```

[Congressional Record Volume 155, Number 3 (Thursday, January 8, 2009)]
[Senate]
[Pages S222-S226]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. FEINGOLD:
  S. 178. A bill to amend the Elementary and Secondary Education Act of 
1965 to authorize a connecting education and emerging professions 
demonstration grant program; to the Committee on Health, Education, 
Labor, and Pensions.
  Mr. FEINGOLD. Mr. President, as the 111th Congress begins, I am 
reintroducing a number of different bills designed to fuel job creation 
and spur economic development. My initiative, dubbed E4 because of its 
focus on economy, employment, education, and energy, seeks to respond 
to economic and job development needs both in my State of Wisconsin and 
around the country. These challenging economic times call for a 
comprehensive set of solutions including providing new job training 
opportunities for workers, fostering innovation among small businesses, 
protecting the existing family-supporting jobs in our nation, and 
boosting educational opportunities for young Americans. Today I am 
introducing the Connecting Education and Emerging Professions Act of 
2009, which provides competitive grants to States and local school 
districts to promote better collaboration between high schools and 
local businesses and workforce development groups. This E4 education 
initiative is designed to help prepare America's students for future 
success in the workforce and post-secondary education as well as 
enhance America's competitiveness in the global economy as we prepare 
to enter the second decade of the twenty-first century.
  Helping to ensure that all American students have access to a high-
quality education is critical to boosting America's competitiveness and 
helping to ensure that our country is better equipped to respond to the 
economic challenges currently before us. Investment in our young people 
now will pay off in the future when these individuals are better 
prepared to compete for the highly skilled jobs of tomorrow. If the 
United States is to remain competitive on an international stage and 
continue to lead the world in innovation and development, we need to 
make certain that our young people are well prepared to meet current 
and future economic challenges.
  Improving educational opportunities in the United States is going to 
require

[[Page S223]]

a comprehensive set of policy strategies and I look forward to working 
with my colleagues in Congress this year as we get to work on a variety 
of education issues including expanding access to education from pre-K 
through college. We also face the monumental task of reauthorizing and 
reforming the Elementary and Secondary Education Act, ESEA, better 
known as No Child Left Behind, NCLB. As we consider the ESEA 
reauthorization, we should make substantial changes to the testing 
mandates that were imposed through NCLB and provide support to states 
that develop smarter accountability systems with enhanced assessments 
that measure higher-order thinking skills among students. We also need 
to look at ways to strengthen and reform our Nation's public secondary 
schools as part of the ESEA reauthorization. The legislation I am 
introducing today is designed to help support innovative changes that 
are taking place in some of our Nation's high schools and help even 
more States and local communities make improvements to their local high 
schools.
  My CEEP bill seeks to address a couple of interrelated issues related 
to secondary education. The first issue is the alarmingly high dropout 
rate in our nation's high schools. While numbers vary slightly, a 
growing body of research indicates that the United States has a 
graduation rate of approximately 70 percent and that about one-third of 
our country's high school students will not graduate on time. 
Graduation rates for minority and low-income students are even lower, 
in many cases, alarmingly lower. In addition, many of our nation's 
urban school districts report very high dropout rates, including the 
Milwaukee Public School District. According to the Cities in Crisis 
report released in 2008 by the Editorial Projects in Education Research 
Center, the Milwaukee Public Schools has a graduation rate of 46.1 
percent. Unfortunately, there are at least a dozen large urban 
districts that have even lower graduation rates than Milwaukee.
  One of our top education priorities as a Nation must be to address 
the low graduation rates nationwide in urban, suburban, and rural 
school districts. We must also work to close the huge opportunity gap 
that is created by the large disparity in graduation rates between our 
minority and non-minority students as well as between low-income and 
more affluent students. Solving this problem will require a broad, 
comprehensive solution involving the federal, state and local 
governments. It is my hope that when Congress finally reauthorizes the 
Elementary and Secondary Education Act, we pay particular attention to 
the needs of our nation's high schools and our students.
  While many factors contribute to high dropout rates, disengagement 
from classroom instruction can contribute to a student's decision to 
drop out. Some students feel that high school is not relevant to their 
lives and do not see how completing high school will translate into 
future career and academic success. In this increasingly competitive 
twenty-first century where postsecondary education is now required for 
many entry-level jobs, it is up to us to show our nation's students why 
it is so important that they graduate from high school.
  Another issue that this bill seeks to address is the growing sense 
among employers and postsecondary institutions that our nation's high 
school students who do graduate are unprepared for success either in 
the workforce or in college. Employers in various economic sectors, 
including technology, manufacturing, health care, construction, and 
others, report difficulty in identifying qualified candidates for 
skilled positions. Recent surveys also indicate that many employers are 
dissatisfied with the overall preparation of secondary school 
graduates. In order for companies in the United States to be 
competitive in a global economy, we must have a highly skilled 
workforce. Adequate preparation at the high school level can help 
prepare students for entry into our rapidly changing global economy 
where new emerging industries are cropping up in Wisconsin and around 
the country.

  To address these two interrelated issues, my bill would provide 5-
year competitive education grants to states and school districts to 
foster collaboration and discussions between schools, businesses, and 
others about the emerging industry workforce needs and how to prepare 
our high school students to meet those needs, both academically and 
practically. States and local school districts must use this money to 
form partnerships with local or regional businesses, postsecondary 
institutions, workforce development boards, labor organizations, 
nonprofit organizations and others.
  These partnerships will have the responsibility of surveying local, 
regional, and statewide emerging industries and deciding what are the 
academic and work-based skills that our high school students need in 
order to be successful in these emerging industries. The partnerships 
will then work together to develop new and engaging curriculums and 
programs designed to teach the academic and work-based skills that are 
necessary to succeed in these new emerging industries. Once the 
partnership has designed a curriculum or program and received approval 
from the Federal Department of Education, the partnership will work to 
implement the program in qualifying schools.
  During the implementation phase, the partnership will come together 
to implement hands-on learning and work opportunities for students 
including internships, apprenticeships, job shadowing, and other career 
and technical education programs. These hands-on learning and work 
opportunities will be based on the emerging industry pathways 
curriculum or program that the eligible partnership has designed and 
will offer students practical academic experiences and skill-building 
lessons that they can use in the workplace or in postsecondary 
education.
  This legislation seeks to help schools, businesses, colleges, and the 
students who would be served by this legislation talk with each other 
to build new programs that would help boost student engagement in 
learning and student attendance and graduation rates while also 
preparing students for success in the workforce or in college after 
they graduate. There are a number of successful local and state 
programs around Wisconsin that this legislation would help support and 
that served as valuable examples as I developed this legislation.
  Wisconsin's Department of Public Instruction, Department of Workforce 
Development, and various local school districts have all been working 
to boost Wisconsin's career and technical education offerings and gear 
these offerings towards emerging industries. My bill seeks to help 
Wisconsin and other states build on these efforts and engage in 
additional conversations with interested stakeholders to design new 
curriculums and programs to prepare students for emerging industries.
  I look forward to moving this legislation forward this year as the 
new Congress begins to debate how best to boost educational 
opportunities for all of our Nation's children. We have a significant 
achievement gap and graduation gap in urban, rural, and suburban 
schools throughout the country and it is imperative that we work 
together to promote innovative ideas that will close these gaps. Some 
of our Nation's schools are experiencing high dropout rates in part 
because students aren't connecting with what they are being taught. At 
the same time, we're seeing an emergence of new industries, like those 
aiming to capitalize on alternative energies and energy efficiency, 
that need employers with skills and training in their field. If we help 
schools connect their students with businesses, workforce development 
boards, and colleges that offer career and academic opportunities in 
these new and exciting fields, we can help to lower the alarming 
dropout rates while helping these emerging industries thrive.
  Mr. President, I ask unanimous consent that the text of the bill be 
printed in the Record.
  There being no objection, the text of the bill was ordered to be 
printed in the Record, as follows:

                                 S. 178

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

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``Connecting Education and 
     Emerging Professions Act of 2009''.

     SEC. 2. FINDINGS AND PURPOSES.

       (a) Findings.--Congress finds the following:

[[Page S224]]

       (1) The majority of secondary school students in the United 
     States receive some career-related instruction before 
     graduation, and about half of secondary school students have 
     a strong career-related component to their educational 
     programs.
       (2) A gap still remains between what students are learning 
     in school and the knowledge required to succeed in the 
     current labor market.
       (3) Employers in various economic sectors, including 
     technology, manufacturing, healthcare, construction, and 
     others, report difficulty in identifying qualified candidates 
     for skilled positions.
       (4) A survey of more than 400 employers nationwide found 
     that nearly half were dissatisfied with the overall 
     preparation of secondary school graduates.
       (5) Almost 40 percent of secondary school graduates report 
     feeling unprepared for the workplace or postsecondary 
     education.
       (6) In order for companies in the United States to be 
     competitive in a global economy, the United States must have 
     a highly skilled workforce.
       (7) Adequate preparation on the secondary school level can 
     help prepare students to enter high-demand fields in need of 
     skilled workers.
       (8) Collaboration between businesses, industries, and 
     education leaders can help determine how best to prepare 
     students for workforce success.
       (9) Career-related experiences during secondary education, 
     such as apprenticeships, are associated with positive labor 
     market outcomes for students.
       (10) The United States has a secondary school graduation 
     rate of 70 percent, and approximately one-third of students 
     entering secondary school will not graduate on time.
       (11) Minority and low socioeconomic status students have 
     significantly lower secondary school graduation rates.
       (12) Disengagement from classroom instruction contributes 
     to student decisions to drop out of school.
       (13) Studies indicate a link between career-oriented models 
     of secondary education, secondary school dropout rate 
     reduction, and higher earning potential for secondary school 
     graduates.
       (14) Studies suggest that academic lessons taught in a work 
     context or an applied manner can improve some students' 
     ability to comprehend and retain information.
       (b) Purposes.--The purposes of this Act are to--
       (1) foster improved collaboration among secondary schools, 
     State, regional, and local businesses, institutions of higher 
     education, industry, workforce development organizations, 
     labor organizations, and other nonprofit community 
     organizations to identify emerging industry pathways, as well 
     as the academic skills necessary to improve student success 
     in the workforce or postsecondary education;
       (2) address industry and postsecondary education needs for 
     a prepared and skilled workforce;
       (3) improve the potential for economic and employment 
     growth in covered communities; and
       (4) help address the dropout crisis in the United States by 
     involving students in a collaborative curriculum or program 
     development process related to emerging industry pathways to 
     improve student engagement and attendance in secondary 
     school.

     SEC. 3. CONNECTING EDUCATION AND EMERGING PROFESSIONS 
                   DEMONSTRATION GRANT PROGRAM.

       (a) Authorization.--Part D of title V of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 7241 et seq.) is 
     amended by adding at the end the following:

      ``Subpart 22--Connecting Education and Emerging Professions 
                      Demonstration Grant Program

     ``SEC. 5621. DEFINITIONS.

       ``In this subpart:
       ``(1) Covered community.--The term `covered community' 
     means a town, city, community, region, or State that has--
       ``(A) experienced a significant percentage job loss in the 
     5 years prior to the date of enactment of this subpart or is 
     projected to experience a significant percentage job loss 
     within 5 years after the date of enactment of this subpart; 
     or
       ``(B) an unemployment rate that has increased in the 12 
     months prior to the date of enactment of this subpart.
       ``(2) Eligible partnership.--The term `eligible 
     partnership' means a partnership that includes--
       ``(A) a State educational agency, a consortium of local 
     educational agencies, or a local educational agency that 
     collaborates with--
       ``(i) a State, regional, or local business, including a 
     small business, that serves a covered community in which a 
     qualifying school is located; or
       ``(ii) a regional workforce investment board that serves a 
     covered community in which a qualifying school is located; 
     and
       ``(B) at least 1 of the following entities:
       ``(i) An institution of higher education that provides a 4-
     year program of instruction.
       ``(ii) An accredited community college.
       ``(iii) An accredited career or technical school or 
     college.
       ``(iv) A tribal college or university.
       ``(v) A nonprofit community organization.
       ``(vi) A labor organization.
       ``(3) Emerging industry pathways.--The term `emerging 
     industry pathways' means industry careers that--
       ``(A) are estimated to increase in the number of job 
     opportunities in a covered community within the 5 to 7 years 
     after the date of enactment of this subpart;
       ``(B) require new academic skill sets because of new 
     technology or innovation in the field;
       ``(C) are important to the growth of the State economy, 
     regional economy, or local area's economy; and
       ``(D) may include--
       ``(i) green industries;
       ``(ii) healthcare industries;
       ``(iii) advanced manufacturing industries; and
       ``(iv) programs of study, as described in section 
     122(c)(1)(A) of the Carl D. Perkins Career and Technical 
     Education Act of 2006.
       ``(4) Qualifying school.--The term `qualifying school' 
     means a secondary school that--
       ``(A) serves students not less than 30 percent of whom are 
     eligible for the school lunch program under the Richard B. 
     Russell National School Lunch Act or meet an equivalent 
     indicator of poverty established by the Secretary;
       ``(B) has a graduation rate that is lower than the State 
     average; and
       ``(C) is located in a covered community.
       ``(5) School- and work-based curriculum or program.--The 
     term `school- and work-based curriculum or program' means a 
     curriculum or program that incorporates a combination of 
     school-based instruction and work-based learning 
     opportunities, including internships, work experience 
     programs, apprenticeships, service learning programs, 
     mentorship opportunities, job shadowing, and other career and 
     technical education programs, in an emerging industry 
     pathway.
       ``(6) Tribal college or university.--The term `tribal 
     college or university' means an educational institution that 
     is--
       ``(A) a tribal college or university, as defined in section 
     2(a) of the Tribally Controlled Colleges and Universities 
     Assistance Act of 1978; or
       ``(B) one of the 1994 Institutions, as defined in section 
     532 of the Equity in Educational Land-Grant Status Act of 
     1994 (7 U.S.C. 301 note).

     ``SEC. 5622. PROGRAM AUTHORIZED.

       ``(a) In General.--From amounts appropriated under section 
     5626, the Secretary shall establish and carry out an emerging 
     professions and educational improvement demonstration 
     project, by awarding grants, on a competitive basis, to 
     eligible partnerships.
       ``(b) Program Periods.--
       ``(1) In general.--The Secretary shall award grants under 
     this subpart for periods of not more than 5 years, of which 
     the eligible partnership shall use--
       ``(A) not more than 18 months for assessing emerging 
     industry pathways, assessing the academic skills needed for 
     success in such pathways, and designing a school- and work-
     based curriculum or program to teach such academic skills 
     necessary for success in an emerging industry pathway;
       ``(B) not more than 48 months for implementing the new 
     emerging industry pathways school- and work-based curriculum 
     or program in qualifying schools; and
       ``(C) not more than 12 months to disseminate best practices 
     to other State educational agencies, local educational 
     agencies, or schools.
       ``(2) Overlap.--Each eligible partnership receiving a grant 
     under this subpart may carry out subparagraphs (A), (B), or 
     (C) concurrently.
       ``(c) Priority.--In awarding grants under this subpart, the 
     Secretary shall give priority to eligible partnerships that--
       ``(1) serve qualifying schools in which 50 percent or more 
     of the students are eligible for the school lunch program 
     under the Richard B. Russell National School Lunch Act or 
     meet an equivalent indicator of poverty established by the 
     Secretary;
       ``(2) serve qualifying schools the majority of which have 
     secondary school dropout rates in the top 25 percent 
     statewide;
       ``(3) pledge to serve the students most at-risk of dropping 
     out of qualifying schools;
       ``(4) develop school- and work-based curricula or programs 
     serving green industries, health care industries, and 
     advanced manufacturing industries; or
       ``(5) have a demonstrated record of success in forming 
     collaborative partnerships with businesses, workforce 
     development boards, institutions of higher education, local 
     community and technical colleges, tribal colleges or 
     universities, labor organizations, and other nonprofit 
     community organizations.

     ``SEC. 5623. APPLICATIONS.

       ``An eligible partnership that desires to receive a grant 
     under this subpart shall submit to the Secretary an 
     application at such time, in such manner, and containing such 
     information as the Secretary may require, including--
       ``(1) a description of the eligible partnership, including 
     the responsibilities of each partner and how each partner 
     will meet its responsibilities;
       ``(2) a description of the statewide, regional, or local 
     emerging industry pathways and labor market needs to be 
     filled;
       ``(3) a description of how members of the eligible 
     partnership will collaborate with each other and interested 
     community stakeholders to assess the emerging industry 
     pathways in the State, region, or local area;
       ``(4) a description of how the eligible partnership will 
     engage students from qualifying

[[Page S225]]

     schools to be served in the design and implementation of the 
     school- and work-based curriculum or program;
       ``(5) a description of how the eligible partnership will 
     use the assessment of emerging industry pathways to establish 
     a school- and work-based curriculum or program to teach 
     academic and industry skills needed for success in such 
     emerging industries and how these skills will be aligned with 
     existing challenging State academic content standards;
       ``(6) a description of how teachers, parents or guardians, 
     and school guidance counselors will be consulted by the 
     eligible partnership in the development of the school- and 
     work-based curriculum or program developed under this 
     subpart;
       ``(7) a description of how the eligible partnership will 
     ensure that teachers and instructors have the necessary 
     training and preparation to teach the school- and work-based 
     curriculum or program developed under this subpart;
       ``(8) a description of how the school- and work-based 
     curriculum or program developed under this subpart will 
     improve the academic achievement, student attendance, and 
     secondary school completion of at-risk students and such 
     students' readiness to enter into a career in an emerging 
     industry or pursue postsecondary education;
       ``(9) a description of how the eligible partnership will 
     design a school- and work-based curriculum or program that 
     meets the unique academic and career development needs of 
     students to be served by the curriculum or program;
       ``(10) a description of how the school- and work-based 
     curriculum or program will support statewide, regional, or 
     local emerging industries;
       ``(11) a description of how the eligible partnership will 
     measure and report improvement in academic and student 
     engagement outcomes among students who participate in the 
     school- and work-based curriculum or program developed under 
     this subpart;
       ``(12) a description of how the eligible partnership will 
     seek to leverage other sources of Federal, State, and local 
     funding to support the development and implementation of the 
     school- and work-based curriculum or program;
       ``(13) a description of how the eligible partnership will 
     work to create, use, and evaluate individual learning plans 
     and career portfolios for students served under this subpart;
       ``(14) a description of how the eligible partnership will 
     coordinate such curriculum or program with programs funded 
     under the Carl D. Perkins Career and Technical Education Act 
     of 2006; and
       ``(15) a description of how the eligible partnership plans 
     to sustain and expand such school- and work-based curriculum 
     or program after the Federal grant period ends.

     ``SEC. 5624. PROGRAM ADMINISTRATION.

       ``(a) Selection.--In awarding grants under this subpart, 
     the Secretary shall--
       ``(1) consider the information submitted by the eligible 
     partnerships under section 5623;
       ``(2) prioritize applications in accordance with section 
     5622(c); and
       ``(3) select eligible partnerships that submit applications 
     in compliance with section 5623.
       ``(b) Award Amounts.--
       ``(1) In general.--Subject to subsection (c), the Secretary 
     shall award each grant under this subpart in an amount of not 
     more than $5,000,000.
       ``(2) Use of funds.--An eligible partnership that receives 
     a grant under this subpart shall use--
       ``(A) not more than 35 percent of the grant funds for 
     designing the emerging industry pathways school- and work-
     based curriculum or program; and
       ``(B) not less than 65 percent of the grant funds for 
     implementing the emerging industry pathways school- and work-
     based curriculum or program in qualifying schools.
       ``(c) Funding To Implement Curricula or Programs.--The 
     Secretary may not award grant funds under subsection 
     (b)(2)(B) to implement the emerging industry pathways school- 
     and work-based curriculum or program until the Secretary 
     certifies that the eligible partnership is in compliance with 
     the following:
       ``(1) The eligible partnership has engaged in a 
     collaborative process involving educators and school 
     administrators, including curriculum experts, as well as 
     representatives from local businesses and industry to assess 
     emerging industry demands and the academic knowledge and 
     skills needed to meet those demands.
       ``(2) The school- and work-based curriculum or program 
     developed by the eligible partnership is aligned with 
     challenging State academic content standards.
       ``(3) The eligible partnership has consulted with and 
     involved students in qualifying schools in the collaboration 
     process and design of the school- and work-based curriculum 
     or program.
       ``(4) The eligible partnership has received a commitment 
     from at least 1 qualifying school agreeing to implement the 
     school- and work-based curriculum or program in the 
     qualifying school.
       ``(5) The school- and work-based curriculum or program will 
     help prepare students for both direct entry into a career in 
     emerging industries and success in postsecondary education.
       ``(6) The eligible partnership has established a plan to 
     promote the school- and work-based curriculum or program 
     among qualifying schools, businesses, parental groups, and 
     community organizations.
       ``(d) Eligible Uses of Funds.--
       ``(1) Planning phase.--An eligible partnership that 
     receives a grant under this subpart shall use the grant funds 
     in the designing phase for the following:
       ``(A) Establishing collaborative working groups consisting 
     of educators, school administrators, representatives of local 
     or regional businesses, postsecondary education 
     representatives, representatives from labor organizations, 
     and representatives from nonprofit organizations.
       ``(B) Identifying emerging industry pathways at the State, 
     regional, or local level.
       ``(C) Identifying the academic and skill gaps that need to 
     be addressed to promote success in the emerging industry 
     pathways identified in subparagraph (B).
       ``(D) Developing a school- and work-based curriculum or 
     program to teach and integrate the academic and work-based 
     skills, including soft skills, that are needed for success in 
     emerging industry pathways and postsecondary education.
       ``(E) Creating a comprehensive set of academic and industry 
     skills to be taught across multiple emerging industry 
     pathways.
       ``(F) Aligning the school- and work-based curriculum or 
     program with challenging State academic content standards.
       ``(G) Establishing professional development opportunities 
     for educators, business partners, school counselors, and 
     others who will be implementing the school- and work-based 
     curriculum or program.
       ``(H) Collaborating with multistate regions to develop and 
     identify a school- and work-based curriculum or program that 
     addresses regional emerging industry pathways.
       ``(2) Implementing phase.--An eligible partnership that 
     receives a grant under this subpart shall use the grant funds 
     in the implementing phase for the following:
       ``(A) Integrating the emerging industry pathways school- 
     and work-based curriculum or program into classroom- or work-
     based instruction.
       ``(B) Providing professional development opportunities 
     designed around the school- and work-based curriculum or 
     program for educators, business partners, and others.
       ``(C) Identifying and creating school- and work-based 
     learning curricula or programs for students in such emerging 
     industry pathways.
       ``(D) Promoting the school- and work-based curriculum or 
     program among school guidance counselors.
       ``(E) Working with pupil services staff to develop 
     opportunities for career exploration among emerging industry 
     pathways business partners.
       ``(F) Conducting ongoing evaluations of the school- and 
     work-based curriculum or program, including assessing whether 
     participating students report increased engagement in 
     learning, increased school attendance, and improved success 
     upon entry into the workforce or postsecondary education.
       ``(G) Purchasing resources, including textbooks, reference 
     materials, assessments, labs, computers, and software, for 
     use in the school- and work-based curriculum or program.
       ``(3) Dissemination phase.--An eligible partnership that 
     receives a grant under this subpart shall use the grant funds 
     in the dissemination phase for the following:
       ``(A) Evaluating, cataloging, and disseminating best 
     practices from the school- and work-based curriculum or 
     program.
       ``(B) Disseminating the school- and work-based curriculum 
     or program to--
       ``(i) the National Research Center for Career and Technical 
     Education;
       ``(ii) State, regional, and local professional education 
     organizations; and
       ``(iii) institutions of higher education.
       ``(e) Matching Contributions.--An eligible partnership that 
     receives a grant under this subpart shall provide, from non-
     Federal sources, matching funds, which may be provided in 
     cash or in-kind, to carry out the activities supported by the 
     grant, in an amount equal to--
       ``(1) for the first year of the grant, 5 percent of the 
     amount of the grant for such year;
       ``(2) for the second year of the grant, 10 percent of the 
     amount of the grant for such year;
       ``(3) for the third year of the grant, 15 percent of the 
     amount of the grant for such year;
       ``(4) for the fourth year of the grant, 20 percent of the 
     amount of the grant for such year; and
       ``(5) for the fifth year of the grant, 25 percent of the 
     amount of the grant for such year.
       ``(f) Supplement, Not Supplant.--Grant funds awarded under 
     this subpart shall be used to supplement and not supplant 
     other Federal, State, and local funds available to implement 
     secondary school education programs or career and technical 
     education programs.

     ``SEC. 5625. EVALUATION AND REPORTS.

       ``(a) Annual Reports.--An eligible partnership that 
     receives a grant under this subpart shall submit an annual 
     report to the Secretary during the grant period detailing how 
     the eligible partnership is using the grant funds under this 
     subpart, including--
       ``(1) how the State educational agency or local educational 
     agency that is a member of the eligible partnership 
     collaborated with local businesses, workforce boards, 
     institutions of higher education, and community

[[Page S226]]

     organizations to assess emerging industry pathways;
       ``(2) how the eligible partnership has consulted with and 
     involved students in qualifying schools in the design and 
     implementation of the emerging industry pathways school- and 
     work-based curriculum or program;
       ``(3) the effectiveness of the school- and work-based 
     curriculum or program with respect to improving--
       ``(A) student engagement;
       ``(B) attendance;
       ``(C) secondary school graduation rates; and
       ``(D) preparation for and placement in a career in an 
     emerging industry or in postsecondary education;
       ``(4) how the eligible partnership has improved its 
     capacity to respond to new workforce development priorities 
     and create educational opportunities that address such new 
     workforce development priorities; and
       ``(5) any other information the Secretary may reasonably 
     require.
       ``(b) Final Reports.--
       ``(1) In general.--An eligible partnership that receives a 
     grant under this subpart shall, at the end of the grant 
     period, collect and prepare a report on the following 
     information:
       ``(A) The number and percentage of students served by the 
     eligible partnership who--
       ``(i) graduated from secondary school with a regular 
     secondary school diploma in the standard number of years;
       ``(ii) entered into a job in an emerging industry; and
       ``(iii) enrolled in a postsecondary institution.
       ``(B) The emerging industry pathways school- and work-based 
     curriculum or program and the--
       ``(i) successes of such curriculum or program, including 
     placement rates of students in work or postsecondary 
     education and trends in secondary school graduation rates in 
     qualifying schools utilizing the school- and work-based 
     curriculum or program;
       ``(ii) areas of improvement for the school- and work-based 
     curriculum or program;
       ``(iii) lessons learned from the implementation of the 
     school- and work-based curriculum or program in secondary 
     schools; and
       ``(iv) plans to replicate the school- and work-based 
     curriculum or program in other schools or examples of 
     successful replication of the curriculum or program.
       ``(2) Submission of reports.--A report prepared under 
     paragraph (1) shall be submitted to the Secretary and the 
     National Research Center for Career and Technical Education.
       ``(c) Federal Evaluation and Report.--Not later than 6 
     years after the date of enactment of this subpart, the 
     Secretary shall--
       ``(1) develop and execute a plan for evaluating the 
     emerging industry pathways school- and work-based curricula 
     or programs assisted under this subpart; and
       ``(2) submit a report to Congress--
       ``(A) detailing aggregate data on--
       ``(i) the categories of activities for which eligible 
     partnerships used grant funds under this subpart;
       ``(ii) the impact of the grants on--

       ``(I) student engagement, attendance, and completion of 
     secondary school; and
       ``(II) the postsecondary placement of students in high-
     quality emerging industry careers or postsecondary education; 
     and

       ``(iii) promising strategies for improving student 
     engagement, attendance, and completion of secondary school 
     through engaging curricula or programs; and
       ``(B) that includes any recommendations for improvements 
     that can be made to the grant program under this subpart.

     ``SEC. 5626. AUTHORIZATION OF APPROPRIATIONS.

       ``(a) In General.--From the amounts appropriated to and 
     available for Program Administration within the Departmental 
     Management account in the Department of Education for each of 
     fiscal years 2010 through 2013, there are authorized to be 
     appropriated $25,000,000 for each of fiscal years 2010 
     through 2013, respectively, to carry out this subpart.
       ``(b) Set Aside for Evaluation.--Of the amounts 
     appropriated under subsection (a) for a fiscal year, 2 
     percent shall be set aside for such fiscal year for the 
     Federal evaluation required under section 5625(c).''.
       (b) Table of Contents.--The table of contents in section 2 
     of the Elementary and Secondary Education Act of 1965 is 
     amended by inserting after the item relating to section 5618 
     the following:

      ``subpart 22--connecting education and emerging professions 
                      demonstration grant program

``Sec. 5621. Definitions.
``Sec. 5622. Program authorized.
``Sec. 5623. Applications.
``Sec. 5624. Program administration.
``Sec. 5625. Evaluation and reports.
``Sec. 5626. Authorization of appropriations.''.
                                 ______
```