II

103D CONGRESS

1ST SESSION S. 1465

To amend certain education laws regarding gender equity training, dropout

prevention, and gender equity research and data.

IN THE SENATE OF THE UNITED STATES

SEPTEMBER 15 (legislative day, September 7), 1993

Mr. HARKIN (for himself, Mr. KENNEDY, Ms. MIKULSKI, Mr. SIMON, Ms.

MOSELEY-BRAUN, Mr. SARBANES, Mr. INOUYE, Mrs. BOXER, and Mrs.

MURRAY) introduced the following bill; which was read twice and referred

to the Committee on Labor and Human Resources

A BILL

To amend certain education laws regarding gender equity

training, dropout prevention, and gender equity research

and data.

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

3 SECTION 1. SHORT TITLE; TABLE OF CONTENTS.

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

5 ‘‘Gender Equity in Education Amendments of 1993’’.

6 (b) TABLE OF CONTENTS.—The table of contents is

7 as follows:

Sec. 1. Short title; table of contents.

Sec. 2. Findings; purpose.

Sec. 3. Teacher training.
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Sec. 4. Dropout prevention programs.

Sec. 5. Research and data.

1 SEC. 2. FINDINGS; PURPOSE.

2 (a) FINDINGS.—The Congress finds that—

3 (1) gender bias is widespread in educational

4 programs and processes in the United States, and

5 most such inequities have a disproportionately nega6 tive impact on women and girls;

7 (2) efforts to improve the quality of public edu8 cation and achieve the National Education Goals will

9 fail unless gender bias is eliminated from our Na10 tion’s schools;

11 (3) gender equity training is one of the most ef12 fective means of eliminating inequitable practices in

13 our Nation’s schools;

14 (4) pregnant and parenting teenagers are inad15 equately served by existing dropout prevention pro16 grams and need dropout prevention programs tar17 geted to their special needs; and

18 (5) effective design of Federal education pro19 grams to eliminate gender bias and inequity depends

20 on research and data collection that adequately de21 scribes and explains the impact of such programs for

22 all students, and further research on gender issues

23 is needed.

24 (b) PURPOSE.—It is the purpose of this Act—
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1 (1) to assist and enable schools to eliminate

2 gender inequity in educational policies and practices

3 by encouraging attention to gender equity in all fed4 erally funded education programs;

5 (2) to improve Federal programs to meet the

6 special educational needs of women and girls by

7 targeting pregnant and parenting teenagers in drop8 out prevention programs; and

9 (3) to increase attention to gender issues in

10 Federal education research.

11 SEC. 3. TEACHER TRAINING.

12 The Elementary and Secondary Education Act of

13 1965 (hereafter in this section referred to as the ‘‘Act’’)

14 (20 U.S.C. 2701 et seq.) is amended—

15 (1) in section 1011(a)(2) (20 U.S.C.

16 2721(a)(2)), by inserting ‘‘the training of teachers,

17 librarians, counselors, and other instructional and

18 pupil services personnel regarding gender-equitable

19 teaching methods, techniques and practices; the eval20 uation of the degree of gender equity in the pro21 grams and projects assisted under this chapter;’’

22 after ‘‘school year);’’;

23 (2) in section 1011(b) (20 U.S.C. 2721(b))—

24 (A) in paragraph (6), by striking ‘‘and’’

25 after the semicolon;
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1 (B) in paragraph (7), by striking the pe2 riod and inserting ‘‘; and’’; and

3 (C) by adding at the end the following new

4 paragraph:

5 ‘‘(8) training of parents, teachers, and other in6 structional and pupil services personnel regarding

7 the impact of gender-role socialization on the edu8 cational needs of eligible children, and the use of

9 gender-equitable teaching methods, techniques and

10 practices.’’;

11 (3) in section 1015(b)(4) (20 U.S.C.

12 2725(b)(4)), by inserting ‘‘, including training re13 garding the impact of gender-role socialization on

14 learning, and the use of gender-equitable teaching

15 methods, techniques and practices’’ after ‘‘the plan’’;

16 (4) in section 1016(a)(3) (20 U.S.C.

17 2726(a)(3)), by inserting ‘‘, including training re18 garding the impact of gender-role socialization on

19 learning, and the use of gender-equitable teaching

20 methods, techniques and practices’’ before the pe21 riod;

22 (5) in section 1054(b)(4) (20 U.S.C.

23 2744(b)(4)), by inserting ‘‘, including training re24 garding the impact of gender-role socialization on

25 learning, and the use of gender-equitable teaching
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1 methods, techniques and practices’’ before the semi2 colon;

3 (6) in section 1531(b) (20 U.S.C. 2941(b))—

4 (A) by redesignating paragraphs (6) and

5 (7) as paragraphs (7) and (8), respectively; and

6 (B) by inserting after paragraph (5) the

7 following new paragraph:

8 ‘‘(6) programs designed to promote gender eq9 uity in education by eliminating gender bias in in10 struction and educational materials, identifying and

11 analyzing gender inequities in education, and imple12 menting and evaluating educational policies and

13 practices designed to achieve gender equity, includ14 ing—

15 ‘‘(A) training in gender-equitable instruc16 tion for teachers and other instructional person17 nel; and

18 ‘‘(B) community education programs to en19 hance the leadership and academic skills of girls

20 and young women;’’;

21 (7) in section 1532(a) (20 U.S.C. 2942(a))—

22 (A) in paragraph (2), by striking ‘‘and’’

23 after the semicolon;

24 (B) by redesignating paragraph (3) as

25 paragraph (4); and
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1 (C) by inserting after paragraph (2) the

2 following new paragraph:

3 ‘‘(3) evaluation of the degree of gender equity

4 in the programs, projects and activities assisted

5 under this subpart; and’’;

6 (8) in section 4104(b) (20 U.S.C. 3064(b))—

7 (A) in paragraph (4), by striking ‘‘and’’

8 after the semicolon;

9 (B) in paragraph (5)(B), by striking the

10 period and inserting ‘‘; and’’; and

11 (C) by adding at the end the following new

12 paragraph:

13 ‘‘(6) training of personnel involved in gifted and

14 talented programs regarding the impact of gender15 role socialization on the educational needs of gifted

16 and talented children, and the use of gender-equi17 table teaching methods, techniques and practices.’’;

18 (9) in section 4601(a)(2) (20 U.S.C.

19 3151(a)(2))—

20 (A) in subparagraph (C), by striking

21 ‘‘and’’ after the semicolon;

22 (B) in subparagraph (D), by striking the

23 period and inserting ‘‘; and’’; and

24 (C) by adding at the end the following new

25 subparagraph:
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1 ‘‘(E) carry out programs for teachers, li2 brarians, counselors, and other instructional

3 and pupil services personnel regarding—

4 ‘‘(i) the impact of gender-role social5 ization on learning;

6 ‘‘(ii) the use of gender-equitable edu7 cation methods, techniques and practices;

8 and

9 ‘‘(iii) leadership training for girls and

10 young women.’’; and

11 (10) in section 4604(b) (20 U.S.C. 3154(b))—

12 (A) in paragraph (2), by striking ‘‘or’’

13 after the semicolon;

14 (B) by redesignating paragraph (3) as

15 paragraph (4); and

16 (C) by inserting after paragraph (2) the

17 following new paragraph:

18 ‘‘(3) training programs for teachers and in19 structional personnel regarding the impact of gen20 der-role socialization on computer learning styles,

21 and the use of gender-equitable methods, techniques

22 and practices for computer-based instruction; or’’.

23 SEC. 4. DROPOUT PREVENTION PROGRAMS.

24 (a) RESERVATION OF FUNDS FOR PREGNANT AND

25 PARENTING TEENAGERS.—Section 6007(a) of the School
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1 Dropout Demonstration Assistance Act of 1988 (20

2 U.S.C. 3247(a)) is amended—

3 (1) in paragraph (3), by striking ‘‘and’’ after

4 the semicolon;

5 (2) in paragraph (4), by striking the period and

6 inserting ‘‘; and’’; and

7 (3) by adding at the end the following new

8 paragraph:

9 ‘‘(5) not less than 25 percent of the amount

10 available for grants in each fiscal year is used for

11 programs specifically designed to serve pregnant and

12 parenting teenagers.’’.

13 (b) APPLICATIONS.—

14 (1) SCHOOL DROPOUT DEMONSTRATION ASSIST15 ANCE ACT OF 1988.—Section 6005 of the School

16 Dropout Demonstration Assistance Act of 1988 (20

17 U.S.C. 3245) is amended—

18 (A) in subsection (b)—

19 (i) in paragraph (2), by inserting ‘‘,

20 which system shall collect and cross tab21 ulate data, where feasible, by sex, accord22 ing to race or ethnicity and socioeconomic

23 status’’ after ‘‘problem’’;

24 (ii) in paragraph (4)(I), by striking

25 ‘‘and’’ after the semicolon;
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1 (iii) by redesignating paragraph (5) as

2 paragraph (6); and

3 (iv) by inserting after paragraph (4)

4 the following new paragraph:

5 ‘‘(5) describe the methods used to ensure gen6 der-equitable instruction in the programs supported

7 under this part; and’’; and

8 (B) in subsection (d)—

9 (i) in paragraph (1), by striking

10 ‘‘and’’ after the semicolon;

11 (ii) in paragraph (2), by striking the

12 period and inserting ‘‘; and’’; and

13 (iii) by adding at the end the follow14 ing new paragraph:

15 ‘‘(3) demonstrations of the greatest degree of

16 effort to promote gender equity and to incorporate

17 gender-equitable instruction into the activities as18 sisted under this part.’’.

19 (2) SECONDARY SCHOOLS BASIC SKILLS DEM20 ONSTRATION ASSISTANCE ACT OF 1988.—Section

21 6106(b) of the Secondary Schools Basic Skills Dem22 onstration Assistance Act of 1988 (20 U.S.C.

23 3266(b)) is amended—

24 (A) in paragraph (9), by striking ‘‘and’’

25 after the semicolon;
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1 (B) by redesignating paragraph (10) as

2 paragraph (11); and

3 (C) by inserting after paragraph (9) the

4 following new paragraph:

5 ‘‘(10) a description of the methods used to en6 sure gender-equitable instruction in the programs

7 assisted under this part; and’’.

8 (c) DROPOUT PREVENTION.—

9 (1) PURPOSE.—Paragraph (4) of section 6002

10 of the Act (20 U.S.C. 3242(4)) is amended by in11 serting ‘‘sex, race or ethnicity,’’ after ‘‘ages’’.

12 (2) AUTHORIZED ACTIVITIES.—Section 6006(a)

13 of the School Dropout Demonstration Assistance Act

14 of 1988 (20 U.S.C. 3246(a)) is amended—

15 (A) in paragraph (13), by striking ‘‘and’’

16 after the semicolon;

17 (B) by redesignating paragraph (14) as

18 paragraph (15); and

19 (C) by inserting after paragraph (13) the

20 following new paragraph:

21 ‘‘(14) the development and implementation of

22 efforts to identify and address factors in a student’s

23 decision to drop out of school that are related to

24 gender and family roles; and’’.

25 (d) EVEN START.—
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1 (1) USE OF FUNDS.—Section 1054(a) of the

2 Act (20 U.S.C. 2744(a)) is amended by inserting

3 ‘‘obtain educational skills and’’ after ‘‘help parents’’.

4 (2) ELIGIBLE PARTICIPANTS.—Section

5 1055(a)(1) of the Act (20 U.S.C. 2745(a)(1)) is

6 amended by inserting ‘‘, or pregnant or parenting

7 teenagers, including such teenagers who are enrolled

8 in secondary school’’ before the semicolon.

9 (3) APPLICATIONS.—Section 1056(c)(5)(B) of

10 the Act (20 U.S.C. 2746(c)(5)(B)) is amended by

11 striking ‘‘and individuals with handicaps’’ and in12 serting ‘‘, individuals with disabilities, and teenage

13 parents’’.

14 (4) AWARD OF GRANTS.—Section 1057(a)(1) of

15 the Act (20 U.S.C. 2747(a)) is amended—

16 (A) in subparagraph (F), by striking

17 ‘‘and’’ after the semicolon;

18 (B) in subparagraph (G), by striking the

19 period and inserting ‘‘; and’’; and

20 (C) by adding at the end the following new

21 paragraph:

22 ‘‘(H) demonstrate the greatest degree of

23 effort to promote gender equity and to incor24 porate gender-equitable instruction into the ac25 tivities assisted under this part.’’.
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1 (e) LOCAL TARGETED ASSISTANCE.—Section

2 1531(b) of the Act (20 U.S.C. 2941(b)) is amended—

3 (1) in paragraph (6), by striking ‘‘and’’ after

4 the semicolon;

5 (2) by redesignating paragraph (7) as para6 graph (8); and

7 (3) by inserting after paragraph (6) the follow8 ing new paragraph:

9 ‘‘(7) programs for pregnant or parenting teen10 agers; and’’.

11 (f) DRUG-FREE SCHOOLS AND COMMUNITIES.—

12 (1) FINDINGS.—Subparagraph (C) of section

13 5122(b)(2) of the Act (20 U.S.C. 3192(b)(2)(C)) is

14 amended to read as follows:

15 ‘‘(C) is pregnant or is a parent;’’.

16 (2) LOCAL DRUG ABUSE EDUCATION AND PRE17 VENTION PROGRAMS.—Section 5125(a) of the Act

18 (20 U.S.C. 3195(a)) is amended—

19 (A) in paragraph (15), by striking ‘‘and’’

20 after the semicolon;

21 (B) by redesignating paragraph (16) as

22 paragraph (17); and

23 (C) by inserting after paragraph (15) the

24 following new paragraph:
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1 ‘‘(16) drug abuse prevention and intervention

2 counseling targeting pregnant and parenting teen3 agers; and’’.

4 (3) LOCAL APPLICATIONS.—Section 5126(a)(2)

5 of the Act (20 U.S.C. 3196(a)(2)) is amended—

6 (A) by redesignating subparagraphs (P)

7 and (Q) as subparagraphs (Q) and (R), respec8 tively; and

9 (B) by inserting after subparagraph (O)

10 the following new subparagraph:

11 ‘‘(P) describe how, to the extent prac12 ticable, assistance provided under this part will

13 be used to provide drug-abuse education, coun14 seling and intervention services to high-risk

15 youth as such term is defined in section

16 5122(b)(2);’’.

17 SEC. 5. RESEARCH AND DATA.

18 (a) RESEARCH AND DATA.—

19 (1) GENERAL EDUCATION PROVISIONS ACT.—

20 The General Education Provisions Act (20 U.S.C.

21 1221 et seq.) is amended—

22 (A) in section 406—

23 (i) in subsection (b)(6) (20 U.S.C.

24 1221e–1(b))—
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1 (I) in subparagraph (F), by strik2 ing ‘‘and’’ after the semicolon;

3 (II) in subparagraph (G), by

4 striking the period and inserting ‘‘;

5 and’’; and

6 (III) by adding at the end the

7 following new subparagraph:

8 ‘‘(H) the proportions of women and men,

9 cross-tabulated by race and ethnicity, teaching

10 in subjects in which such individuals have been

11 historically underrepresented.’’;

12 (ii) in paragraph (7) of section 406(c)

13 (20 U.S.C. 1221e–1(c))—

14 (I) by inserting ‘‘(A)’’ before

15 ‘‘The Council’’; and

16 (II) by adding at the end the fol17 lowing new subparagraph:

18 ‘‘(B) In carrying out the provisions of subpara19 graph (A), the Council shall ensure that a high pri20 ority is assigned to gender issues in conducting Fed21 eral education research, and shall ensure that edu22 cation statistics and data, whenever feasible, be col23 lected, analyzed, cross-tabulated and reported by

24 sex, according to race or ethnicity and socioeconomic

25 status.’’; and
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1 (B) in section 422 (20 U.S.C. 1231a), by

2 adding at the end the following new subsection:

3 ‘‘(d) All statistics and other data collected and re4 ported under this section shall, whenever feasible, be col5 lected, cross-tabulated, analyzed, and reported by sex, ac6 cording to race or ethnicity and socioeconomic status. In

7 the event that the Secretary determines that such statis8 tics or data collection and analysis reveals no significant

9 differences among such categories, the Secretary shall in10 clude in the relevant report incorporating such statistics

11 or data an explanation of such determination.’’.

12 (2) ELEMENTARY AND SECONDARY EDUCATION

13 ACT OF 1965.—The Elementary and Secondary Edu14 cation Act of 1965 (20 U.S.C. 2701 et seq.) is

15 amended—

16 (A) in section 1015(e)(3) (20 U.S.C.

17 2725(e)(3)), by adding after the first sentence

18 the following new sentence: ‘‘Schools shall as19 sign a high priority to gender issues in collect20 ing such data, and whenever feasible, such data

21 shall be collected, analyzed, cross-tabulated and

22 reported by sex, according to race or ethnicity

23 and socioeconomic status.’’;

24 (B) in section 1021 (20 U.S.C. 2731)—

25 (i) in subsection (a)—
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1 (I) by redesignating paragraphs

2 (3) and (4) as paragraphs (4) and

3 (5), respectively; and

4 (II) by inserting after paragraph

5 (2) the following new paragraph:

6 ‘‘(3) determine whether improved student per7 formance under paragraph (1) has been achieved for

8 both male and female students, cross-tabulated by

9 age and race or ethnicity;’’; and

10 (ii) in subsection (b)—

11 (I) by redesignating paragraph

12 (2) as paragraph (3); and

13 (II) by inserting after paragraph

14 (1) the following new paragraph:

15 ‘‘(2) In the case of a local educational agency

16 which determines pursuant to subsection (a)(3) that

17 a substantial difference in the participation or

18 achievement of students by sex exists, such agency

19 shall include in the plan submitted in accordance

20 with paragraph (1)(A) a description of planned ef21 forts to implement gender equity training for the

22 personnel of such agency.’’;

23 (C) in section 1106 (20 U.S.C. 2765a), by

24 adding at the end the following new subsection:
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1 ‘‘(d) INFORMATION.—The information contained in

2 such reports and the information base shall be collected,

3 cross-tabulated and reported by sex, according to race or

4 ethnicity and socioeconomic status.’’;

5 (D) in section 1573(c)(1) (20 U.S.C.

6 2973(c)(1)), by adding at the end the following

7 new sentence: ‘‘Whenever feasible, such data

8 shall be collected, cross-tabulated and reported

9 by sex, according to race or ethnicity and socio10 economic status.’’;

11 (E) in section 5127(a)(3)(D) (20 U.S.C.

12 3197(a)(3)(D)), by inserting ‘‘, including,

13 whenever feasible, data that is collected, cross14 tabulated and reported by sex, according to

15 race or ethnicity and socioeconomic status’’ be16 fore the semicolon; and

17 (F) in section 6201(d) (20 U.S.C.

18 3271(d)), by adding at the end the following

19 new sentence: ‘‘Whenever feasible, data col20 lected for such evaluations shall be cross-tab21 ulated and reported by sex, according to race or

22 ethnicity and socioeconomic status.’’.

23 (b) OFFICE OF EDUCATIONAL RESEARCH AND IM24 PROVEMENT.—Section 405 of the General Education Pro-
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1 visions Act (20 U.S.C. 1221e) is amended by adding at

2 the end the following new subsections:

3 ‘‘(g) The Office shall conduct special studies to assess

4 the impact and effectiveness of Federal, State, and local

5 efforts to provide a gender-equitable education to elemen6 tary and secondary school students.

7 ‘‘(h) The Secretary shall, by grant, contract or coop8 erative agreement, provide for special studies to assess

9 progress in the achievement of gender equity in elemen10 tary and secondary education as a result of the implemen11 tation of the provisions of the Gender Equity in Education

12 Amendments of 1993. The results of such studies shall

13 include recommendations for improving gender equity pro14 grams in elementary and secondary education.’’.

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