaching for

19 the preparation and continuing education

20 of teachers;

21 ‘‘(ii) the use of computing and multi22 made technology to advance the understand23 ing and abilities of teacher educators and

24 classroom teachers;
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1 ‘‘(iii) the development and appraisal of

2 curriculum and curriculum materials for

3 the initial and continuing education of

4 teachers and teacher educators; and

5 ‘‘(iv) strengthening the evaluation and

6 dissemination of information on programs

7 for continuing professional education and

8 renewal of those who educate teachers for

9 initial or advanced licensure or certifi10 cation; and

11 ‘‘(C) shall work with the national regional

12 education laboratories, the ERIC clearinghouses,

13 national education research library, and the Na14 tional Center for Education Statistics to maxi15 mize information available, to prevent unneces16 sary duplication of efforts and resources, and to

17 ensure the results of the centers’ work are widely

18 available.

19 ‘‘(k) RESEARCH ON EDUCATIONAL TECHNOLOGY.—

20 The Assistant Secretary shall undertake a comprehensive,

21 coordinated program of research and development in the

22 area of the uses and applications of technology in education.

23 Such program—

24 ‘‘(1) may support basic and applied research

25 and development, analysis, evaluation in the area of
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1 the uses and applications of technology to education,

2 including—

3 ‘‘(A) the capabilities of current and emerg4 ing technologies and their possible uses in edu5 cation;

6 ‘‘(B) the uses and applications of tech7 nology—

8 ‘‘(i) to improve instruction within all

9 content areas in the school curriculum;

10 ‘‘(ii) to educate more effectively at-risk

11 students and other students with special

12 needs;

13 ‘‘(iii) to improve education in rural

14 communities and other remote areas;

15 ‘‘(iv) to improve the assessment of stu16 dent learning and achievement;

17 ‘‘(v) to deliver preservice and inservice

18 training for teachers, librarians, and school

19 administrators; and

20 ‘‘(vi) to deliver and improve profes21 sional development and continuing edu22 cation programs;

23 ‘‘(C) the cost and educational effectiveness of

24 technologies used in education;
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1 ‘‘(D) effective models and approaches for

2 providing the preservice and inservice training

3 and technical assistance necessary to enable

4 teachers, librarians, and school administrators,

5 cultural organizations, and others to use tech6 nology effectively in education;

7 ‘‘(E) the identification of barriers to greater

8 use of technologies in education and potential

9 approaches to eradicating or mitigating such

10 barriers;

11 ‘‘(F) methods and approaches which can be

12 utilized by teachers, school administrators, and

13 education policymakers, and educational pro14 grams in cultural institutions to evaluate the

15 quality and most appropriate uses of software

16 and other technologies designed for use in edu17 cation; and

18 ‘‘(G) approaches to organizing and manag19 ing schools and classrooms to make the most ef20 fective use of technology in education; and

21 ‘‘(2) shall be coordinated with related research

22 and development activities undertaken by the Office of

23 Special Education Programs, the National Science

24 Foundation, the Department of Defense, and other

25 Federal agencies.
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1 ‘‘(l) TRANSITIONAL PROVISIONS.—

2 ‘‘(1) TEMPORARY REORGANIZATIONS.—Upon the

3 enactment of the Educational Research, Development

4 and Dissemination Excellence Act, the Secretary shall

5 reorganize the research and development functions

6 and activities of the Office into administrative units

7 the purposes of which shall be the same as those for

8 each of the national research institutes established in

9 subsection (a). Such administrative units shall be re10 sponsible for planning and providing for the estab11 lishment of such institutes and shall cease to exist on

12 the dates upon which each of the relevant institutes

13 is established. The provisions of subsection (c) (relat14 ing to authorities and duties) shall apply to all ac15 tivities undertaken by each such administrative unit.

16 ‘‘(2) DATES FOR ESTABLISHMENT OF INSTI17 TUTES.—The National Institute for the Education of

18 At-Risk Students, the National Institute for Innova19 tion in Educational Governance, Finance, Policy20 Making, and Management, the National Institute for

21 Early Childhood Development and Education, the

22 National Institute on Student Achievement, and the

23 National Institute on Postsecondary Education, Li24 braries, and Lifelong Learning shall each be estab25 lished effective October 1, 1994.’’.
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1 TITLE IV—NATIONAL EDU2 CATION DISSEMINATION SYS3 TEM

4 SEC. 401. ESTABLISHMENT WITHIN OFFICE OF EDU5 CATIONAL RESEARCH AND IMPROVEMENT.

6 Part A of the General Education Provisions Act, as

7 amended by section 301 of this Act, is amended by inserting

8 after section 405B the following new section:

9 ‘‘NATIONAL EDUCATION DISSEMINATION SYSTEM

10 ‘‘SEC. 405C. (a) IN GENERAL.—

11 ‘‘(1) FINDINGS.—The Congress finds as follows:

12 ‘‘(A) In order to improve the American edu13 cational system for all students, achieve the na14 tional education goals, and provide for greater

15 educational equity, policymakers, administra16 tors, teachers, and parents must have ready ac17 cess to the best information and methods avail18 able as a result of educational research and de19 velopment.

20 ‘‘(B) The Office of Educational Research

21 and Improvement should have as one of its pri22 mary purposes the dissemination of such infor23 mation and methods in order to assist the na24 tional education reform effort.
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1 ‘‘(C) All current resources within the Office,

2 the Department, and other agencies that can help

3 accomplish this goal should be coordinated by the

4 Assistant Secretary so as to form a systematic

5 process to accomplish these objectives.

6 ‘‘(D) Education research has the capacity to

7 improve teaching and learning in our Nation’s

8 schools, however, teachers need training in the

9 developmental skills necessary to translate re10 search into practice and to allow them to become

11 a cadre of knowledgeable practitioners and lead12 ers in educational improvement.

13 ‘‘(E) Adequate linkages between research

14 and development providers and practitioners are

15 essential to ensuring that research on effective

16 practice is useful, disseminated and supported

17 with technical assistance to all educators, and

18 that all educators are partners in the research

19 and development process.

20 ‘‘(2) PURPOSE.—The purpose of this section is

21 to—

22 ‘‘(A) create a national system of dissemina23 tion, development, and educational improvement

24 in order to create, adapt, identify, validate, and

25 disseminate to educators, parents, and policy-
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1 makers those educational programs that have po2 tential or have been shown to improve edu3 cational opportunities for all students; and

4 ‘‘(B) empower and increase the capacity of

5 teachers to participate in the research and devel6 opment process.

7 ‘‘(3) DEFINITION OF EDUCATIONAL PROGRAM.—

8 For the purposes of this section, the term ‘educational

9 program’ includes educational policies, research find10 ings, practices, and products.

11 ‘‘(b) ESTABLISHMENT OF OFFICE.—

12 ‘‘(1) IN GENERAL.—There is established within

13 the Office an Office of Reform Assistance and Dis14 semination (in this section referred to as the ‘Dis15 semination Office’) through which the Secretary shall

16 carry out all functions and activities described in this

17 section.

18 ‘‘(2) CERTAIN DUTIES.—The Dissemination Of19 fice shall—

20 ‘‘(A) identify educational programs that

21 may merit being designated as exemplary or

22 promising educational programs;

23 ‘‘(B) based solely on the educational merits

24 and promise of such programs, select those to be

25 designated as exemplary or promising;
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1 ‘‘(C) provide technical and financial assist2 ance to individuals and organizations in the

3 process of developing promising educational pro4 grams in the priority areas identified in section

5 405(b)(3), but who might not, without such as6 sistance, be able to complete necessary develop7 ment and assessment activities;

8 ‘‘(D) nationally disseminate information re9 garding the exemplary and promising programs

10 to educators, parents, and policymakers through

11 a variety of means, including existing Depart12 ment activities, education associations and net13 works, and communication technologies;

14 ‘‘(E) provide training and technical assist15 ance regarding the implementation and adoption

16 of such exemplary and promising programs by

17 interested entities; and

18 ‘‘(F) carry out a program of research on

19 models for successful knowledge dissemination,

20 and utilization, and strategies for reaching edu21 cation policymakers, practitioners, and others

22 interested in education.

23 ‘‘(3) ADDITIONAL DUTIES.—The Dissemination

24 Office shall carry out and contain the following func25 tions and activities:
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1 ‘‘(A) A process for the identification of edu2 cational programs that work.

3 ‘‘(B) The educational resources information

4 clearinghouses.

5 ‘‘(C) Dissemination through new tech6 nologies.

7 ‘‘(D) Smartline.

8 ‘‘(E) The regional educational laboratories.

9 ‘‘(F) Teacher Research Dissemination Net10 work.

11 ‘‘(G) The Goals 2000 Community Partner12 ships Program.

13 ‘‘(H) The existing National Diffusion Net14 work and its Developer-Demonstrator and State

15 Facilitator projects.

16 ‘‘(I) Such other programs or entities the

17 Secretary determines are consistent with the pur18 poses for which the Dissemination Office is es19 tablished.

20 ‘‘(c) IDENTIFICATION OF PROGRAMS.—

21 ‘‘(1) IN GENERAL.—The Assistant Secretary

22 shall establish a process through which successful edu23 cational programs are actively sought out for possible

24 dissemination through the national educational dis-
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1 semination system. Such process shall, at a mini2 mum, have the capability to—

3 ‘‘(A) work closely with the research insti4 tutes, centers, regional educational laboratories,

5 the National Diffusion Network and its Devel6 oper-Demonstrator and State Facilitator

7 projects, learning grant institutions established

8 under the Goals 2000 Community Partnerships

9 Program, department-supported technical assist10 ance providers, and other entities to identify suc11 cessful educational programs at the regional,

12 State, local, or classroom level;

13 ‘‘(B) review successful educational programs

14 supported by the Department through all of its

15 programs, including Chapter 1, Even Start,

16 Drug-Free Schools and Communities Act of

17 1986, the Individuals With Disabilities Edu18 cation Act, Bilingual Education, Indian Edu19 cation, the Women’s Educational Equity Act,

20 and Adult and Vocational Education;

21 ‘‘(C) through cooperative agreements, review

22 for possible inclusion in the system educational

23 programs administered by the Departments of

24 Health and Human Services (particularly the

25 Head Start program), Labor and Defense, the
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1 National Science Foundation, the Department of

2 the Interior (particularly the Office of Indian

3 Education Programs), and any other appro4 priate Federal agency; and

5 ‘‘(D) provide for an active outreach effort to

6 identify successful educational programs through

7 cooperative arrangements with State and local

8 education agencies, teachers and teacher organi9 zations, curriculum associations, foundations,

10 private schools, institutions of higher education,

11 and other entities that could enhance the ability

12 of the Secretary to identify programs for possible

13 inclusion in the dissemination system.

14 ‘‘(2) PRIORITY PROGRAMS.—In carrying out this

15 subsection, the Secretary shall place a priority on

16 identifying programs, products, and practices related

17 to the priority research and development needs identi18 fied in section 405(b)(3).

19 ‘‘(d) DESIGNATION OF EXEMPLARY AND PROMISING

20 PROGRAMS.—

21 ‘‘(1) IN GENERAL.—The Assistant Secretary, in

22 consultation with the Board, shall establish 1 or more

23 panels of appropriately qualified experts and practi24 tioners to—
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1 ‘‘(A) evaluate educational programs that

2 have been identified by the Secretary under sub3 section (c) or that have been submitted to the

4 Secretary for such evaluation by some other indi5 vidual or organization; and

6 ‘‘(B) recommend to the Secretary programs

7 that should be designated as exemplary or prom8 ising educational programs.

9 ‘‘(2) CONSIDERATIONS IN MAKING RECOMMENDA10 TIONS.—In determining whether an educational pro11 gram should receive a recommendation under para12 graph (1), a panel established under such paragraph

13 shall consider—

14 ‘‘(A) whether, based on empirical data,

15 which may include but shall not be limited to

16 test results, the program is effective and should

17 thus be designated as exemplary and dissemi18 nated through the national dissemination sys19 tem; or

20 ‘‘(B) whether there is sufficient evidence to

21 lead a panel of experts and practitioners to be22 lieve that the program shows promise for im23 proving student achievement and should thus be

24 designated as promising and disseminated
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1 through the national dissemination system while

2 it continues to be evaluated.

3 ‘‘(3) REQUIREMENT REGARDING APPROVAL OF

4 PROGRAMS.—In seeking out programs for approval

5 under paragraph (2), the Assistant Secretary shall

6 seek programs that may be implemented at the State,

7 local, and classroom level.

8 ‘‘(4) REQUIREMENTS REGARDING PANELS.—

9 ‘‘(A) A panel shall not eliminate a program

10 from consideration under this subsection based

11 solely on the fact that it does not have one spe12 cific type of supporting data, such as test scores.

13 ‘‘(B) The Assistant Secretary may not des14 ignate a program as exemplary or promising

15 unless a panel established under paragraph (1)

16 has recommended that the program be so des17 ignated.

18 ‘‘(C) The Secretary shall establish such pan19 els under paragraph (1) as may be necessary to

20 ensure that each program identified or submitted

21 for evaluation is evaluated.

22 ‘‘(D) Not less than two-thirds of the mem23 bership of a panel established under paragraph

24 (1) shall consist of individuals who are not offi25 cers or employees of the United States. Members
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1 of panels under paragraph (1) who are not em2 ployees of the United States shall receive com3 pensation for each day engaged in carrying out

4 the duties of the panel as well as compensation

5 for their expenses.

6 ‘‘(e) DISSEMINATION OF EXEMPLARY AND PROMISING

7 PROGRAMS.—

8 ‘‘(1) IN GENERAL.—In order to ensure that pro9 grams identified as exemplary or promising are

10 available for adoption by the greatest number of

11 teachers, schools, local and State education agencies,

12 and Bureau of Indian Affairs-funded schools, the As13 sistant Secretary shall utilize the capabilities of—

14 ‘‘(A) the education resources information

15 clearinghouses;

16 ‘‘(B) Smartline;

17 ‘‘(C) the regional educational laboratories;

18 ‘‘(D) the National Diffusion Network;

19 ‘‘(E) entities established under the Goals

20 2000 Community Partnerships Program;

21 ‘‘(F) department-supported technical assist22 ance providers;

23 ‘‘(G) the National Library of Education;

24 and
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1 ‘‘(H) other public and private nonprofit en2 tities, including existing education associations

3 and networks, that have the capability to assist

4 educators in adopting exemplary and promising

5 programs.

6 ‘‘(2) REQUIREMENTS FOR ASSISTANT SEC7 RETARY.—In carrying out paragraph (1), the Assist8 ant Secretary shall ensure that all such entities are—

9 ‘‘(A) kept apprised of the availability of

10 specific programs for dissemination;

11 ‘‘(B) provided technical assistance, if nec12 essary, to carry out this dissemination function;

13 and

14 ‘‘(C) involved in the national education dis15 semination system as specified by law.

16 ‘‘(f) EDUCATION RESOURCES INFORMATION CLEAR17 INGHOUSES.—

18 ‘‘(1) IN GENERAL.—The Assistant Secretary

19 shall establish a system of 16 education resource in20 formation clearinghouses having, at a minimum, the

21 functions and scope of work as the clearinghouses had

22 on the date of the enactment of the Educational Re23 search, Development, and Dissemination Excellence

24 Act.
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1 ‘‘(2) ADDITIONAL FUNCTIONS.—In addition to

2 those functions already being carried out by the clear3 inghouses, such clearinghouses may—

4 ‘‘(A) periodically produce interpretive sum5 maries, digests, and syntheses of the results and

6 findings of education-related research and devel7 opment; and

8 ‘‘(B) contain and make available to users

9 information concerning those programs des10 ignated as exemplary and promising under sub11 section (c).

12 ‘‘(3) COORDINATION OF ACTIVITIES.—The Assist13 ant Secretary shall assure that the functions and ac14 tivities of such clearinghouses are coordinated with

15 the activities of the research institutes, the regional

16 educational laboratories, learning grant institutions,

17 other clearinghouses supported by the Department, the

18 National Diffusion Network, and other appropriate

19 entities within the Office and the Department.

20 ‘‘(4) SPECIAL RESPONSIBILITIES OF THE SEC21 RETARY.—To assure that the information provided

22 through such clearinghouses is fully comprehensive,

23 the Secretary shall—

24 ‘‘(A) require that all reports, studies, and

25 other resources produced directly or by grant or
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1 contract with the Department of Education are

2 made available to clearinghouses;

3 ‘‘(B) establish cooperative agreements with

4 the Departments of Defense, Health and Human

5 Services, Interior, and other Federal agencies to

6 assure that all education-related reports, studies,

7 and other resources produced directly or by grant

8 or contract with the Federal Government are

9 made available to such clearinghouses; and

10 ‘‘(C) devise an effective system for maximiz11 ing the identification, synthesis, and dissemina12 tion of information related to the needs of Indian

13 and Alaska Native children.

14 ‘‘(5) COPYRIGHT PROHIBITED.—

15 ‘‘(A) No clearinghouse or other entity re16 ceiving assistance under this subsection may

17 copyright or otherwise charge a royalty or other

18 fee that—

19 ‘‘(i) is for the use or redissemination of

20 any database, index, abstract, report, or

21 other information produced with assistance

22 under this subsection; and

23 ‘‘(ii) exceeds the incremental cost of

24 disseminating such information.
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1 ‘‘(B) For purposes of subparagraph (A), the

2 incremental cost of dissemination does not in3 clude any portion of the cost of collecting, orga4 nizing, or processing the information which is

5 disseminated.

6 ‘‘(g) DISSEMINATION THROUGH NEW TECH7 NOLOGIES.—

8 ‘‘(1) IN GENERAL.—The Assistant Secretary is

9 authorized to award grants or contracts in accordance

10 with this subsection to support the development of

11 materials, programs, and resources which utilize new

12 technologies and techniques to synthesize and dissemi13 nate research and development findings and other in14 formation which can be used to support educational

15 improvement.

16 ‘‘(2) SOURCES OF MATERIALS AND RESEARCH

17 ABOUT TEACHING AND LEARNING FOR IMPROVING NA18 TIONWIDE EDUCATION (SMARTLINE).—

19 ‘‘(A) ELECTRONIC NETWORK.—The Assist20 ant Secretary, acting through the Office of Re21 form Assistance and Dissemination, shall estab22 lish and maintain an electronic network which

23 shall, at a minimum, link—

24 ‘‘(i) each office of the Department of

25 Education;
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1 ‘‘(ii) the research institutes established

2 by section 405B;

3 ‘‘(iii) the National Center for Edu4 cation Statistics;

5 ‘‘(iv) the National Library of Edu6 cation; and

7 ‘‘(v) entities engaged in research, devel8 opment, dissemination, and technical assist9 ance under grant, contract, or cooperative

10 agreement with the Department of Edu11 cation.

12 ‘‘(B) CERTAIN REQUIREMENTS FOR NET13 WORK.—The network described in subparagraph

14 (A) shall—

15 ‘‘(i) to the extent feasible, build upon

16 existing national, regional, and State elec17 tronic networks and support video,

18 telecomputing, and interactive communica19 tions;

20 ‘‘(ii) at a minimum, have the capabil21 ity to support electronic mail and file

22 transfer services;

23 ‘‘(iii) be linked to and accessible to

24 other users, including State and local edu25 cation agencies, institutions of higher edu-
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1 cation, museums, libraries, and others

2 through the Internet and the National Re3 search and Education Network; and

4 ‘‘(iv) be provided at no cost (excluding

5 the costs of necessary hardware) to the con6 tractors and grantees described in clause (v)

7 of subparagraph (A) and to educational in8 stitutions accessing such network through

9 the Internet and the National Research and

10 Education Network.

11 ‘‘(C) INFORMATION RESOURCES.—The As12 sistant Secretary, acting through the Office of

13 Reform Assistance and Dissemination, may

14 make available through the network described in

15 subparagraph (A)—

16 ‘‘(i) information about grant and con17 tract assistance available through the de18 partment;

19 ‘‘(ii) an annotated directory of current

20 research and development activities and

21 projects being undertaken with the assist22 ance of the Department;

23 ‘‘(iii) information about publications

24 published by the Department and, to the ex-
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1 tent feasible, the full text of such publica2 tions;

3 ‘‘(iv) statistics and data published by

4 the National Center for Education Statis5 tics;

6 ‘‘(v) syntheses of research and develop7 ment findings;

8 ‘‘(vi) a directory of other education-re9 lated electronic networks and databases, in10 cluding information about the means by

11 which they may be accessed;

12 ‘‘(vii) a descriptive listing of materials

13 and courses of instruction provided by tele14 communications partnerships assisted under

15 the Star Schools program;

16 ‘‘(viii) resources developed by the

17 ERIC Clearinghouses;

18 ‘‘(ix) education-related software (in19 cluding video) which is in the public do20 main;

21 ‘‘(x) a listing of instructional mate22 rials available through telecommunications

23 to local education agencies through the Pub24 lic Broadcasting Service and State edu25 cational television networks; and
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1 ‘‘(xi) such other information and re2 sources the Assistant Secretary considers

3 useful and appropriate.

4 ‘‘(D) EVALUATIONS REGARDING OTHER

5 FUNCTIONS OF NETWORK.—The Assistant Sec6 retary shall also undertake projects to test and

7 evaluate the feasibility of using the network de8 scribed in subparagraph (A) for—

9 ‘‘(i) the submission of applications for

10 assistance to the Department; and

11 ‘‘(ii) the collection of data and other

12 statistics through the National Center for

13 Education Statistics.

14 ‘‘(E) TRAINING AND TECHNICAL ASSIST15 ANCE.—The Assistant Secretary, acting through

16 the Office of Reform Assistance and Dissemina17 tion, shall—

18 ‘‘(i) provide such training and tech19 nical assistance as may be necessary to en20 able the contractors and grantees described

21 in clause (v) of subparagraph (A) to par22 ticipate in the electronic network described

23 in such subparagraph; and

24 ‘‘(ii) work with the National Science

25 Foundation to provide, upon request, assist-
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1 ance to State and local education agencies,

2 the Department of the Interior’s Office of

3 Indian Education Programs, tribal depart4 ments of education, State library agencies,

5 libraries, museums, and other educational

6 institutions in obtaining access to the

7 Internet and the National Research and

8 Education Network.

9 ‘‘(h) REGIONAL EDUCATIONAL LABORATORIES.—

10 ‘‘(1) REGIONAL EDUCATIONAL LABORATORIES.—

11 The Assistant Secretary shall enter into contracts

12 with public or private nonprofit entities to establish

13 a networked system of 10 regional educational labora14 tories which serve the needs of each region of the Na15 tion in accordance with the provisions of this sub16 section. For the purposes of this subsection, the term

17 ‘region’ means 1 of the 10 geographic regions set forth

18 in section 2(a) of part 707 of title 34, Code of Federal

19 Regulations (34 CFR 707.2(a)), as published in num20 ber 157 of volume 53 of the Federal Register on Au21 gust 15, 1988.

22 ‘‘(2) DUTIES.—Each regional educational lab23 oratory receiving assistance under this subsection

24 shall, with such assistance, assist State education

25 agencies, intermediate education agencies, local school
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1 districts, and schools funded by the Bureau of Indian

2 Affairs in implementing broad-based, systemic school

3 improvement strategies through the use of applied re4 search and development activities. The regional edu5 cational laboratories shall support such system-wide

6 reform efforts through—

7 ‘‘(A) the development of a plan for identify8 ing needs and for serving the needs of the region

9 by conducting a continuing survey of the edu10 cational needs, strengths and weaknesses within

11 the region, including a process of open hearings

12 to solicit the views of schools, teachers, adminis13 trators, parents, local educational agencies, li14 brarians, and State educational agencies within

15 the region;

16 ‘‘(B) the dissemination of information about

17 programs designated as exemplary and promis18 ing under subsection (c) and other appropriate

19 programs and practices;

20 ‘‘(C) the provision of support and technical

21 assistance in—

22 ‘‘(i) replicating and adapting such ex23 emplary and promising practices;

24 ‘‘(ii) the development of high-quality,

25 challenging curriculum frameworks;
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1 ‘‘(iii) the development of valid, reliable,

2 fair systems of assessment which are based

3 upon State, local, or Bureau of Indian Af4 fairs-funded school curriculum frameworks

5 and reflect recent advances in the field of

6 educational assessment;

7 ‘‘(iv) the improvement of professional

8 development strategies to assure that all

9 teachers are prepared to teach a challenging

10 curriculum;

11 ‘‘(v) expanding and improving the use

12 of technology in education to improve teach13 ing and learning;

14 ‘‘(vi) the development of alternatives

15 for restructuring school finance systems to

16 promote greater equity in the distribution of

17 resources; and

18 ‘‘(vii) the development of alternative

19 administrative structures which are more

20 conducive to planning, implementing, and

21 sustaining school reform and improved edu22 cational outcomes;

23 ‘‘(D) the development of educational pro24 grams and practices that address State, regional,
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1 or Indian tribal needs in relating to their school

2 reform efforts;

3 ‘‘(E) facilitating communication between

4 educational experts, school officials, and teachers,

5 parents, and librarians, to enable such individ6 uals to assist schools to develop a plan to meet

7 the national education goals;

8 ‘‘(F) bringing teams of experts together to

9 develop and implement school improvement

10 plans and strategies;

11 ‘‘(G) the provision of training in—

12 ‘‘(i) the field of education research and

13 related areas;

14 ‘‘(ii) the use of new educational meth15 ods; and

16 ‘‘(iii) the use of information-finding

17 methods, practices, techniques, and products

18 developed in connection with such training

19 for which the regional educational labora20 tory shall be authorized to support intern21 ships and fellowships and to provide sti22 pends; and

23 ‘‘(H) the provision of support and technical

24 assistance (upon their request) to State
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1 facilitators funded through the National Diffu2 sion Network.

3 ‘‘(3) NETWORKING.—In order to improve the ef4 ficiency and effectiveness of the regional laboratories,

5 the governing boards of the ten regional laboratories

6 shall establish and maintain a network to—

7 ‘‘(A) share information about the activities

8 each is carrying out;

9 ‘‘(B) plan joint activities that would meet

10 the needs of multiple regions;

11 ‘‘(C) create a strategic plan for the develop12 ment of activities undertaken by the laboratories

13 to reduce redundancy and increase collaboration

14 and resource-sharing in such activities; and

15 ‘‘(D) otherwise devise means by which the

16 work of the individual laboratories could serve

17 national, as well as regional, needs.

18 ‘‘(4) ADDITIONAL DUTIES.—Each regional edu19 cation laboratory receiving assistance under this sub20 section shall carry out the following activities:

21 ‘‘(A) Collaborate with the Institutes estab22 lished under section 405B in order to—

23 ‘‘(i) maximize the use of research con24 ducted through the Institutes in the work of

25 such laboratory;
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1 ‘‘(ii) keep the Institutes apprised of the

2 work of the regional educational labora3 tories in the field; and

4 ‘‘(iii) inform the Institutes about addi5 tional research needs identified in the field.

6 ‘‘(B) Consult with the State educational

7 agencies and library agencies in the region in

8 developing the plan for serving the region.

9 ‘‘(C) Develop strategies to utilize schools as

10 critical components in reforming education and

11 revitalizing rural communities in the United

12 States.

13 ‘‘(D) Report and disseminate information

14 on overcoming the obstacles faced by rural edu15 cators and rural schools.

16 ‘‘(E) Identify successful educational pro17 grams that have either been developed by such

18 laboratory in carrying out its functions or that

19 have been developed or used by others within the

20 region served by the laboratory and make such

21 information available to the Secretary and the

22 network of regional laboratories so that they may

23 be considered for inclusion in the national edu24 cation development and dissemination system.
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1 ‘‘(5) CERTAIN REQUIREMENTS.—In carrying out

2 its responsibilities, each regional educational labora3 tory shall—

4 ‘‘(A) establish a governing board that—

5 ‘‘(i) is the sole entity that—

6 ‘‘(I) guides and directs the labora7 tory in carrying out the provisions of

8 this subsection and satisfying the terms

9 and conditions of the contract award;

10 and

11 ‘‘(II) determines the regional

12 agenda of the laboratory, consistent

13 with the priority research and develop14 ment needs identified in section

15 405(b)(3); and

16 ‘‘(ii) reflects a balanced representation

17 of the States in the region, as well as the in18 terests and concerns of regional constitu19 encies;

20 ‘‘(B) comply with the standards established

21 by the Assistant Secretary and the Board under

22 section 405A;

23 ‘‘(C) coordinate its activities, collaborate,

24 and regularly exchange information with the in25 stitutes established under section 405C, the Na-
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1 tional Diffusion Network, and its Developer

2 Demonstrator and State Facilitator projects,

3 learning grant institutions and district edu4 cation agents assisted under subsection (i), the

5 ERIC Clearinghouses, and other entities engages

6 in technical assistance and dissemination activi7 ties which are supported by other Offices of the

8 Department of Education; and

9 ‘‘(D) allocate its resources to and within

10 each State in a manner which reflects the need

11 for assistance, taking into account such factors

12 as the proportion of economically disadvantaged

13 students, the increased cost burden of service de14 livery in areas of sparse populations, and any

15 special initiatives being undertaken by State, in16 termediate, local education agencies, or Bureau

17 of Indian Affairs-funded schools which may re18 quire special assistance from the laboratory.

19 ‘‘(6) EVALUATIONS.—The Assistant Secretary

20 shall provide for periodic, independent evaluations of

21 each of the laboratories in carrying out the duties de22 scribed in paragraph (1) in accordance with the

23 standards developed by the Assistant Secretary and

24 the Board and transmit the results of such evalua25 tions to the relevant committees of the Congress, the
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1 Board, and the appropriate regional educational lab2 oratory board.

3 ‘‘(7) INVITATION REGARDING COMPETITION FOR

4 AWARDS OF ASSISTANCE.—Prior to awarding a grant

5 or entering into a contract under this section, the Sec6 retary shall invite applicants, including the existing

7 regional educational laboratories, to compete for such

8 award through notice in the Federal Register and in

9 the publication of the Department of Commerce

10 known as the Commerce Business Daily.

11 ‘‘(8) APPLICATION FOR ASSISTANCE.—Each ap12 plication for assistance under this subsection shall—

13 ‘‘(A) cover not less than a 5-year period;

14 ‘‘(B) describe how the applicant would

15 carry out the activities required by this sub16 section; and

17 ‘‘(C) contain such additional information

18 as the Secretary may reasonably require.

19 ‘‘(9) RULE OF CONSTRUCTION.—No regional edu20 cational laboratory receiving assistance under this

21 subsection shall, by reason of the receipt of that assist22 ance, be ineligible to receive any other assistance from

23 the Department as authorized by law.

24 ‘‘(10) ADVANCE PAYMENT SYSTEM.—Each re25 gional educational laboratory shall participate in the
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1 advance payment system at the Department of Edu2 cation.

3 ‘‘(i) GOALS 2000 COMMUNITY PARTNERSHIPS PRO4 GRAM.—

5 ‘‘(1) PURPOSE.—The purpose of the Goals 2000

6 Community Partnerships program is to improve the

7 quality of learning and teaching in the Nation’s most

8 impoverished urban and rural communities by sup9 porting sustained collaborations between universities,

10 schools, businesses, and communities which apply and

11 utilize the results of educational research and develop12 ment.

13 ‘‘(2) GRANTS FOR GOALS 2000 COMMUNITY PART14 NERSHIPS.—The Assistant Secretary is authorized to

15 make grants to eligible entities to support the estab16 lishment of Learning Grant Institutions and District

17 Education Agents and the activities authorized under

18 this subsection within eligible communities.

19 ‘‘(3) DEFINITION OF ELIGIBLE ENTITY AND ELI20 GIBLE COMMUNITY.—For the purposes of this sub21 section:

22 ‘‘(A) The term ‘eligible entity’ includes any

23 institution of higher education, regional edu24 cation laboratory, National Diffusion Network

25 project, national research and development cen-
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1 ter, public or private nonprofit corporation, or

2 any consortium thereof that—

3 ‘‘(i) has demonstrated experience, ex4 pertise and commitment in serving the edu5 cational needs of at-risk students; and

6 ‘‘(ii) is, by virtue of its previous ac7 tivities, knowledgeable about the unique

8 needs and characteristics of the community

9 to be served.

10 ‘‘(B) The term ‘eligible community’ means a

11 unit of general purpose local government (such

12 as a city, township, or village), a

13 nonmetropolitan county, tribal village, or a geo14 graphically distinct area (such as a school dis15 trict, school attendance area, ward, precinct or

16 neighborhood), or any group of such entities

17 that—

18 ‘‘(i) has a population of not less than

19 200,000 and not more than 300,000; and

20 ‘‘(ii) in which not less than one-half of

21 the school-age children have family incomes

22 which are below the poverty line, as deter23 mined by the 1990 United States Census,

24 participation in the National School Lunch
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1 program, or other current, reliable data

2 concerning family income.

3 ‘‘(4) GOALS 2000 COMMUNITY PARTNERSHIPS.—

4 Each learning grant institution receiving assistance

5 under this subsection shall establish a Goals 2000

6 community partnership to carry out the activities au7 thorized under this subsection. Such partnership—

8 ‘‘(A) shall include the participation of one

9 or more local educational agencies, institutions

10 of higher education, community-based organiza11 tions, parents, teachers, and the business commu12 nity;

13 ‘‘(B) may include the participation of

14 human, social service and health care agencies,

15 Head Start and child care agencies, libraries,

16 museums, employment and training agencies,

17 and the State educational agency or tribal de18 partment of education; and

19 ‘‘(C) shall be broadly representative of all

20 segments of the community in which the activi21 ties will be carried out.

22 ‘‘(5) COMPREHENSIVE GOALS 2000 PLAN.—Each

23 Goals 2000 Community Partnership shall develop a

24 comprehensive plan for assuring educational success
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1 and high achievement for all students in the commu2 nity. Each such plan shall—

3 ‘‘(A) adopt the 6 national educational goals;

4 ‘‘(B) identify additional needs and goals for

5 educational improvement within the community;

6 ‘‘(C) focus on helping all students reach

7 challenging content and student performance

8 standards;

9 ‘‘(D) be consistent with the State and local

10 plan for system-wide education improvement de11 veloped pursuant to the Goals 2000: Educate

12 America Act;

13 ‘‘(E) establish a comprehensive community14 wide plan for achieving such goals; and

15 ‘‘(F) develop a means for measuring the

16 progress of the community in meeting such goals

17 for improvement.

18 ‘‘(6) IMPLEMENTATION OF COMMUNITY-WIDE

19 PLAN.—Each Goals 2000 Community Partnership

20 shall, utilizing the District Education Agent, provide

21 assistance in implementing the community-wide plan

22 for educational improvement by—

23 ‘‘(A) supporting innovation, restructuring,

24 and continuous improvement in educational

25 practice by—
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1 ‘‘(i) disseminating information

2 throughout the community about exemplary

3 and promising educational programs, prac4 tices, products, and policies;

5 ‘‘(ii) evaluating the effectiveness of fed6 erally funded educational programs within

7 the community and identifying changes in

8 such programs which are likely to improve

9 student achievement;

10 ‘‘(iii) identifying, selecting and rep11 licating exemplary and promising edu12 cational programs, practices, products, and

13 policies in both in- and out-of-school set14 tings;

15 ‘‘(iv) applying educational research to

16 solve specific problems in the classroom,

17 home and community which impede learn18 ing and student achievement; and

19 ‘‘(v) supporting research and develop20 ment by teachers, school administrators,

21 and other practitioners which promise to

22 improve teaching and learning and the or23 ganization of schools;

24 ‘‘(B) improving the capacity of educators,

25 school administrators, child care providers and
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1 other practitioners to prepare all students to

2 reach challenging standards and to attain the

3 goals set out in the comprehensive community4 wide plan through such means as—

5 ‘‘(i) the training of prospective and

6 novice teachers (including preschool and

7 early childhood educators) in a school set8 ting under the guidance of master teachers

9 and teacher educators;

10 ‘‘(ii) training and other activities to

11 promote the continued learning and profes12 sional development of experienced teachers,

13 related services personnel, and school ad14 ministrators to assure that they develop the

15 subject matter and pedagogical expertise

16 needed to prepare all students to reach chal17 lenging standards;

18 ‘‘(iii) training and other activities to

19 increase the ability of prospective, novice,

20 and experienced teachers to teach effectively

21 at-risk students, students with disabilities,

22 students with limited English language pro23 ficiency, and students from diverse cultural

24 backgrounds; and
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1 ‘‘(iv) programs to enhance teaching

2 and classroom management skills, including

3 school-based management skills, of novice,

4 prospective, and experienced teachers;

5 ‘‘(C) promoting the development of an inte6 grated system of service delivery to children from

7 birth through age 18 and their families by facili8 tating linkages and cooperation among—

9 ‘‘(i) local education agencies;

10 ‘‘(ii) health and social services agencies

11 and providers;

12 ‘‘(iii) juvenile justice and criminal jus13 tice agencies;

14 ‘‘(iv) providers of employment train15 ing; and

16 ‘‘(v) child care, Head Start, and other

17 early childhood agencies; and

18 ‘‘(D) mobilizing the resources of the commu19 nity in support of student learning and high

20 achievement by facilitating effective partnerships

21 and collaboration among—

22 ‘‘(i) local education agencies;

23 ‘‘(ii) postsecondary educational insti24 tutions;

25 ‘‘(iii) public libraries;
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1 ‘‘(iv) parents;

2 ‘‘(v) community-based organizations,

3 neighborhood associations, and other civic

4 and community organizations;

5 ‘‘(vi) child care, Head Start, and other

6 early childhood agencies;

7 ‘‘(vii) churches, synagogues and other

8 religious institutions;

9 ‘‘(viii) labor organizations; and

10 ‘‘(ix) business and industry.

11 ‘‘(7) ADDITIONAL REQUIREMENTS.—In carrying

12 out its responsibilities under this subsection, each

13 partnership receiving assistance under this subsection

14 shall—

15 ‘‘(A) appoint a District Education Agent

16 who shall be responsible, on a full-time basis, for

17 directing the implementation of the community18 wide plan. Such individual shall have signifi19 cant experience and expertise in the field of edu20 cation in—

21 ‘‘(i) addressing the needs of at-risk stu22 dents; and

23 ‘‘(ii) conducting educational research

24 and promoting the application of the results

25 of such research to educational practice;
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1 ‘‘(B) provide for such other professional and

2 support personnel as may be necessary to imple3 ment the community-wide plan under the direc4 tion of the District Education Agent; and

5 ‘‘(C) coordinate its activities and work co6 operatively with the National Diffusion Network

7 State facilitators, regional laboratories, and

8 other components of the Office to utilize most ef9 fectively Federal research, development, and dis10 semination resources in implementing the com11 munity-wide plan.

12 ‘‘(8) APPLICATION FOR GRANTS.—Any eligible

13 entity desiring a grant under this subsection shall

14 submit an application to the Assistant Secretary at

15 such time, in such manner, and accompanied by such

16 information as the Assistant Secretary may reason17 ably require. Each such application shall—

18 ‘‘(A) include a comprehensive plan for meet19 ing the objectives and requirements of this sub20 section; and

21 ‘‘(B) provide evidence of support for the ap22 plication from local elected officials, the State

23 education agency, the local education agency,

24 parents, local community leaders, businesses, and

25 other appropriate organizations.
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1 ‘‘(9) PRIORITY IN MAKING GRANTS; DURATION

2 AND AMOUNT OF GRANT.—Each grant made under

3 this subsection shall be—

4 ‘‘(A) awarded on a competitive basis, with

5 first priority given to those applications from

6 communities with the greatest percentage of

7 school-age children in families with poverty-level

8 incomes;

9 ‘‘(B) made for a 5-year period, with fund10 ing for the second and each successive year in

11 this period conditioned upon a determination by

12 the Assistant Secretary that the grant recipient

13 has complied with the conditions of the grants

14 during the previous year; and

15 ‘‘(C) an amount equal to not less than

16 $1,000,000 per year.

17 ‘‘(10) LIMITATION OF ONE GRANT PER CONGRES18 SIONAL DISTRICT.—Not more than one grant shall be

19 awarded within a single congressional district.

20 ‘‘(11) TECHNICAL ASSISTANCE; EVALUATIONS.—

21 In administering the program authorized under this

22 subsection, the Assistant Secretary shall, either di23 rectly or through grant or contract with an eligible

24 nonprofit agency—
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1 ‘‘(A) upon request, provide technical assist2 ance to eligible entities to assist in the develop3 ment of a comprehensive plan to meet the re4 quirements of this subsection and in the prepara5 tion of applications for assistance;

6 ‘‘(B) regularly provide technical assistance

7 to learning grant institutions receiving assist8 ance under this subsection to assist with the de9 velopment and implementation of the commu10 nity-wide plan for educational improvement;

11 ‘‘(C) provide for an independent evaluation

12 of the activities assisted under this subsection,

13 including—

14 ‘‘(i) the impact of the Goals 2000 Com15 munity Partnerships program on children

16 and families within each community, in17 cluding (but not limited to) effects on the

18 extent of educational achievement, rates of

19 school retention and completion, and enroll20 ment in program postsecondary educational

21 programs; and

22 ‘‘(ii) whether an intensified effort to

23 apply and utilize educational research with24 in a limited geographic area significantly
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1 improves student learning and achievement;

2 and

3 ‘‘(D) plan for the expansion of the Goals

4 2000 Community Partnerships program

5 throughout the remainder of the Nation begin6 ning in fiscal year 1998.

7 ‘‘(j) TEACHER RESEARCH DISSEMINATION NET8 WORK.—

9 ‘‘(1) FINDINGS.—The Congress finds that—

10 ‘‘(A) education research, including research

11 funded by the Office, is not having the impact on

12 the Nation’s schools that such research should;

13 ‘‘(B) relevant education research and result14 ing solutions are not being adequately dissemi15 nated to the teachers that need such research and

16 solutions;

17 ‘‘(C) there are not enough linkages between

18 the research and development centers assisted

19 under this section, the regional educational lab20 oratories described in subsection (k), the Na21 tional Diffusion Network State facilitators, the

22 Education Resources Information Clearing23 houses, and the public schools, to ensure that re24 search on effective practice is disseminated and

25 technical assistance provided to all teachers;
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1 ‘‘(D) the average teacher has almost no time

2 to plan or engage in a professional dialogue with

3 such teacher’s peers about strategies for improv4 ing learning;

5 ‘‘(E) teachers do not have direct access to

6 information systems or networks;

7 ‘‘(F) teachers have little control over what

8 in-service education teachers will be offered; and

9 ‘‘(G) individual teachers are not encouraged

10 to move beyond the walls of their classrooms to

11 identify and use outside resources.

12 ‘‘(2) PROGRAM AUTHORIZED.—

13 ‘‘(A) The Assistant Secretary shall enter

14 into contracts with regional educational labora15 tories, in partnership with 1 or more institu16 tions of higher education in each State of its re17 gion, the National Diffusion Network, and other

18 entities with demonstrated experience, expertise,

19 and commitment in the areas of teacher research

20 or teacher professional development, such as the

21 national research and development centers, pro22 fessional teacher organizations, and other quali23 fied organizations and associations, in the region

24 to carry out activities described in paragraph

25 (3).
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1 ‘‘(B) The Assistant Secretary shall enter

2 into contracts under this subsection in an equi3 table manner and shall provide assistance on the

4 basis of the number of schools, teachers, and stu5 dents in each regional educational laboratory re6 gion with attention given to populations with

7 special needs and the increased cost burden of

8 service delivery in regions of sparse population.

9 ‘‘(C) Contracts under this subsection shall

10 be awarded for a period of not less than 3 years.

11 ‘‘(3) PROGRAM ACTIVITIES.—

12 ‘‘(A) Each regional partnership described in

13 paragraph (2)(A) entering into a contract under

14 this subsection shall carry out programs of pro15 viding training to teachers relevant to the needs

16 and problems of the schools and school districts

17 where teachers, who participate in the programs,

18 serve. The purpose of such programs shall be

19 to—

20 ‘‘(i) educate teachers on how to acquire

21 information about education research find22 ings and best practices;

23 ‘‘(ii) provide teachers with current

24 education research and development theory,

25 skills, and practice as shall enable them to
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1 modify, design, develop, and adapt such

2 findings and practices to effect local district

3 and classroom outcomes that improve edu4 cation;

5 ‘‘(iii) enable teachers to become ac6 tively involved in the applied research and

7 development process;

8 ‘‘(iv) provide teachers the ability to be9 come leaders in the utilization of applied

10 research and to become active participants

11 in the Federal research and development

12 partnership;

13 ‘‘(v) enhance the ability of teachers to

14 evaluate and choose effective education pro15 grams and curricula; and

16 ‘‘(vi) facilitate collaboration between

17 the teacher change agent and the National

18 Diffusion Network State facilitator.

19 ‘‘(B) Teachers that participate in training

20 assisted under this subsection shall be known as

21 ‘teacher change agents’.

22 ‘‘(C) The program described in subpara23 graph (A) shall provide teacher change agents

24 with training during the summer and at such
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1 other times as agreed to by the district, which

2 shall—

3 ‘‘(i) give teacher change agents knowl4 edge and guidance in using the existing

5 educational improvement services and re6 sources funded by the United States Depart7 ment of Education and other major research

8 organizations, including the products and

9 work of the regional educational labora10 tories, professional teacher organizations,

11 the National Diffusion Network, institutions

12 of higher education, the Educational Re13 search Information Centers, National Re14 search Centers, National Research Insti15 tutes, State Departments of Education, local

16 education agencies, and other nonprofit or17 ganizations participating in the improve18 ment of education;

19 ‘‘(ii) provide teacher change agents

20 with indepth knowledge about a number of

21 products, programs, and processes developed

22 by entities described in clause (i) that the

23 teacher change agents judge most relevant to

24 the needs of the district or districts they will

25 serve;
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1 ‘‘(iii) inform teacher change agents

2 about government programs, including, but

3 not limited, to programs in government

4 agencies other than the Department of Edu5 cation, which offer research opportunities,

6 fellowships, and funding; and

7 ‘‘(iv) provide teacher change agents

8 with instruction in technical assistance

9 skills in order to increase their capacity to

10 aid district and school site teacher teams re11 sponsible for leading school improvement

12 activities at the district and school site

13 level.

14 ‘‘(D) The school year activities described in

15 subparagraph (A) shall provide teacher change

16 agents participating in such program during the

17 school year with—

18 ‘‘(i) opportunities to meet with other

19 teacher change agents to exchange experi20 ences;

21 ‘‘(ii) additional training or assistance

22 as needed or requested;

23 ‘‘(iii) updates in education research,

24 application, and findings; and
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1 ‘‘(iv) opportunities to provide feedback

2 into the educational research infrastructure

3 regarding needed research and ways to im4 prove the development and dissemination of

5 information.

6 ‘‘(E) The regional partnership program

7 may support educational improvement and re8 form activities such as—

9 ‘‘(i) training in applied research meth10 odologies;

11 ‘‘(ii) assistance in conducting applied

12 research;

13 ‘‘(iii) teacher research sabbaticals;

14 ‘‘(iv) video conferencing for additional

15 training in order to reduce travel time and

16 expenses;

17 ‘‘(v) training in developing and imple18 menting effective teacher in-service training;

19 ‘‘(vi) training in change management,

20 including strategies for restructuring

21 schools, building local capacity, and gen22 erally strengthening the culture of schools so

23 that schools are conducive and supportive of

24 change, including training in interpersonal

25 and leadership skills; and
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1 ‘‘(vii) training in the appropriate use

2 of technology to assist classroom teachers.

3 ‘‘(F) TEACHER RESPONSIBILITIES.—Teach4 er change agents shall, during the school year—

5 ‘‘(i) meet with other teachers and dis6 trict or school site teacher teams to provide

7 other teachers with knowledge about how to

8 acquire information regarding education re9 search findings and best practices, includ10 ing what resources are available from the

11 Department of Education and how to ob12 tain products and technical services from

13 the Department;

14 ‘‘(ii) meet with the National Diffusion

15 Network State Facilitator to coordinate and

16 not duplicate efforts in the dissemination of

17 exemplary educational programs;

18 ‘‘(iii) help interested schools identify

19 resources needed to address the school’s

20 needs and act as liaison between the school

21 and the appropriate resource entities, such

22 as regional educational laboratories, centers,

23 national institutes, institutions of higher

24 education, professional teacher organiza25 tions, scholars, consultants, and other
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1 schools and school districts that may be of

2 assistance;

3 ‘‘(iv) teach other teachers how to use

4 the products, programs, and processes in

5 which the teacher was trained pursuant to

6 paragraph (2)(C)(II);

7 ‘‘(v) work with other teachers and

8 teacher teams to adapt identified exemplary

9 practices, programs, and research results to

10 implement school site or classroom improve11 ments as desired, and provide follow-up ac12 tivities throughout a 2-year period to ensure

13 the successful adaptation and implementa14 tion of such programs in local schools; and

15 ‘‘(vi) inform teachers about how they

16 can obtain Federal research funding, fellow17 ships, and sabbaticals.

18 ‘‘(G) APPLICATION.—

19 ‘‘(i) IN GENERAL.—Each regional

20 partnership desiring a contract under this

21 subsection shall submit to the Secretary an

22 application at such time, in such manner,

23 and accompanied by such information as

24 the Assistant Secretary may reasonably re25 quire.
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1 ‘‘(ii) CONTENTS.—Each application

2 described in clause (i) shall—

3 ‘‘(I) contain a plan acceptable to

4 affected States and local education

5 agencies for conducting the program to

6 be assisted under this section;

7 ‘‘(II) contain assurances that the

8 partnership requirements are fulfilled;

9 ‘‘(III) contain assurances that

10 both district and school site teacher

11 teams will be established to work in

12 conjunction with the teacher change

13 agent;

14 ‘‘(IV) contain a plan for the selec15 tion of district and school site teacher

16 team participants and others as

17 deemed appropriate by the teacher

18 change agent and the regional partner19 ship;

20 ‘‘(V) contain assurances that the

21 regional partnership, in conjunction

22 with the participating school districts,

23 shall provide each teacher change agent

24 with a stipend for the entire calendar

25 year commensurate with such teacher’s
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1 salary and travel expenses, to permit a

2 teacher to participate in such program

3 without incurring loss of income;

4 ‘‘(VI) contain assurances that

5 each teacher change agent participat6 ing in the program shall receive an

7 award of not more than $10,000 to be

8 used by such teacher during the school

9 year of such teacher’s participation to

10 purchase materials, support, and co11 ordinate with other teachers or site

12 teacher teams in the school district;

13 ‘‘(VII) contain assurances that

14 such regional partnerships shall pro15 vide not more than $5,000 to each

16 school district or group of school dis17 tricts having an individual from such

18 district or districts participating in

19 the program assisted under this section

20 for each of the 2 years following such

21 participation to enable such school dis22 trict or districts to continue efforts to

23 improve dissemination of effective

24 practices and programs within the dis25 trict or districts;
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1 ‘‘(VIII) contain assurances that

2 representatives of State educational

3 agencies, intermediate educational

4 agencies, teacher centers, teacher edu5 cators at institutions of higher edu6 cation, and school district in-service or

7 curriculum specialists will be eligible

8 to participate in the program assisted

9 under this section if such individuals

10 pay the cost of their participation; and

11 ‘‘(IX) contain an assurance that

12 such regional partnership shall permit

13 a teacher to participate in the program

14 only after such partnership determines

15 that the teacher will be afforded a full

16 opportunity by the district to perform

17 such teacher’s responsibilities described

18 in paragraph (3)(F).

19 ‘‘(4) TEACHER SELECTION AND ELIGIBILITY.—

20 ‘‘(A) NOMINATION.—Teacher participants

21 in the program assisted under this subsection

22 shall be nominated by their peers at the school

23 district level.

24 ‘‘(B) ELIGIBILITY.—Each school district or

25 group of school districts desiring to have teachers
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1 from such district or districts participate in the

2 program assisted under this subsection shall pro3 vide the regional partnership with the names of

4 such teachers, and an indication of the type of

5 issues or problems on which each such teacher

6 would like to receive information and training.

7 ‘‘(C) SELECTION.—

8 ‘‘(i) Teacher participants shall be se9 lected by the regional partnerships in con10 sultation with the State educational agen11 cies in the region. Teacher participants

12 shall be selected in such a manner so as to

13 ensure an equitable representation of such

14 teachers by State and school enrollment

15 within the region.

16 ‘‘(ii) The number of teachers selected

17 each year shall be determined in accordance

18 with the amount of funding received by the

19 regional partnership.

20 ‘‘(5) INDEPENDENT EVALUATION.—

21 ‘‘(A) IN GENERAL.—The Assistant Secretary

22 shall provide for an independent evaluation of

23 the program assisted under this subsection to de24 termine the net impact and cost effectiveness of

25 the program and the reactions of teachers and
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1 school districts participating in such program,

2 including any career plan changes of participat3 ing teachers.

4 ‘‘(B) DATE.—The evaluation described in

5 subparagraph (A) shall be submitted to the Con6 gress within 6 months after the completion of the

7 third year of the program.

8 ‘‘(C) FUNDING.—The Assistant Secretary

9 may reserve not more than $250,000 of the

10 amount appropriated under section 405(i)(2)(E)

11 to carry out the evaluation described in this

12 paragraph.’’.

13 TITLE V—NATIONAL LIBRARY OF

14 EDUCATION

15 SEC. 501. ESTABLISHMENT WITHIN OFFICE OF EDU16 CATIONAL RESEARCH AND IMPROVEMENT.

17 Part A of the General Education Provisions Act, as

18 amended by section 401 of this Act, is amended by inserting

19 after section 405C the following new section:

20 ‘‘NATIONAL LIBRARY OF EDUCATION

21 ‘‘SEC. 405D. (a) IN GENERAL.—There is established

22 within the Office a National Library of Education (here23 after in this section referred to as the ‘Library’), which shall

24 be maintained as a governmental activity.

25 ‘‘(b) FUNCTIONS OF LIBRARY.—The functions of the

26 Library are—
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1 ‘‘(1) to provide a central location within the

2 Federal Government for information about education;

3 ‘‘(2) to provide comprehensive reference services

4 on matters related to education to employees of the

5 Department of Education and its contractors and

6 grantees, other Federal employees, and members of the

7 public; and

8 ‘‘(3) to promote greater cooperation and resource

9 sharing among providers and repositories of edu10 cation information in the United States.

11 ‘‘(c) ONE-STOP INFORMATION AND REFERRAL SERV12 ICE.—The Library shall establish and maintain a central

13 information and referral service to respond to telephonic,

14 mail, and electronic and other inquiries from the public

15 concerning—

16 ‘‘(1) programs and activities of the Department

17 of Education;

18 ‘‘(2) publications produced by the Department of

19 Education and, to the extent feasible, education relat20 ed publications produced by the Departments of

21 Labor, Health and Human Services, and other Fed22 eral agencies;

23 ‘‘(3) services and resources available to the pub24 lic through the Office, including the ERIC Clearing-
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1 houses, the research institutes, and the national edu2 cation dissemination system;

3 ‘‘(4) statistics and other information produced

4 by the National Center for Education Statistics; and

5 ‘‘(5) referrals to additional sources of informa6 tion and expertise about educational issues which

7 may be available through educational associations

8 and foundations, the private sector, colleges and uni9 versities, libraries and bibliographic databases.

10 The Library shall maintain and actively publicize a toll11 free telephone number through which public inquiries to the

12 Library may be made.

13 ‘‘(d) COMPREHENSIVE REFERENCE SERVICES.—The

14 Library shall, to the extent feasible, provide for the delivery

15 of a full range of reference services on subjects related to

16 education to employees of the Department and its contrac17 tors and grantees, other Federal employees, and members

18 of the general public. Such services may include—

19 ‘‘(1) specialized subject searches;

20 ‘‘(2) search and retrieval of electronic databases;

21 ‘‘(3) document delivery by mail and facsimile

22 transmission;

23 ‘‘(4) research counseling, bibliographic instruc24 tion, and other training services;

25 ‘‘(5) interlibrary loan services; and
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1 ‘‘(6) selective dissemination of information serv2 ices.

3 The Library shall first give priority in the provision of ref4 erence services to requests made by employees of the Depart5 ment.

6 ‘‘(e) COOPERATION AND RESOURCE SHARING.—The

7 Library shall promote greater cooperation and resource

8 sharing among libraries and archives with significant col9 lections in the area of education through such means as—

10 ‘‘(1) the establishment of information and re11 source sharing networks among such entities;

12 ‘‘(2) the development of a national union list of

13 education journals held by education libraries

14 throughout the United States;

15 ‘‘(3) the development of directories and indexes

16 to textbook and other specialized collections held by

17 education libraries throughout the United States; and

18 ‘‘(4) cooperative efforts to preserve, maintain

19 and promote access to items of special historical value

20 or interest.

21 ‘‘(f) ADMINISTRATION.—The Library shall be adminis22 tered by an Executive Director who shall—

23 ‘‘(1) be appointed by the Assistant Secretary

24 from among persons with significant training or ex25 perience in library and information science;
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1 ‘‘(2) serve for a renewable term of 5 years; and

2 ‘‘(3) be paid at not less than the minimum rate

3 of basic pay payable for GS–15 of the General Sched4 ule.

5 ‘‘(g) TASK FORCE.—

6 ‘‘(1) IN GENERAL.—The Assistant Secretary

7 shall appoint a task force of librarians, scholars,

8 teachers, parents, and school leaders (hereafter in this

9 paragraph referred to as the ‘Task Force’) to provide

10 advice on the establishment of the Library.

11 ‘‘(2) PREPARATION OF PLAN.—The Task Force

12 shall prepare a workable plan to establish the Library

13 and to implement the requirements of this section.

14 ‘‘(3) CERTAIN AUTHORITIES.—The Task Force

15 may identify other activities and functions for the Li16 brary to carry out, except that such functions shall

17 not be carried out until the Library is established and

18 has implemented the requirements of this section.

19 ‘‘(4) REPORT.—The Task Force shall prepare

20 and submit to the Assistant Secretary not later than

21 6 months after the first meeting of the Task Force a

22 report on the activities of the Library.

23 ‘‘(h) TRANSFER OF FUNCTIONS.—There are hereby

24 transferred to the Library all functions of—
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1 ‘‘(1) the Department of Education Research Li2 brary;

3 ‘‘(2) the Department of Education Reference Sec4 tion; and

5 ‘‘(3) the Department of Education Information

6 Branch.

7 ‘‘(i) COLLECTION DEVELOPMENT POLICY.—Not later

8 than 180 days after the enactment of the Educational Re9 search, Development, and Dissemination Excellence Act, the

10 Assistant Secretary shall promulgate a comprehensive col11 lection development policy to govern the Library’s oper12 ations, acquisitions, and services to users. Such collection

13 development policy shall—

14 ‘‘(1) be consistent with the functions of the Li15 brary set out in subsection (b);

16 ‘‘(2) emphasize the acquisition and maintenance

17 of a comprehensive collection of reference materials;

18 and

19 ‘‘(3) avoid unnecessary duplication by putting a

20 priority on meeting the information needs of the Li21 brary’s users through cooperation and resource-shar22 ing with other entities with significant collections in

23 the field of education.

24 ‘‘(j) ARREARAGE AND PRESERVATION.—On the basis

25 of the collection development policy promulgated under sub-
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1 section (h), the Executive Director shall develop a multiyear

2 plan which shall set forth goals and priorities for actions

3 needed to—

4 ‘‘(1) eliminate within 3 years the arrearage of

5 uncataloged books and other materials in the Li6 brary’s collections; and

7 ‘‘(2) respond effectively and systematically to the

8 preservation needs of the Library’s collections, rely9 ing, whenever possible, upon cooperative efforts with

10 other institutions to preserve and maintain the

11 usability of books and materials in the Library’s col12 lections.’’.

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