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[Congressional Bills 103th Congress]
[From the U.S. Government Publishing Office]
[H.R. 2884 Introduced in House (IH)]

103d CONGRESS
  1st Session
                                H.R. 2884

To establish a national framework for the development of School-to-Work 
      Opportunities systems in all States, and for other purposes.

_______________________________________________________________________

                    IN THE HOUSE OF REPRESENTATIVES

                             August 5, 1993

    Mr. Ford of Michigan (for himself, Mr. Gephardt, Mr. Miller of 
  California, Mr. Murphy, Mr. Kildee, Mr. Williams, Mr. Martinez, Mr. 
 Owens, Mr. Sawyer, Mr. Payne of New Jersey, Mrs. Unsoeld, Mrs. Mink, 
    Mr. Andrews of New Jersey, Mr. Reed, Mr. Roemer, Mr. Engel, Mr. 
Becerra, Mr. Gene Green of Texas, Ms. Woolsey, Mr. Romero-Barcelo, Mr. 
 Klink, Mr. Strickland, Mr. De Lugo, Mr. Goodling, Mr. Gunderson, Ms. 
Molinari, Mr. Rangel, Mr. McCurdy, Ms. Pelosi, Mrs. Lowey, Mr. Serrano, 
  Ms. DeLauro, Mr. Clay, Mr. Baesler, and Mr. Roukema) introduced the 
 following bill; which was referred to the Committee on Education and 
                                 Labor

                            October 7, 1993

   Additional sponsors: Mr. Hoyer, Mr. Faleomavaega, Mr. Frost, Mr. 
Mazzoli, Mr. Castle, Mr. Houghton, Mr. Levin, Mr. Bonior, Mr. Menendez, 
Mr. Scott, Mr. Gibbons, Ms. English of Arizona, Mr. Olver, and Mr. Rush

_______________________________________________________________________

                                 A BILL

 
To establish a national framework for the development of School-to-Work 
      Opportunities systems in all States, and for other purposes.

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

SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

    (a) Short Title.--This Act may be cited as the ``School-to-Work 
Opportunities Act of 1993''.
    (b) Table of Contents.--The table of contents is as follows:

Sec. 1. Short title; table of contents.
Sec. 2. Findings.
Sec. 3. Purposes and congressional intent.
Sec. 4. Definitions.
Sec. 5. Federal administration.
     TITLE I--SCHOOL-TO-WORK OPPORTUNITIES BASIC PROGRAM COMPONENTS

Sec. 101. General program requirements.
Sec. 102. Work-based learning component.
Sec. 103. School-based learning component.
Sec. 104. Connecting activities component.
     TITLE II--SCHOOL-TO-WORK OPPORTUNITIES SYSTEM DEVELOPMENT AND 
                    IMPLEMENTATION GRANTS TO STATES

                  Subtitle A--State Development Grants

Sec. 201. Purpose.
Sec. 202. State development grants.
                Subtitle B--State Implementation Grants

Sec. 211. Purpose.
Sec. 212. State implementation grants.
        TITLE III--FEDERAL IMPLEMENTATION GRANTS TO PARTNERSHIPS

Sec. 301. Purpose.
Sec. 302. Federal implementation grants to partnerships.
Sec. 303. School-to-Work Opportunities program grants in high poverty 
                            areas.
                      TITLE IV--NATIONAL PROGRAMS

Sec. 401. Research, demonstration, and other projects.
Sec. 402. Performance outcomes and evaluation.
Sec. 403. Training and technical assistance.
                      TITLE V--GENERAL PROVISIONS

Sec. 501. State request and responsibilities for a waiver of statutory 
                            and regulatory requirements.
Sec. 502. Waivers of statutory and regulatory requirements by the 
                            Secretary of Education.
Sec. 503. Waivers of statutory and regulatory requirements by the 
                            Secretary of Labor.
Sec. 504. Safeguards.
Sec. 505. Authorization of appropriations.
Sec. 506. Acceptance of gifts, and other matters.
Sec. 507. Effective date.

SEC. 2. FINDINGS.

    Congress finds that--
            (1) three-fourths of America's high school students enter 
        the workforce without baccalaureate degrees, and many do not 
        possess the academic and entry-level occupational skills 
        necessary to succeed in the changing workplace;
            (2) unemployment among American youth is intolerably high, 
        and earnings of high school graduates have been falling 
        relative to those with more education;
            (3) the American workplace is changing in response to 
        heightened international competition and new technologies, and 
        these forces, which are ultimately beneficial to the Nation, 
        are shrinking the demand for and undermining the earning power 
        of unskilled labor;
            (4) the United States is the only industrialized Nation 
        that lacks a comprehensive and coherent system to help its 
        youth acquire knowledge, skills, abilities, and information 
        about and access to the labor market necessary to make an 
        effective transition from school to career-oriented work or to 
        further education and training;
            (5) American students can achieve to high standards, and 
        many learn better and retain more when they learn in context, 
        rather than in the abstract;
            (6) work-based learning, which is modeled after the time-
        honored apprenticeship concept, integrates theoretical 
        instruction with structured on-the-job training, and this 
        approach, combined with school-based learning, can be very 
        effective in engaging student interest, enhancing skill 
        acquisition, and preparing youth for high-skill, high-wage 
        careers; and
            (7) Federal resources currently fund a series of 
        categorical, work-related education and training programs that 
        are not administered as a coherent whole.

SEC. 3. PURPOSES AND CONGRESSIONAL INTENT.

    (a) Purposes.--The purposes of this Act are to--
            (1) establish a national framework within which all States 
        can create statewide School-to-Work Opportunities systems that 
        are integrated with the systems developed under the Goals 2000: 
        Educate America Act and that offer young Americans access to a 
        performance-based education and training program that will 
        enable them to earn portable credentials, prepare them for a 
        first job in a high-skill, high-wage career, and increase their 
        opportunities for further education;
            (2) transform workplaces into active learning components by 
        making employers full partners in providing high-quality, work-
        based learning experiences to students;
            (3) use Federal funds under this Act as venture capital, to 
        underwrite the initial costs of planning and establishing 
        statewide School-to-Work Opportunities systems that will be 
        maintained with other Federal, State, and local resources;
            (4) promote the formation, among secondary and 
        postsecondary educational institutions, private and public 
        employers, labor organizations, government, community groups, 
        parents, and students, of local education and training systems 
        that are dedicated to linking the worlds of school and work;
            (5) help students attain high academic and occupational 
        standards;
            (6) build on and advance a range of promising programs, 
        such as tech-prep education, career academies, school-to-
        apprenticeship programs, cooperative education, youth 
        apprenticeship, and business-education compacts, that can be 
        developed into programs funded under this Act;
            (7) improve the knowledge and skills of youth by 
        integrating academic and occupational learning, integrating 
        school-based and work-based learning, and building effective 
        linkages between secondary and postsecondary education;
            (8) motivate youth, especially low-achieving youth and 
        dropouts, to stay in or return to school and strive to succeed 
        by providing enriched learning experiences and assistance in 
        obtaining good jobs; and
            (9) further the National Education Goals set forth in title 
        I of the Goals 2000: Educate America Act.
    (b) Congressional Intent.--It is the intent of Congress that the 
Secretary of Labor and the Secretary of Education jointly administer 
this Act in a flexible manner that--
            (1) promotes State and local discretion in establishing and 
        implementing School-to-Work Opportunities systems and programs; 
        and
            (2) contributes to reinventing government by building on 
        State and local capacity, eliminating duplication, supporting 
        locally established initiatives, requiring measurable goals for 
        performance, and offering flexibility in meeting these goals.

SEC. 4. DEFINITIONS.

    As used in this Act--
            (1) the term ``elements of an industry'' means, with 
        respect to a particular industry that a student is preparing to 
        enter, such elements as planning, management, finances, 
        technical and production skills, underlying principles of 
        technology, labor and community issues, health and safety, and 
        environmental issues related to that industry;
            (2) the term ``all students'' means students from the broad 
        range of backgrounds and circumstances, including disadvantaged 
        students, students of diverse racial, ethnic, and cultural 
        backgrounds, students with disabilities, students with limited 
        English proficiency, and academically talented students;
            (3) the term ``approved State plan'' or ``approved plan'' 
        means a School-to-Work Opportunities plan that is submitted by 
        a State, is determined by the Secretaries to include the basic 
        program components and otherwise meet the requirements of this 
        Act, and is consistent with the State's plan under the Goals 
        2000: Educate America Act;
            (4) the term ``career major'' means a coherent sequence of 
        courses or field of study that prepares a student for a first 
        job and that--
                    (A) integrates occupational and academic learning, 
                integrates work-based and school-based learning, and 
                establishes linkages between secondary and 
                postsecondary education;
                    (B) prepares the student for employment in broad 
                occupational clusters or industry sectors;
                    (C) typically includes at least two years of 
                secondary school and one or two years of postsecondary 
                education;
                    (D) results in the award of a high school diploma, 
                a certificate or diploma recognizing successful 
                completion of one or two years of postsecondary 
                education (if appropriate), and a skill certificate; 
                and
                    (E) may lead to further training, such as entry 
                into a registered apprenticeship program;
            (5) the term ``employer'' includes both public and private 
        employers;
            (6) the term ``Governor'' means the chief executive of a 
        State;
            (7) the term ``local educational agency'' shall have the 
        same meaning as provided in paragraph 12 of section 1471 of the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 
        2891(12));
            (8) the term ``partnership'' means a local entity that is 
        responsible for local School-to-Work Opportunities programs and 
        that consists of employers, public secondary and postsecondary 
        educational institutions or agencies, and labor organizations 
        or employee representatives as defined in section 403(c)(1)(B) 
        of the Goals 2000: Educate America Act, and may include other 
        entities, such as nonprofit or community-based organizations, 
        rehabilitation agencies and organizations, registered 
        apprenticeship agencies, local vocational education entities, 
        local government agencies, parent organizations and teacher 
        organizations, private industry councils established under the 
        Job Training Partnership Act, and federally recognized Indian 
        tribes and Alaska Native villages;
            (9) the term ``postsecondary education institution'' means 
        a public or private nonprofit institution that is authorized 
        within a State to provide a program of education beyond 
        secondary education, and includes a community college, a 
        technical college, a postsecondary vocational institution, or a 
        tribally controlled community college;
            (10) the term ``registered apprenticeship agency'' means 
        either the Bureau of Apprenticeship and Training in the United 
        States Department of Labor or a State apprenticeship agency 
        recognized and approved by the Bureau of Apprenticeship and 
        Training as the appropriate body for State registration or 
        approval of local apprenticeship programs and agreements for 
        Federal purposes;
            (11) the term ``registered apprenticeship program'' means a 
        program registered by a registered apprenticeship agency;
            (12) the term ``Secretaries'' means the Secretary of 
        Education and the Secretary of Labor;
            (13) the term ``skill certificate'' means a portable, 
        industry-recognized credential issued by a School-to-Work 
        Opportunities program under an approved plan, that certifies 
        that a student has mastered skills at levels that are at least 
        as challenging as skill standards endorsed by the National 
        Skill Standards Board established under the Goals 2000: Educate 
        America Act, except that until such skill standards are 
        developed, the term ``skill certificate'' means a credential 
        issued under a process described in a State's approved plan;
            (14) the term ``State'' means each of the several States, 
        the District of Columbia and the Commonwealth of Puerto Rico;
            (15) the term ``workplace mentor'' means an employee at the 
        workplace who possesses the skills to be mastered by a student, 
        and who instructs the student, critiques the student's 
        performance, challenges the student to perform well, and works 
        in consultation with classroom teachers and the employer.

SEC. 5. FEDERAL ADMINISTRATION.

    (a) Notwithstanding the Department of Education Organization Act 
(20 U.S.C. 3401 et seq.), the General Education Provisions Act (20 
U.S.C. 1221 et seq.), the statutory provisions regarding the 
establishment of the Department of Labor (29 U.S.C. 551 et seq.), and 
section 166 of the Job Training Partnership Act (29 U.S.C. 1576), the 
Secretaries shall jointly provide for the administration of the 
programs established by this Act, and may issue whatever procedures, 
guidelines, and regulations, in accordance with section 553 of title 5, 
United States Code, they deem necessary and appropriate to administer 
and enforce the provisions of this Act.
    (b) Section 431 of the General Education Provisions Act (20 U.S.C. 
1232), shall not apply to any programs under this Act.

     TITLE I--SCHOOL-TO-WORK OPPORTUNITIES BASIC PROGRAM COMPONENTS

SEC. 101. GENERAL PROGRAM REQUIREMENTS.

    A School-to-Work Opportunities program under this Act shall--
            (1) integrate work-based learning and school-based 
        learning, as provided for in sections 102 and 103;
            (2) provide a student with the opportunity to complete a 
        career major as defined in section 4 of this Act; and
            (3) incorporate the basis program components provided in 
        sections 102 through 104.

SEC. 102. WORK-BASED LEARNING COMPONENT.

    The work-based learning component of a School-to-Work Opportunities 
program shall include--
            (1) a planned program of job training and experiences, 
        including skills to be mastered at progressively higher levels, 
        that are relevant to a student's career major and lead to the 
        award of a skill certificate;
            (2) paid work experience;
            (3) workplace mentoring;
            (4) instruction in general workplace competencies; and
            (5) broad instruction in a variety of elements of an 
        industry.

SEC. 103. SCHOOL-BASED LEARNING COMPONENT.

    The school-based learning component of a School-to-Work 
Opportunities program shall include--
            (1) career exploration and counseling in order to help 
        students who may be interested to identify, and select or 
        reconsider, their interests, goals, and career majors;
            (2) initial selection by interested students of a career 
        major not later than the beginning of the eleventh grade;
            (3) a program of study designed to meet the same 
        challenging academic standards established by States for all 
        students under the Goals 2000: Educate America Act, and to meet 
        the requirements necessary for a student to earn a skill 
        certificate; and
            (4) regularly scheduled evaluations to identify academic 
        strengths and weaknesses of students and the need for 
        additional learning opportunities to master core academic 
        skills.

SEC. 104. CONNECTING ACTIVITIES COMPONENT.

    The connecting activities component of a School-to-Work 
Opportunities program shall include--
            (1) matching students with employers' work-based learning 
        opportunities;
            (2) serving as a liaison among the employer, school, 
        teacher, parent, and student;
            (3) providing technical assistance and services to 
        employers and others in designing work-based learning 
        components and counseling and case management services, and in 
        training teachers, workplace mentors, and counselors;
            (4) providing assistance to students who have completed the 
        program in finding an appropriate job, continuing their 
        education, or entering into an additional training program;
            (5) collecting and analyzing information regarding post-
        program outcomes of students who participate in the School-to-
        Work Opportunities program; and
            (6) linking youth development activities under this Act 
        with employer strategies or upgrading the skills of their 
        workers.

     TITLE II--SCHOOL-TO-WORK OPPORTUNITIES SYSTEM DEVELOPMENT AND 
                    IMPLEMENTATION GRANTS TO STATES

                  Subtitle A--State Development Grants

SEC. 201. PURPOSE.

    The purpose of this subtitle is to assist States in planning and 
developing comprehensive, statewide systems for school-to-work 
opportunities.

SEC. 202. STATE DEVELOPMENT GRANTS.

    (a) In General.--Upon the application of a State, the Secretaries 
may award a development grant to a State in such amount as the 
Secretaries determine is necessary to enable the State to complete 
development (that may have begun with funds awarded under the Job 
Training Partnership Act (29 U.S.C. 1501 et seq.), and the Carl D. 
Perkins Vocational and Applied Technology Education Act (20 U.S.C. 2301 
et seq.), of a comprehensive, statewide School-to-Work Opportunities 
system, except that a development grant under this subtitle may not 
exceed $1,000,000 in any fiscal year.
    (b) Application Contents.--The application for a development grant 
shall--
            (1) include a timetable and an estimate of the amount of 
        funding needed to complete the planning and development 
        necessary to implement a comprehensive, statewide School-to-
        Work Opportunities system;
            (2) describe how the Governor; the chief State school 
        officer; the State agency officials responsible for job 
        training and employment, economic development, and 
        postsecondary education; and other appropriate officials will 
        collaborate in the planning and development of the State 
        School-to-Work Opportunities system;
            (3) describe how the State will enlist the active and 
        continued participation in the planning and development of the 
        statewide School-to-Work Opportunities system of employers and 
        other interested parties such as locally elected officials, 
        secondary and postsecondary educational institutions or 
        agencies, business associations, employees, labor organizations 
        or associations thereof, teachers, students, parents, 
        community-based organizations, rehabilitation agencies and 
        organizations, registered apprenticeship agencies, and local 
        vocational educational agencies;
            (4) describe how the State will coordinate its planning 
        activities with any local School-to-Work Opportunities program 
        that has received a grant under title III of this Act;
            (5) designate a fiscal agent to receive and be accountable 
        for funds awarded under this subtitle; and
            (6) include such other information as the Secretaries may 
        require.
    (c) State Development Activities.--Funds awarded under this section 
shall be expended by a State only for activities undertaken to develop 
a statewide School-to-Work Opportunities system, which may include--
            (1) identifying or establishing an appropriate State 
        structure to administer the School-to-Work Opportunities 
        system;
            (2) identifying or establishing broad-based partnerships 
        among employers, labor, education, government, and other 
        community organizations to participate in the design, 
        development, and administration of School-to-Work Opportunities 
        programs;
            (3) developing a marketing plan to build consensus and 
        support for School-to-Work Opportunities programs;
            (4) promoting the active involvement of business in 
        planning and developing local School-to-Work Opportunities 
        programs;
            (5) supporting local School-to-Work Opportunities planning 
        and development activities to provide guidance in the 
        development of School-to-Work Opportunities programs;
            (6) initiating pilot programs for testing key components of 
        State program design;
            (7) developing a State process for issuing skill 
        certificates that takes into account the work of the National 
        Skill Standards Board and the criteria established under Goals 
        2000: Educate America Act;
            (8) designing challenging curricula;
            (9) developing a system for labor market analysis and 
        strategic planning for local targeting of industry sectors or 
        broad occupational clusters;
            (10) analyzing the post high school employment experiences 
        of recent high school graduates and dropouts; and
            (11) preparing the plan required for submission of an 
        application for an Implementation Grant under subtitle B.

                Subtitle B--State Implementation Grants

SEC. 211. PURPOSE.

            The purpose of this subtitle is to assist States in the 
        implementation of comprehensive, statewide School-to-Work 
        Opportunities systems.

SEC. 212. STATE IMPLEMENTATION GRANTS.

    (a) Eligibility and Application.--A State may apply to the 
Secretaries for a competitive implementation grant by submitting an 
application that contains--
            (1) a plan for a comprehensive, statewide School-to-Work 
        Opportunities system that meets the content requirements 
        provided in subsection (b);
            (2) a description of how the State will allocate funds 
        under this Act to local School-to-Work Opportunities 
        partnerships;
            (3) a request, if the State decides to submit such a 
        request, for one or more waivers of certain statutory or 
        regulatory requirements, as provided for under title V of this 
        Act; and
            (4) such other information as the Secretaries may require.
    (b) Contents of State Plan.--A State plan shall--
            (1) designate the geographical areas to be served by 
        partnerships, which shall, to the extent feasible, reflect 
        local labor market areas;
            (2) describe how the State will stimulate and support local 
        School-to-Work Opportunities programs that meet the 
        requirements of this Act, and how the State's system will be 
        expanded over time to cover all geographic areas in the State;
            (3) describe the procedure by which the Governor; the chief 
        State school officer; the State agency officials responsible 
        for job training and employment, economic development, and 
        postsecondary education; and other appropriate officials will 
        collaborate in the implementation of the School-to-Work 
        Opportunities system:
            (4) describe the procedure for obtaining the active and 
        continued involvement in the statewide School-to-Work 
        Opportunities system of employers and other interested parties 
        such as locally elected officials, secondary and postsecondary 
        educational institutions or agencies, business associations, 
        employees, labor organizations or associations thereof, 
        teachers, students, parents, community-based organizations, 
        rehabilitation agencies and organizations, registered 
        apprenticeship agencies, and local vocational educational 
        agencies;
            (5) describe how the School-to-Work Opportunities system 
        will coordinate the use of education and training funds from 
        State and private sources with funds available from such 
        related Federal programs as the Adult Education Act (20 U.S.C. 
        1201 et seq.), the Carl D. Perkins Vocational and Applied 
        Technology Education Act (20 U.S.C. 2301 et seq.), the 
        Elementary and Secondary Education Act of 1965 (20 U.S.C. 2701 
        et seq.), the Family Support Act of 1988 (42 U.S.C. 602 note, 
        606 note), the Goals 2000: Educate America Act, the Individuals 
        With Disabilities Education Act (20 U.S.C. 1400 et seq.), the 
        Job Training Partnership Act (29 U.S.C. 1501 et seq.), the 
        National Apprenticeship Act (29 U.S.C. 50 et seq.), and the 
        Rehabilitation Act of 1973 (29 U.S.C. 701 et seq.);
            (6) describe the resources, including private sector 
        resources, the State intends to employ in maintaining the 
        School-to-Work Opportunities system when funds under this Act 
        are no longer available;
            (7) describe how the State will ensure opportunities for 
        all students to participate in School-to-Work Opportunities 
        programs;
            (8) describe how the State will ensure opportunities for 
        young women to participate in School-to-Work Opportunities 
        programs in a manner that leads to employment in high-
        performance, high-paying jobs, including jobs in which women 
        traditionally have been underrepresented;
            (9) describe how the State will ensure opportunities for 
        low achieving students, students with disabilities, and former 
        students who have dropped out of school to participate in 
        School-to-Work Opportunities programs;
            (10) describe the State's process for assessing the skills 
        and knowledge required in career majors, and awarding skill 
        certificates that take into account the work of the National 
        Skill Standards Board and the criteria established under Goals 
        2000: Educate America Act;
            (11) describe the manner in which the State will, to the 
        extent feasible, continue and incorporate programs funded under 
        section 302 of this Act in the State School-to-Work 
        Opportunities system;
            (12) describe the performance standards that the State 
        intends to meet; and
            (13) designate a fiscal agent to receive and be accountable 
        for School-to-Work Opportunities funds awarded under this 
        subtitle.
    (c) Review of Applications.--The Secretaries shall submit each 
application to a peer review process, determine whether to approve the 
State's School-to-Work Opportunities plan, and, if such determination 
is affirmative, further determine whether to take one or a combination 
of the following actions--
            (1) award an implementation grant;
            (2) approve the State's request, if any, for a waiver in 
        accordance with the procedures in title V of this Act; and
            (3) inform the State of the opportunity to apply for 
        further development funds, except that further development 
        funds may not be awarded to a State that receives an 
        implementation grant.
    (d) Amount of Grant.--The Secretaries shall establish the minimum 
and maximum amounts available for an implementation grant, and shall 
determine the actual amount granted to any State based on such criteria 
as the scope and quality of the plan and the number of projected 
program participants.
    (e) State Implementation Activities.--Funds awarded under this 
section shall be expended by a State only for activities undertaken to 
implement the State's School-to-Work Opportunities system, which may 
include--
            (1) recruiting and providing assistance to employers to 
        provide work-based learning for students;
            (2) conducting outreach activities to promote and support 
        collaboration in School-to-Work Opportunities programs by 
        businesses, labor organizations, and other organizations;
            (3) providing training for teachers, employers, workplace 
        mentors, counselors, and others;
            (4) providing labor market information to local 
        partnerships that is useful in determining which high-skill, 
        high-wage occupations are in demand;
            (5) designing or adapting model curricula that can be used 
        to integrate academic and vocational learning, school-based and 
        work-based learning, and secondary and postsecondary education;
            (6) designing or adapting model work-based learning 
        programs and identifying best practices; and
            (7) conducting outreach activities and providing technical 
        assistance to other States that are developing or implementing 
        School-to-Work Opportunities systems.
    (f) Allocation of Funds to Partnerships.--A State shall award 
subgrants to partnerships, according to criteria established by the 
State, that total no less than 65 per centum of the sums awarded to it 
under this section in the first year, 75 per centum of such sums in the 
second year, and 85 per centum of such sums in each year thereafter.
    (g) State Subgrants to Partnerships.--
            (1) Application.--A partnership that seeks a subgrant to 
        carry out a local School-to-Work Opportunities program shall 
        submit an application to the State that--
                    (A) describes how the program would include the 
                basic program components and otherwise meet the 
                requirements of title I of this Act;
                    (B) sets forth measurable program goals and 
                outcomes;
                    (C) describes the local strategies and timetables 
                to provide School-to-Work Opportunities program 
                opportunities for all students; and
                    (D) provides such other information as the State 
                may require.
            (2) Allowable activities.--A partnership shall expend funds 
        awarded under this section only for activities undertaken to 
        carry out School-to-Work Opportunities programs as defined in 
        this Act, and such activities may include--
                    (A) recruiting and providing assistance to 
                employers to provide the work-based learning components 
                in the School-to-Work Opportunities program;
                    (B) establishing consortia of employers to support 
                the School-to-Work Opportunities program and provide 
                access to jobs related to students' career majors;
                    (C) supporting or establishing intermediaries to 
                perform the activities described in section 104 and to 
                provide assistance to students in obtaining jobs and 
                further education and training;
                    (D) designing or adapting school curricula that can 
                be used to integrate academic and vocational learning, 
                school-based and work-based learning, and secondary and 
                postsecondary education;
                    (E) providing training to work-based and school-
                based staff on new curricula, student assessments, 
                student guidance, and feedback to the school regarding 
                student performance;
                    (F) establishing in schools participating in a 
                School-to-Work Opportunities program a graduation 
                assistance program to assist at-risk and low-achieving 
                students in graduating from high school, enrolling in 
                postsecondary education or training, and finding or 
                advancing in jobs;
                    (G) conducting or obtaining an indepth analysis of 
                the local labor market and the generic and specific 
                skill needs of employers to identify high-demand, high-
                wage careers to target;
                    (H) integrating work-based and school-based 
                learning into existing job training programs for youth 
                who have dropped out of school;
                    (I) establishing or expanding school-to-
                apprenticeship programs in cooperation with registered 
                apprenticeship agencies and apprenticeship sponsors; 
                and
                    (J) assisting participating employers, including 
                small- and medium-size businesses, to identify and 
                train workplace mentors and to develop work-based 
                learning components.

        TITLE III--FEDERAL IMPLEMENTATION GRANTS TO PARTNERSHIPS

SEC. 301. PURPOSE.

    The purposes of this title are--
            (1) to authorize the Secretaries to award competitive 
        grants to partnerships in States that have not received an 
        implementation grant under section 212, in order to provide 
        funding for communities that have built a sound planning and 
        development base for School-to-Work Opportunities programs and 
        are ready to begin implementing a local School-to-Work 
        Opportunities program; and
            (2) to authorize the Secretaries to award competitive 
        grants to implement School-to-Work Opportunities programs in 
        high poverty areas of urban and rural communities to provide 
        support for a comprehensive range of education, training, and 
        support services for youth residing in designated high poverty 
        areas.

SEC. 302. FEDERAL IMPLEMENTATION GRANTS TO PARTNERSHIPS.

    (a) In General.--The Secretaries may award School-to-Work 
Opportunities implementation grants to partnerships in States that have 
not received an implementation grant under section 212, according to 
competitive criteria established by the Secretaries.
    (b) Application Procedure.--A partnership that desires to receive a 
direct Federal grant under this section shall submit an application to 
the Secretaries in accord with procedures specified by the Secretaries, 
but before the partnership submits the application to the Secretaries 
it shall first submit the application to the State for review and 
comment.
    (c) Application Contents.--The grant application from a partnership 
shall include a plan for local School-to-Work Opportunities programs 
that--
            (1) describes how the partnership will meet the 
        requirements of this Act;
            (2) includes the State's comments, if any;
            (3) contains information that is consistent with the 
        content requirements for a State plan that are specified in 
        section 212(b) (4) through (10);
            (4) designates a fiscal agent to receive and be accountable 
        for funds under this section; and
            (5) provides other information that the Secretaries may 
        require.
    (d) Conformity With Approved State Plan.--The Secretaries shall not 
award a grant under this section to a partnership in a State that has 
an approved plan unless the Secretaries determines, after consultation 
with the State, that the plan submitted by the partnership is in accord 
with the approved State plan.
    (e) Implementation Activities.--Funds awarded under this section 
shall be expended by a partnership only for activities undertaken to 
implement School-to-Work Opportunities programs under this Act, 
including, but not limited to, the activities specified in section 
212(g)(2).

SEC. 303. SCHOOL-TO-WORK OPPORTUNITIES PROGRAM GRANTS IN HIGH POVERTY 
              AREAS.

    (a) In General.--From the funds reserved under section 505(b), the 
Secretaries are authorized to award grants to implement School-to-Work 
Opportunities programs, that include the basic program components and 
otherwise meet the requirements of title I of this Act, in high poverty 
areas, as provided in this section, of urban and rural communities, in 
order to provide support for a comprehensive range of education, 
training, and support services for youth residing in such areas. The 
Secretaries are authorized to award such grants according to criteria 
established by the Secretaries, except that the Secretaries shall not 
award a grant under this section to a School-to-Work Opportunities 
program unless the Secretaries determine after consultation with the 
State and partnership that it is in accord with approved State and 
local plans, if any.
    (b) Definition.--For purposes of this section, the term ``high 
poverty area'' means an urban census tract, a nonmetropolitan county, a 
Native American Indian reservation, or an Alaska Native village, with a 
poverty rate of 30 per centum or more, as determined by the Bureau of 
the Census.
    (c) Allowable Activities.--Funds awarded under this section may be 
expended for activities such as those that support school-based job 
specialists to assist students in obtaining employment, and that 
recruit employers and assist them to develop work-based learning 
opportunities for students.
    (d) Use of Funds.--Funds available under this section may be 
awarded in combination with funds appropriated for the Youth Fair 
Chance Program.

                      TITLE IV--NATIONAL PROGRAMS

SEC. 401. RESEARCH, DEMONSTRATION, AND OTHER PROJECTS.

    (a) In General.--With funds reserved under section 505(c), the 
Secretaries shall conduct research and development and establish a 
program of experimental and demonstration projects, to further the 
purposes of this Act.
    (b) Additional Use of Funds.--Funds reserved under section 505(c) 
may also be used for programs or services authorized under any other 
provision of this Act that are most appropriately administered at the 
national level and that will operate in, or benefit more than, one 
State.

SEC. 402. PERFORMANCE OUTCOMES AND EVALUATION.

    (a) In General.--The Secretaries, in collaboration with the States, 
shall by grants, contracts, or otherwise, establish a system of 
performance measures for assessing State and local programs regarding--
            (1) progress in the development and implementation of State 
        plans that include the basic program components and otherwise 
        meet the requirements of title I;
            (2) participation in School-to-Work Opportunities programs 
        by employers, schools, and students;
            (3) progress in developing and implementing strategies for 
        addressing the needs of in-school and out-of-school, at-risk 
        youth;
            (4) student outcomes, including--
                    (A) academic learning gains;
                    (B) staying in school and attaining a high school 
                diploma, skill certificate, and college degree;
                    (C) placement and retention in further education or 
                training, particularly in the student's career major; 
                and
                    (D) job placement, retention, and earnings, 
                particularly in the student's career major; and
            (5) the extent to which the program has met the needs of 
        employers.
    (b) Evaluation.--The Secretaries shall conduct a national 
evaluation of School-to-Work Opportunities programs funded under this 
Act that will track and assess the progress of implementation of State 
and local programs and their effectiveness based on measures such as 
those described in subsection (a).
    (c) Reports.--Each State shall provide periodic reports, at such 
intervals as the Secretaries determine, containing information 
described in paragraphs (1) through (4) of subsection (a).

SEC. 403. TRAINING AND TECHNICAL ASSISTANCE.

    (a) Purpose.--The Secretaries shall work in cooperation with the 
States, employers and their associations, schools, labor organizations, 
and community organizations to increase their capacity to develop and 
implement effective School-to-Work Opportunities programs.
    (b) Authorized Activities.--The Secretaries shall provide, through 
grants, contracts, or other arrangements--
            (1) training, technical assistance, and other activities 
        that will:
                    (A) enhance the skills, knowledge, and expertise of 
                the personnel involved in planning and implementing 
                State and local School-to-Work Opportunities programs; 
                and
                    (B) improve the quality of services provided to 
                individuals served under this Act;
            (2) assistance to States and partnerships in order to 
        integrate resources available under this Act with resources 
        available under other Federal, State, and local authorities;
            (3) assistance to States and partnerships to recruit 
        employers to provide the work-based learning component of 
        School-to-Work Opportunities programs.
    (c) Peer Review.--The Secretaries may use funds under section 
505(c) for the peer review of State applications and plans under 
section 212 and applications under title III of this Act.

                      TITLE V--GENERAL PROVISIONS

SEC. 501. STATE REQUEST AND RESPONSIBILITIES FOR A WAIVER OF STATUTORY 
              AND REGULATORY REQUIREMENTS.

    (a) State Request for Waiver.--A State with an approved plan may, 
at any point during the development or implementation of a School-to-
Work Opportunities program, request a waiver of one or more statutory 
or regulatory provisions from the Secretaries in order to carry out the 
purposes of the Act.
    (b) Partnership Request for Waiver.--A partnership that seeks a 
waiver of any of the laws specified in sections 502 and 503 shall 
submit an application for such waiver to the State, and the State shall 
determine whether to submit the application for a waiver to the 
Secretaries.
    (c) Waiver Criteria.--The request by the State shall meet the 
criteria contained in section 502 or section 503 and shall specify the 
laws or regulations referred to in those sections that the State wants 
waived.

SEC. 502. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS BY THE 
              SECRETARY OF EDUCATION.

    (a) In General.--(1) Except as provided in subsection (c), the 
Secretary of Education may waive any requirement of any statute listed 
in subsection (b) or of the regulations issued under such statute for a 
State that requests such a waiver--
            (A) if, and only to the extent that, the Secretary of 
        Education determines that such requirement impedes the ability 
        of the State or a partnership to carry out the purposes of this 
        Act;
            (B) if the State waives, or agrees to waive, similar 
        requirements of State law; and
            (C) if the State--
                    (i) has provided all partnerships, and local 
                educational agencies participating in a partnership, in 
                the State with notice and an opportunity to comment on 
                the State's proposal to seek a waiver; and
            (ii) has submitted the comments of the partnerships and 
        local educational agencies to the Secretary of Education.
    (2) The Secretary of Education shall act promptly on any request 
submitted pursuant to paragraph (1).
    (3) Each waiver approved pursuant to this subsection shall be for a 
period not to exceed five years, except that the Secretary of Education 
may extend such period if the Secretary of Education determines that 
the waiver has been effective in enabling the State or partnership to 
carry out the purposes of this Act.
    (b) Included Programs.--The statutes subject to the waiver 
authority of this section are as follows--
            (1) chapter 1 of title I of the Elementary and Secondary 
        Education Act of 1965, including the Even Start Act;
            (2) part A of chapter 2 of title I of the Elementary and 
        Secondary Education Act of 1965;
            (3) the Dwight D. Eisenhower Mathematics and Science 
        Education Act (title II, part A of the Elementary and Secondary 
        Education Act of 1965);
            (4) the Emergency Immigrant Education Act of 1984 (title 
        IV, part D of the Elementary and Secondary Education Act of 
        1965);
            (5) the Drug-Free Schools and Communities Act of 1986 
        (title V of the Elementary and Secondary Education Act of 
        1965); and
            (6) the Carl D. Perkins Vocational and Applied Technology 
        Education Act.
    (c) Waivers not Authorized.--The Secretary of Education may not 
waive any statutory or regulatory requirement of the programs listed in 
subsection (b) relating to--
            (1) the basic purposes or goals of the affected programs;
            (2) maintenance of effort;
            (3) comparability of services;
            (4) the equitable participation of students attending 
        private schools;
            (5) parental participation and involvement;
            (6) the distribution of funds to State or to local 
        educational agencies;
            (7) the eligibility of an individual for participation in 
        the affected programs;
            (8) public health or safety, labor standards, civil rights, 
        occupational safety and health, or environmental protection; or
            (9) prohibitions or restrictions relating to the 
        construction of buildings or facilities.
    (d) Termination of Waivers.--The Secretary of Education shall 
periodically review the performance of any State or partnership for 
which the Secretary of Education has granted a waiver and shall 
terminate the waiver under this section if the Secretary determines 
that the performance of the State, partnership, or local educational 
agency affected by the waiver has been inadequate to justify a 
continuation of the waiver, or the State fails to waive similar 
requirements of State law as required or agreed to in accord with 
section 502(a)(1)(B).

SEC. 503. WAIVERS OF STATUTORY AND REGULATORY REQUIREMENTS BY THE 
              SECRETARY OF LABOR.

    (a) In General.--(1) Except as provided in subsection (c), the 
Secretary of Labor may waive any requirement of any statutory 
provisions listed in subsection (b) or of the regulations issued under 
such statutory provisions for a State that requests such a waiver--
            (A) if, and only to the extent that, the Secretary of Labor 
        determines that such requirement impedes the ability of the 
        State or a partnership to carry out the purposes of this Act;
            (B) if the State waives, or agrees to waive, similar 
        requirements of State law; and
            (C) if the State--
                    (i) has provided all partnerships in the State with 
                notice and an opportunity to comment on the State's 
                proposal to seek a waiver; and
                    (ii) has submitted the comments of the partnerships 
                to the Secretary of Labor.
    (2) The Secretary of Labor shall act promptly on any request 
submitted pursuant to paragraph (1).
    (3) Each waiver approved pursuant to this subsection shall be for a 
period not to exceed five years, except that the Secretary of Labor may 
extend such period if the Secretary of Labor determines that the waiver 
has been effective in enabling the State or partnership to carry out 
the purposes of this Act.
    (b) Included Programs.--The statutory provisions subject to the 
waiver authority of this section are as follows--
            (1) section 106(b)(4) (performance standards), section 107 
        (selection of service providers), section 108 (limitation on 
        certain costs), section 141 (general program requirements), and 
        section 142 (benefits) of the Job Training Partnership Act, 
        except that section 141(c) and section 141(q) shall not be 
        waived;
            (2) section 123 of the Job Training Partnership Act (State 
        education coordination and grants);
            (3) part B of title II of the Job Training Partnership Act 
        (Summer Youth Employment and Training Programs);
            (4) part C, title II of the Job Training Partnership Act 
        (Youth Training Program), except that section 263 (eligibility 
        for services) shall not be waived; and
            (5) part A (Employment and Training Programs for Native 
        Americans and Migrant and Seasonal Farmworkers), part B (Job 
        Corps), and part H (Youth Fair Chance Program) of title IV of 
        the Job Training Partnership Act.
    (c) Waivers not Authorized.--The Secretary of Labor may not waive 
any statutory or regulatory requirement of the programs listed in 
subsection (b) relating to--
            (1) the basic purposes or goals of the affected programs;
            (2) the eligibility of an individual for participation in 
        the affected programs;
            (3) the allocation of funds under the affected programs;
            (4) public health or safety, labor standards, civil rights, 
        occupational safety and health, or environmental protection;
            (5) maintenance of effort; or
            (6) prohibitions or restrictions relating to the 
        construction of buildings or facilities.
    (d) Termination of Waivers.--The Secretary of Labor shall 
periodically review the performance of any State or partnership for 
which the Secretary of Labor has granted a waiver and shall terminate 
the waiver under this section if the Secretary determines that the 
performance of the State or partnership affected by the waiver has been 
inadequate to justify a continuation of the waiver, or the State fails 
to waive similar requirements of State law as required or agreed to in 
accord with section 503(a)(1)(B).

SEC. 504. SAFEGUARDS.

    The following safeguards shall apply to School-to-Work 
Opportunities programs under this Act:
            (1) No student shall displace any currently employed worker 
        (including a partial displacement, such as a reduction in the 
        hours of non-overtime work, wages, or employment benefits).
            (2) No School-to-Work Opportunities program shall impair 
        existing contracts for services or collective bargaining 
        agreements, except that no program under this Act that would be 
        inconsistent with the terms of a collective bargaining 
        agreement shall be undertaken without the written concurrence 
        of the labor organization and employer concerned.
            (3) No student shall be employed or job opening filled--
                    (A) when any other individuals is on temporary 
                layoff from the participating employer, with the clear 
                possibility of recall, from the same or any 
                substantially equivalent job; or
                    (B) when the employee has terminated the employment 
                of any regular employer or otherwise reduced its 
                workforce with the intention of filling the vacancy so 
                created with a student.
            (4) Students shall be provided with adequate and safe 
        equipment and a safe and healthful workplace in conformity with 
        all health and safety standards of Federal, State, and local 
        law.
            (5) Nothing in this Act shall be construed to modify or 
        affect any Federal or State law prohibiting discrimination on 
        the basis of race, religion, color, ethnicity, national origin, 
        gender, age, or disability.
            (6) Funds appropriated under authority of this Act shall 
        not be expended for wages of students.
            (7) The Secretaries shall provide such other safeguards as 
        they may deem appropriate in order to ensure that School-to-
        Work Opportunities participants are afforded adequate 
        supervision by skilled adult workers, or, otherwise, to further 
        the purposes of this Act.

SEC. 505. AUTHORIZATION OF APPROPRIATIONS.

    (a) Authorization.--There are authorized to be appropriated to the 
Secretaries $300,000,000 in fiscal year 1995, and such sums as may be 
necessary in each of the seven succeeding fiscal years for allocations 
to carry out this Act.
    (b) High Poverty Areas.--The Secretaries may reserve up to 
$30,000,000 in fiscal year 1995, and such sums as may be necessary in 
each of the succeeding seven years under this Act, to carry out section 
303, which may be used in conjunction with funds available under the 
Youth Fair Chance Program, title IV-H of the Job Training Partnership 
Act (29 U.S.C. 1671 et seq.).
    (c) National Programs.--The Secretaries may reserve up to 
$30,000,000 in fiscal year 1995 and such sums as they may deem 
necessary under this Act, in each of the seven succeeding fiscal years 
to carry out title IV.
    (d) Territories.--The Secretaries may reserve up to one quarter of 
one percent for School-to-Work Opportunities programs under this Act 
for the territories of the United States, which are the Virgin Islands, 
Guam, the Northern Mariana Islands, American Samoa, the Federated 
States of Micronesia, and the Republic of the Marshall Islands, and 
which include Palau until the Compact of Free Association is signed.
    (e) Native American Programs.--(1) The Secretaries may reserve up 
to one quarter of one percent of the funds appropriated for any fiscal 
year under section 505(a) for School-to-Work Opportunities programs for 
Indian youth that are consistent with School-to-Work Opportunities 
programs carried out under title II of this Act and that involve Bureau 
funded schools, as defined in section 1139(3) of the Education 
Amendments of 1978 (25 U.S.C. 2019(3)).
    (2) The Secretaries may carry out this subsection through such 
means as they find appropriate, including, but not limited to--
            (A) the transfer of funds to the Secretary of the Interior; 
        and
            (B) the provision of financial assistance to Indian tribes 
        and Indian organizations.
    (f) Availability of Funds.--Funds obligated for any fiscal year for 
programs authorized under this Act shall remain available until 
expended.

SEC. 506. ACCEPTANCE OF GIFTS, AND OTHER MATTERS.

    The Secretaries are authorized, in carrying out this Act, to 
accept, purchase, or lease in the name of the Department of Labor or 
the Department of Education, and employ or dispose of in furtherance of 
the purposes of this Act, any money or property, real, personal, or 
mixed, tangible or intangible, received by gift, devise, bequest, or 
otherwise, and to accept voluntary and uncompensated services 
notwithstanding the provisions of section 1342 of title 31.

SEC. 507. EFFECTIVE DATE.

    This Act shall take effect on the day of enactment.

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