II 

112TH CONGRESS 

2D SESSION S. 3711 

To provide secondary school students with the opportunity to participate 

in a high-quality internship program as part of a broader districtwide 

work-based learning program. 

IN THE SENATE OF THE UNITED STATES 

DECEMBER 27, 2012 

Mr. BLUMENTHAL (for himself and Mr. FRANKEN) introduced the following 

bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To provide secondary school students with the opportunity 

to participate in a high-quality internship program as 

part of a broader districtwide work-based learning program. 

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

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Student Internship Op5 portunity Act’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 


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1 (1) According to the Department of Labor, 

2 nearly two-thirds of new jobs created nationally be3 tween 2004 and 2014 will be filled by workers with 

4 some postsecondary education, as will almost 90 per5 cent of jobs with higher than average growth and 

6 higher than average earnings created over the same 

7 period. Individuals with less education are more like8 ly to be unemployed or out of the labor force. 

9 (2) Research demonstrates that students ex10 posed to integrated curricula combined with work– 

11 based learning and career guidance earned 18 per12 cent more over a 4-year period after high school 

13 graduation. Working for a moderate number of 

14 hours during high school can also positively impact 

15 the future educational and occupational attainment 

16 of students. 

17 (3) 69 percent of students who drop out of high 

18 school state that they were not engaged in the high 

19 school curriculum and experience. 

20 (4) The relevance of coursework to postsec21 ondary education and career are important to stu22 dent motivation and engagement. One study found 

23 that abstract academic education unconnected to a 

24 career was only satisfying to students who were cerVerDate Mar 15 2010 01:07 Jan 01, 2013 Jkt 029200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\S3711.IS S3711

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1 tain that they would get a baccalaureate degree to 

2 meet their career aspirations. 

3 (5) Research shows that many people learn bet4 ter when they are taught concepts in context. When 

5 coordinated with the academic coursework of stu6 dents, work-based learning can reinforce and 

7 strengthen academic competencies. By allowing stu8 dents to apply what they are learning to real-life sit9 uations and problems of significance, work-based 

10 learning opportunities can help youth develop 21st 

11 century skills, such as problem solving, critical 

12 thinking, teamwork, and project management. By 

13 providing students with first-hand exposure to jobs 

14 and industry professionals, work-based learning can 

15 deepen career aspirations and employability skills. 

16 (6) In a recent State study, students enrolled in 

17 comprehensive career and technical education pro18 grams improved their grade point averages more 

19 than those in a comparison group, and had similar 

20 post–high school outcomes despite being lower21 achieving and from lower socioeconomic back22 grounds. 

23 (7) A comprehensive review of research on 

24 work-based learning found evidence that work-based 

25 learning can foster development of problem identiVerDate Mar 15 2010 01:07 Jan 01, 2013 Jkt 029200 PO 00000 Frm 00003 Fmt 6652 Sfmt 6201 E:\BILLS\S3711.IS S3711

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1 fication, flexible problem solving, and other higher2 order thinking skills, as needed in both higher edu3 cation and careers. 

4 (8) According to the Organisation for Economic 

5 Co-operation and Development, the Program for 

6 International Student Assessment (PISA) defines 

7 problem solving as the capacity of an individual to 

8 engage in cognitive processing to understand and re9 solve problem situations where a solution is not im10 mediately obvious. The definition includes the will11 ingness to engage with such situations in order to 

12 achieve one’s potential as a constructive and reflec13 tive citizen. 

14 SEC. 3. PURPOSE. 

15 The purpose of this Act is to provide secondary school 

16 students with the opportunity to participate in a high17 quality internship program as part of a broader school dis18 trictwide work-based learning program, in order to in19 crease the number of students who— 

20 (1) graduate from secondary schools with work21 based experience; and 

22 (2) are well-prepared to pursue a full range of 

23 postsecondary opportunities, including 2-year and 4- 

24 year programs of study at institutions of higher edu25 cation, apprenticeships, military service, technical 


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1 training, and employment in in-demand industry sec2 tors or occupations. 

3 SEC. 4. DEFINITIONS. 

4 In this Act: 

5 (1) CAREER AWARENESS.—The term ‘‘career 

6 awareness’’ means activities designed to build stu7 dent awareness of the variety of careers available for 

8 the purpose of identifying areas of interest. 

9 (2) CAREER EXPLORATION.—The term ‘‘career 

10 exploration’’ means activities designed for students 

11 to explore a variety of career options, including any 

12 career prerequisites, for the purpose of increasing 

13 student engagement and motivation and informing 

14 student decisionmaking. 

15 (3) CAREER PRACTICUM.—The term ‘‘career 

16 practicum’’ means activities that extend and deepen 

17 classroom work and support the development of col18 lege and career readiness skills through real-world 

19 work experience and engagement with adults outside 

20 of school. 

21 (4) COLLEGE AND CAREER READINESS

22 SKILLS.—The term ‘‘college and career readiness 

23 skills’’ means— 

24 (A) academic skills and competencies; 


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1 (B) problem solving and critical thinking 

2 skills; 

3 (C) the ability to work collaboratively; 

4 (D) the ability to communicate effectively 

5 using a variety of mediums; 

6 (E) interpersonal and intrapersonal college 

7 and career ready skills such as initiative, perse8 verance, self-direction, and professionalism; 

9 (F) technical and occupation-specific skills; 

10 and 

11 (G) knowledge of the varying aspects and 

12 positions within an industry, including specific 

13 workplace skills, context, and culture. 

14 (5) ELIGIBLE ENTITY.—The term ‘‘eligible enti15 ty’’ means an entity that— 

16 (A) is comprised of 1 or more local edu17 cational agencies or area career and technical 

18 education schools (as defined in section 3 of the 

19 Carl D. Perkins Career and Technical Edu20 cation Act of 2006 (20 U.S.C. 2302)); 

21 (B) has entered into a memorandum of un22 derstanding with not less than 1 business or in23 dustry partner in an in-demand industry sector 

24 or occupation, a State or local workforce board, 


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1 a community-based or nonprofit organization, 

2 or a qualified intermediary; and 

3 (C) may include an institution of higher 

4 education. 

5 (6) IN-DEMAND INDUSTRY SECTOR OR OCCUPA6 TION.— 

7 (A) IN GENERAL.—The term ‘‘in-demand 

8 industry sector or occupation’’ means— 

9 (i) an industry sector that— 

10 (I) has a substantial current or 

11 potential impact on the regional econ12 omy overall, including attracting or 

13 retaining businesses or quality jobs 

14 (including, at a minimum, jobs that 

15 lead to economic self-sufficiency and 

16 opportunities for advancement) in the 

17 region; 

18 (II) contributes to the growth of 

19 other supporting businesses or the 

20 growth of other industry sectors with21 in the region; 

22 (III) provides workers with jobs 

23 that have competitive, family-sus24 taining wages and benefits; and 


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1 (IV) includes occupations that 

2 provide opportunities for career ad3 vancement; or 

4 (ii) an occupation that— 

5 (I) has a significant presence in 

6 an industry sector; 

7 (II) has a shortage of available 

8 skilled workers; 

9 (III) pays competitive, family10 sustaining wages and benefits that en11 able workers to achieve economic self12 sufficiency, or can reasonably be ex13 pected to lead to a position with such 

14 wages and benefits; 

15 (IV) provides opportunities for 

16 career advancement; and 

17 (V) has a significant impact in 

18 the economy of a region. 

19 (B) DETERMINATION.—The determination 

20 of whether an industry sector or occupation is 

21 an in-demand industry sector or occupation 

22 under this paragraph shall— 

23 (i) be made by the applicant and re24 viewed by the Secretary during the applica25 tion process; 


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1 (ii) be made using State or regional 

2 business and labor market projections, in3 cluding the use of labor market informa4 tion; and 

5 (iii) be aligned with the in-demand in6 dustry sectors or occupations identified by 

7 the State Workforce Investment Board or 

8 by the local workforce investment board 

9 (as established in section 111 or 117, re10 spectively, of the Workforce Investment 

11 Act of 1998 (20 U.S.C. 2821, 2832)) for 

12 a region, where applicable. 

13 (7) INSTITUTION OF HIGHER EDUCATION.—The 

14 term ‘‘institution of higher education’’ has the 

15 meaning given the term in section 101 of the Higher 

16 Education Act of 1965 (20 U.S.C. 1001). 

17 (8) INTERNSHIP.—The term ‘‘internship’’ 

18 means the culminating experience in a work-based 

19 learning continuum that— 

20 (A) is youth-centered and supports student 

21 internship plans; 

22 (B) provides secondary school students 

23 with opportunities to acquire college and career 

24 readiness skills and investigate fields of interest 


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1 related to the career and postsecondary edu2 cation goals of the students; 

3 (C) is informed by regional labor market 

4 information; 

5 (D) is aligned with, and reinforces, the 

6 academic and technical coursework and cur7 riculum of participating students and promotes 

8 the development of college and career readiness 

9 skills; 

10 (E) ensures that participating students re11 ceive compensation for their work, such as sec12 ondary or postsecondary academic credit, pay13 ment for postsecondary education, a wage or 

14 stipend, payment for certification exams, or a 

15 combination thereof; 

16 (F) provides a meaningful contribution to 

17 the organizational goals of the internship pro18 vider; 

19 (G) facilitates opportunities for a partici20 pating student to engage in a structured reflec21 tion of the experience of the student and receive 

22 a performance assessment by the supervisor of 

23 the student; 


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1 (H) is of significant duration and fre2 quency over the course of the school year, se3 mester, or summer; and 

4 (I) complies with the Fair Labor Stand5 ards Act of 1938 (29 U.S.C. 201 et seq.) and 

6 the regulations promulgated under that Act. 

7 (9) LOCAL EDUCATIONAL AGENCY.—The term 

8 ‘‘local educational agency’’ has the meaning given 

9 the term in section 9101 of the Elementary and Sec10 ondary Education Act of 1965 (20 U.S.C. 7801). 

11 (10) QUALIFIED INTERMEDIARY.—The term 

12 ‘‘qualified intermediary’’ means an entity that— 

13 (A) has demonstrated expertise to engage, 

14 build, connect, convene, sustain, and evaluate 

15 the performance of partnerships with entities 

16 such as— 

17 (i) employers; 

18 (ii) industries; 

19 (iii) schools; 

20 (iv) community-based organizations; 

21 (v) institutions of higher education; 

22 (vi) social service organizations; 

23 (vii) economic development organiza24 tions; and 

25 (viii) workforce systems; 


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1 (B) facilitates services, resources, and sup2 ports to youth and the organizations and sys3 tems that are designed to serve them, includ4 ing— 

5 (i) connecting employers to class6 rooms; 

7 (ii) designing and implementing a 

8 work-based learning continuum; 

9 (iii) developing or providing curricula; 

10 (iv) delivering professional develop11 ment; and 

12 (v) connecting students to internships 

13 and other work-based learning opportuni14 ties; and 

15 (C) has the capacity to interpret and 

16 translate labor market information to inform 

17 the development of work-based learning oppor18 tunities. 

19 (11) SECONDARY SCHOOL.—The term ‘‘sec20 ondary school’’ has the meaning given the term in 

21 section 9101 of the Elementary and Secondary Edu22 cation Act of 1965 (20 U.S.C. 7801). 

23 (12) SECONDARY SCHOOL GRADUATION

24 RATE.—The term ‘‘secondary school graduation 


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1 rate’’ means the 4-year adjusted cohort graduation 

2 rate, which is— 

3 (A) the number of students who graduated 

4 in 4 years with a regular diploma; divided by 

5 (B) the number of students in the original 

6 9th grade cohort for the graduating class— 

7 (i) plus the number of students who 

8 transferred in to the cohort’s grade at the 

9 secondary school during the 4-year cohort 

10 period; and 

11 (ii) minus the number of students who 

12 transferred out of the cohort’s grade at the 

13 secondary school during the 4-year cohort 

14 period. 

15 (13) SECRETARY.—The term ‘‘Secretary’’ 

16 means the Secretary of Education. 

17 (14) STUDENT INTERNSHIP PLAN.—The term 

18 ‘‘student internship plan’’ means a written plan— 

19 (A) developed for the purpose of identi20 fying— 

21 (i) student goals and learning objec22 tives; and 

23 (ii) the role of work-based learning in 

24 meeting those goals; and 

25 (B) agreed to by— 


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1 (i) the secondary school student (and 

2 the parent or legal guardian of the student 

3 if the student is less than 18 years old); 

4 (ii) a qualified representative from the 

5 school at which the student is enrolled, 

6 such as the school principal, teacher, guid7 ance counselor, or college and career coun8 selor; and 

9 (iii) the internship supervisor or pro10 vider. 

11 (15) WORK-BASED LEARNING.—The term 

12 ‘‘work-based learning’’ means coordinated, 

13 sequenced, applied learning opportunities for stu14 dents that— 

15 (A) are part of a broader work-based 

16 learning continuum that includes both pre- and 

17 post-internship activities; 

18 (B) are available at each secondary school 

19 that is served by a local educational agency that 

20 participates in the grant program under this 

21 Act, and may be scaled across grades within the 

22 individual secondary school; 

23 (C) are integrated with academic 

24 coursework; and 


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1 (D) can occur in a workplace or commu2 nity setting, and may include service-learning. 

3 (16) WORK-BASED LEARNING CONTINUUM.— 

4 The term ‘‘work-based learning continuum’’ means a 

5 continuum of work-based learning experiences 

6 that— 

7 (A) help build and develop college and ca8 reer readiness skills among participating stu9 dents, including career awareness, career explo10 ration, and career practicum; and 

11 (B) culminates in an internship and may 

12 include other activities and experiences designed 

13 to strengthen college and career readiness skills 

14 through applied learning. 

15 SEC. 5. GRANTS AUTHORIZED. 

16 (a) IN GENERAL.—The Secretary is authorized to 

17 award grants, on a competitive basis, to eligible entities 

18 for the development and implementation of equitable, com19 prehensive, districtwide opportunities for secondary school 

20 students to participate in an internship program as part 

21 of a broader work-based learning continuum. 

22 (b) DURATION.—Each grant awarded shall be for a 

23 minimum of a 3-year period and a maximum of a 5-year 

24 period and may be renewed based on performance as de25 termined by the Secretary. 


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1 (c) GRANT AMOUNT.—The Secretary shall ensure 

2 that each grant awarded to an eligible entity under this 

3 Act is of sufficient size and scope to enable the eligible 

4 entity to carry out the grant activities described in section 

5 7. 

6 (d) GEOGRAPHIC DISTRIBUTION.—The Secretary 

7 shall ensure that grants under this Act are awarded to 

8 eligible entities that— 

9 (1) meet the grant application requirements de10 scribed in section 6; and 

11 (2) represent different geographic regions of the 

12 United States, including urban and rural areas. 

13 (e) RESERVATION OF FUNDS.—From the amounts 

14 appropriated under section 9, the Secretary shall reserve 

15 not less than 1 percent and not more than 2 percent for— 

16 (1) the evaluation of activities implemented 

17 under this Act; 

18 (2) technical assistance; and 

19 (3) the dissemination of information on effec20 tive internship and work-based learning programs. 

21 SEC. 6. APPLICATION. 

22 (a) IN GENERAL.—An eligible entity desiring a grant 

23 under this Act shall submit an application to the Secretary 

24 at such time, in such manner, and containing such infor25 mation as the Secretary may reasonably require. 


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1 (b) CONTENTS OF INTERNSHIP PLAN.—Each appli2 cation submitted under this section shall include the goals 

3 and strategies for developing and providing secondary 

4 school students with an opportunity to participate in a 

5 student-focused internship program as the culminating ex6 perience of a broader work-based learning continuum, in7 cluding— 

8 (1) a description of how the work-based learn9 ing program will address rigorous academic content 

10 knowledge that prepares secondary school students 

11 for success in institutions of higher education and 

12 careers without the need for remediation at the post13 secondary level; 

14 (2) a description of the work-based learning 

15 continuum that will prepare and provide opportuni16 ties for secondary school students to participate in 

17 an internship as a culminating experience in the con18 tinuum, which description shall include— 

19 (A) the internship program implementation 

20 timeline; 

21 (B) a description of any changes to the 

22 secondary school schedule, including restruc23 turing or extending the school day and coordi24 nation with any after-school or out-of-school25 time programs; 


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1 (C) the number, percentage, and grade 

2 level of students to be served under the grant; 

3 (D) the creation and implementation of 

4 student internship plans for each student 

5 served; 

6 (E) a description of the opportunities for 

7 students to engage in structured reflection on 

8 their student internship plan and internship ex9 periences; 

10 (F) a plan for pre-internship preparation 

11 for the students, such as review of regional 

12 labor market information, employer classroom 

13 visits, field trips, or job-shadowing; 

14 (G) a plan for classroom-based internship 

15 support activities; 

16 (H) a plan for student transportation; 

17 (I) a plan for post-internship activities; 

18 and 

19 (J) a description of the participant com20 pensation for the work of the participating stu21 dents, such as wages, stipends, or the number 

22 of secondary or postsecondary credits partici23 pants may receive upon completion of the in24 ternship program; 


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1 (3) a description of how the work-based learn2 ing continuum and internship experience will im3 prove outcomes for low-income and underserved stu4 dents, based on evidence; 

5 (4) identification of program goals and per6 formance indicators, including student academic per7 formance indicators and student participation, at8 tendance, engagement, and internship completion, 

9 and other outcomes, such as secondary school grad10 uation, institution of higher education enrollment, 

11 and decreased need for postsecondary remediation; 

12 (5) a plan to assess— 

13 (A) the performance of the intern against 

14 college and career readiness skills and at15 tributes; and 

16 (B) the quality of each internship program 

17 in the areas of internship experience, prepara18 tion, connection to an in-demand industry sec19 tor or occupation, responsibilities, and engage20 ment; 

21 (6) a memorandum of understanding between 

22 members of the eligible entity and a description of 

23 partnership requirements and expectations and indi24 vidual member responsibilities; 


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1 (7) where applicable, a memorandum of under2 standing between the eligible entity and an institu3 tion of higher education regarding the provision and 

4 cost of any postsecondary credits earned by partici5 pating students; 

6 (8) the identification of, and a plan to address, 

7 any State or local worker’s compensation, minimum 

8 work age, safety, or liability issues for work-based 

9 learning that occurs outside of school property or 

10 outside of regular school hours; 

11 (9) an assurance that the internship provider 

12 complies with all provisions of the Fair Labor 

13 Standards Act of 1938 (29 U.S.C. 201 et seq.); 

14 (10) an assurance that business or industry em15 ployees are neither replaced nor displaced by an in16 tern participating in the program; 

17 (11) an assessment of, and a plan to address, 

18 any attendance policies, scheduling policies, or other 

19 policies related to compensating interns, including 

20 the number of credits that may be earned and time 

21 students may spend outside of the classroom, that 

22 may serve as barriers to program implementation or 

23 graduation from secondary school in the standard 

24 number of years; 


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1 (12) the means by which the eligible entity will 

2 encourage and support the full participation of sec3 ondary school students who are children with disabil4 ities, as defined in section 602 of the Individuals 

5 with Disabilities Education Act (20 U.S.C. 1401), 

6 students from low-income families, and diverse 

7 learners, including English language learners, in the 

8 activities funded under the grant; 

9 (13) an assurance that students are not tracked 

10 or directed into certain internships or career paths 

11 and that a variety of internship choices of com12 parable rigor and quality are provided to students; 

13 (14) a description of supplemental support serv14 ices provided, such as academic counseling and coun15 seling regarding institutions of higher education and 

16 careers, including the provision of labor market in17 formation and mentoring; 

18 (15) a plan that provides professional develop19 ment opportunities, including time and resources to 

20 enable participation, to teachers and internship su21 pervisors and employers to ensure that student in22 ternships are aligned with and reinforce academic 

23 content and college and career readiness skills; 

24 (16) a plan that— 


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1 (A) supports ongoing communication be2 tween participating teachers, administrators, 

3 and internship supervisors or employers in an 

4 effort to share and monitor student data and to 

5 assess and support student performance; and 

6 (B) ensures that such communication and 

7 student data sharing complies with the require8 ments, including requirements for consent, of 

9 section 444 of the General Education Provi10 sions Act (20 U.S.C. 1232g) (commonly known 

11 as the ‘‘Family Educational Rights and Privacy 

12 Act of 1974’’); 

13 (17) a program sustainability plan that— 

14 (A) leverages Federal and non-Federal 

15 funding (including in-kind resources); 

16 (B) builds a broad-based coalition of sup17 port among secondary schools, employers, par18 ents, institutions of higher education, State or 

19 local workforce boards, community based orga20 nizations, philanthropy, and other partners 

21 through outreach and communication efforts; 

22 and 

23 (C) may establish an advisory board that 

24 includes representatives from participating 

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1 tions, philanthropy, institutions of higher edu2 cation, workforce boards, and qualified inter3 mediaries; 

4 (18) the requirement of a cash or in-kind match 

5 from employer partners, such as covering the cost of 

6 transportation, training, and materials; 

7 (19) a description of how the strategies imple8 mented under this Act strengthen, leverage, do not 

9 duplicate, and align with programs within the com10 munity served that are funded under the Workforce 

11 Investment Act of 1998 (29 U.S.C. 2801 et seq.), 

12 the Carl D. Perkins Career and Technical Education 

13 Act of 2006 (20 U.S.C. 2301 et seq.), the Elemen14 tary and Secondary Education Act of 1965 (20 

15 U.S.C. 6301 et seq.), and the Higher Education Act 

16 of 1965 (20 U.S.C. 1001 et seq.); and 

17 (20) in the case of an eligible entity that in18 cludes a local educational agency that serves more 

19 than 1 secondary school, if districtwide implementa20 tion is not feasible within 1 year, a description of 

21 how the local educational agency will increase the 

22 scale of the grant program on an annual basis such 

23 that all secondary schools served by the local edu24 cational agency will be served by the grant program 


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1 before the end of the grant period or prior to the 

2 time of grant renewal. 

3 SEC. 7. USE OF GRANT FUNDS. 

4 (a) IN GENERAL.—An eligible entity that receives a 

5 grant under this Act shall use funds to implement district6 wide opportunities for students to participate in an intern7 ship program as part of a work-based learning continuum, 

8 including— 

9 (1) providing professional development and sup10 porting ongoing communication and opportunities 

11 for coordination, including through— 

12 (A) the use of technology between teachers 

13 and internship supervisors or employers; 

14 (B) data sharing that complies with the re15 quirements, including requirements for consent, 

16 of section 444 of the General Education Provi17 sions Act (20 U.S.C. 1232g) (commonly known 

18 as the ‘‘Family Educational Rights and Privacy 

19 Act of 1974’’) and the development of ways to 

20 support student participation and success to en21 sure that— 

22 (i) internship activities and respon23 sibilities are aligned with and reinforce 

24 academic content and college and career 

25 readiness skills; and 


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1 (ii) classroom teaching incorporates 

2 high-quality connections to work-based 

3 learning; and 

4 (C) supporting student placement and stu5 dent and program assessment; 

6 (2) providing nonacademic and academic sup7 port, such as tutoring, to support the improvement 

8 of skills; 

9 (3) increasing student access to school-based 

10 college and career counselors and integrated sup11 ports; 

12 (4) providing or facilitating the transportation 

13 required for a student to fully participate in the ac14 tivities funded under the grant; 

15 (5) developing and implementing a work-based 

16 learning and internship program curriculum and as17 sessments to ensure that internship activities and re18 sponsibilities are aligned to and reinforce academic 

19 content and college and career readiness skills; 

20 (6) providing for the cost of postsecondary 

21 credits for participating secondary students such 

22 that the credits are of no cost to the student; 

23 (7) restructuring the school day— 

24 (A) to accommodate work-based learning 

25 opportunities and scheduling; and 


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1 (B) to allow participating students to earn 

2 course credit for participation in an internship 

3 program that may occur outside of school hours 

4 or during the summer, in addition to during 

5 regular school hours; 

6 (8) providing technological support, including 

7 investments in data systems and sharing of data (in 

8 compliance with the requirements, including require9 ments for consent, of section 444 of the General 

10 Education Provisions Act (20 U.S.C. 1232g) (com11 monly known as the ‘‘Family Educational Rights 

12 and Privacy Act of 1974’’) between members of the 

13 eligible entity, such as student attendance, credit ac14 crual, and performance-based assessments in an ef15 fort to monitor, evaluate, and support student 

16 progress; 

17 (9) contracting with qualified intermediaries to 

18 connect students to and support high-quality intern19 ships and work-based learning opportunities; and 

20 (10) providing technical assistance and support 

21 to internship providers in implementing the intern22 ship program. 

23 (b) PROHIBITION.—An eligible entity that receives a 

24 grant under this Act shall not use grant funds to pay salaVerDate Mar 15 2010 01:07 Jan 01, 2013 Jkt 029200 PO 00000 Frm 00026 Fmt 6652 Sfmt 6201 E:\BILLS\S3711.IS S3711

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1 ries to participating students or to pay salaries to, or on 

2 behalf of, internship providers. 

3 SEC. 8. REPORTING. 

4 Each eligible entity that receives a grant under this 

5 Act shall annually, for each year of the grant, make avail6 able to the Secretary and to the public a report that in7 cludes information about— 

8 (1) the number of secondary schools and the 

9 number of students that are participating in the eli10 gible entity’s program under this Act; 

11 (2) best practices; and 

12 (3) a description of program outcomes and the 

13 impact of the grant program on student learning 

14 and achievement, which shall— 

15 (A) be based on the data that is collected 

16 in accordance with the indicators described in 

17 section 6(b)(4) and the assessment plan de18 scribed in section 6(b)(5); 

19 (B) include any increases in secondary 

20 school graduation rates or rates of enrollment 

21 in an institution of higher education; and 

22 (C) include student data that is 

23 disaggregated by gender, by each major racial 

24 and ethnic group, by English proficiency status, 

25 by migrant status, by students with disabilities 


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1 as compared to nondisabled students, and by 

2 economically disadvantaged students as com3 pared to students who are not economically dis4 advantaged, except that, in the case of a local 

5 educational agency or a school, such 

6 disaggregation shall not be required in a case in 

7 which the number of students in a category is 

8 insufficient to yield statistically reliable infor9 mation or the results would reveal personally 

10 identifiable information about an individual stu11 dent. 

12 SEC. 9. AUTHORIZATION OF APPROPRIATIONS. 

13 There are authorized to be appropriated to carry out 

14 this Act such sums as may be necessary for each of the 

15 fiscal years 2013 through 2018. 

Æ 


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